Citizenship education in Indonesia and Japan: A dynamic endeavour to form national character

Abstract

This study discusses a dynamic endeavour to form national character in citizenship education through a chronological exploration of the experiences of Japan and Indonesia within two dimensions: administration and curriculum. Nationalization, localization and internationalization perspectives were applied. Despite their striking differences in national character, both countries have envisioned a role for nationalism in their citizenship education curricula since the earliest stages. Given Indonesia’s heterogeneity, national character has transitioned over time from an independent-spiritual period to development and consolidation, democratic/local initiative, and religious-patriotism/national standardized. Japan’s more homogeneous national character has transitioned over a longer duration from a westernized/modernized period to Confucian/emperor-centred, democratic and peace building, public oriented, and love for country and region/re-patriotism. National character has changed dynamically according to national goals and priorities, reflecting the countries’ respective historical backgrounds. These aspects resulted in the unique national character of each country’s citizenship education, specifically concerning globalization.

Analisis Penyebab Rendahnya Motivasi Belajar PKn di Sekolah Dasar di SD Negeri 106160 Tanjung Rejo

“…Mata pelajaran PKn sendiri seringkali dicap sebagai mata pelajaran yang membosankan, tidak relevan serta tidak penting oleh siswa sekolah dasar. Persepsi ini muncul akibat berbagai faktor, seperti metode pengajaran tradisional yang gagal melibatkan siswa, konten pembelajaran yang abstrak dan teoritis serta kurangnya kaitan dengan kehidupan nyata, dan kesenjangan antara konsep PKn dengan kehidupan seharihari siswa (Arfani, 2020;Mamlok, 2022;McLaren, 2022;Sulistiyowati, 2020;van Brussel, 2023).…”

Education in Indonesia (Merdeka Curriculum) and Japan Curriculum : What’s the Difference?

“…The character of the nation has changed dynamically according to national goals and priorities, reflecting the historical background of each country. These aspects produce a unique national character from the citizenship education of each country, especially regarding globalization (Arfani & Nakaya, 2020).…”

Evolving Conceptualizations of Peace Education in Hiroshima, Japan

“…Given the reach of peace education and adjacent concepts in Japan, current studies in English-language peer-reviewed journals reflect the wide array of forms that peace education takes in the Japanese context, including curricula and schoolbased programs (Gibson 2011;Kester 2017;Langager 2009;Monobe and Ruan 2020;Murakami 1992), grassroots initiatives (Alexander 2008;, museum education (Allen and Sakamoto 2013;Fields 2015;Lee 2018;Tanigawa 2015;Watanabe 2015), educational tourism (Ide 2007;Kang 2006;Sharpley 2020;Suzuki 2016), binational and transnational education initiatives (Geiger 2012;Herborn and Hutchinson 2014;Szczepanska 2017;Wang 2009), and philosophies of peace (Goulah and Urbain 2013;McGregor 2014; Urbain 2016). In addition, there is a growing body of literature around educational approaches adjacent to peace education, including anti-discrimination education (Nojima 2009), citizenship education (Arfani and Nakaya 2020;Mori and Davies 2015), global education (Fujikane 2003), plurilingualism and STEAM education (Pearce et al 2020), and environmental sustainability education (Fredriksson et al 2020;Ide 2017;Kitamura 2014;Kitamura and Hoshii 2010;Nomura and Abe 2010).…”