Teacher Education in Post Nation State Era

Education for “Welfare” instead of “Warfare”

Throughout the world, globalization is advancing in every sector including politics, economics, technology, culture, the environment, security and peace. Although, in the last century, a paradigm shift from a "warfare state" to a "welfare state" has also occurred, what we are faced with in this century is the spread of phenomena that each country around the world is returning to its own nationalism as opposed to globalization.

In this current time, there is a need to overcome the obstacles of a nationalistic society and be a welfare society with human relations based on respect and support towards each other. Not education for the nation, but education where each person can grow; education which is grounded in the local society where people live; education that responds to the global society. At the ISfTE 2018 in Japan, we hope to deepen these issues through international discussion.

In the field of school education, quite a few concepts are becoming widespread such as "competency," "standards," "evaluation," "quality assurance," "professional development," "active learning," "management," "leadership" and "inclusion". At the same time, international and national testing policies are expanding and the diverse activities of school education are converging to a narrow meaning of "achievement". If the objectives and methods of public education are to be standardized globally in this way, children who come from minorities such as social, economic, political and cultural minorities can be lost in the global ‘education race.’

What kind of public education can all people cherish and grow? What kind of development is desired for teacher education that is responsible for this public education? Domestically, it is often harder to discuss education substantially in a changing society where globalism, nationalism and localis are interlaced. That is why discussions at this international society are important to make it possible to overcome the domestic premise and produce creative ideas for the post national state era. Instead of understanding teacher education as a narrow a historical concept, it needs to be enhanced and cultivated, taking into consideration cross-bordering among a practical level as teachers and students (micro level); at an organizational level as a school or other educational institutions (mezzo level); and at a system level as public education in the contemporary society and in the future welfare society (macro level). Through this seminar we are hoping to step forward into teacher education in the new era of a “welfare society”.

 

Key Presentation A - Organisation

How do we manage and change a modern school? - Education, Management, Politics

  • Hiroki Suematsu (Tokyo Gakugei University Japan / school management)
  • Takahiro Tsujimura (Joetsu University of Education Japan / educational administration)
  • Keiichi Kobayashi (Myoko City Board of Education / Superintendent)

 

Key Presentation B - Profession

Teaching and learning - "How " and "for what"?

  • Shigeki Izawa (Nagoya University Japan / educational philosophy)
  • Masami Kawano (Joetsu University Japan / educational method)

Key Presentation C - System

Boundary of public education - marginalised "Minority"

  • Mizuho Hara (Joetsu University Japan / interciultral education)
  • Sabine Meise (Ludwigsburg University of Education Germany / comparative education)