The aim of this paper is to explore perspectives on equity, quality, motivation, and resilience by focusing in depth on the perspectives of educators in one small, semi-rural school in Japan. The paper is intended to provide rich, in-depth data and discussion as a way of providing insights from different perspectives into findings from large-scale international assessments. The two key questions addressed in the paper are, (1) How are equity and quality achieved and maintained in Japanese elementary schools? and (2) How are student motivation and resilience perceived and fostered in Japanese elementary schools? These questions are addressed through analysis of key official documents related to the questions, together with analysis of semi-structured interviews conducted with education professionals working in an elementary school. The paper will contribute to understanding the perspectives of teachers in a particular school context in Japan on the roles of state, teachers, and children themselves in the task of achieving and maintaining equity and quality in a high performing education system.
As one of the most prominent cases of high performing education systems in Asia, Shanghai has received widespread attention in recent years. The existing literature has shown that the formation of a high performing education system in Shanghai is closely associated with the high-quality teaching force. The purpose of this paper is to explore the experience of Shanghai in configuring the teacher–state relationship and building the teaching profession against China’s background of centralized education. Our analysis was framed around three key actors that have reshaped the relationship between teachers and State in the post-Mao era, including the establishment of teaching as a profession, schools, and the labor market. Based on policy analysis and empirical evidence from Shanghai, the research findings indicate Shanghai’s own experience in building the teaching profession, teachers’ professional well-being, and other subjective perceptions related to school management and the labor market.
This study identifies predictors of Hong Kong students’ civic learning. It has adopted a cross-sectional quantitative design using secondary data from the 2009 International Civics and Citizenship Education Study (ICCS 2009; Schulz et al., 2010). Multi-level analysis reveals that most of the variance in student achievement can be accounted for by school level rather than individual level factors. Student background variables are largely insignificant suggesting the resilience of many Hong Kong students. Regarding Hong Kong students’ achievements in civic learning, a possible explanation is made and implications are developed for both theory and practice.
This study aims to understand equity issues of international students’ learning in Korean higher education institutions by engaging with the issue of racism and identifies how international students in Korea reshape their learning trajectory and how we could provide equitable and quality education for international students. Espousing a qualitative case study design, six students from different background were interviewed to examine features of perceived institutional racism based on their learning experience in Korea. Major findings showed that internationalization has not been fulfilled in terms of engaging with international students although Korean government and higher education institutions have developed relevant policy to attract international students. This study indicates that Korean universities need to reconstruct their social, cultural, and institutional systems to embrace equity, diversity and inclusiveness to empower international students’ capacity.