Lesson practice and teachers’ views on citizenship and gender: focusing on home economics and civics in Japan

Abstract

AbstractHome economics and civics as school subjects in Japan have a common feature, in that both subjects nurture a sense of citizenship at home, in the workplace and in the wider society. In addition, both have the potential to help students recognize the gender bias around them and can empower them to help make a more gender‐equal society. Focusing on this, the purpose of this report was to investigate home economics and civics teachers’ views, in order to analyse the features of the two subjects and the relationship between them. Questionnaires were sent to home economics and civics teachers of all the senior high schools in four prefectures around Japan in October 2001, and 357 samples were analysed. The results were as follows: (a) Home economics teachers and female teachers expressed more interest in lessons on gender than civics teachers and male teachers. Concerning lessons on citizenship, no statistical difference in teachers’ interest was found. (b) Topics on citizenship were learned in the fields of consumer, environment and social welfare issues in both subjects. More lessons were reported to take place in home economics than in civics. (c) In home economics, topics on gender were learned as core issues in the areas of family relations, family law and parenting. On the other hand, in family law, civics, topics on gender were taught as marginal issues in the area of basic human rights and labour issues. (d) Home economics teachers thought the goals of gender education were to empower students to overcome narrow gender roles and to strengthen self‐respect. In contrast, civics teachers thought it would empower a sense of human rights. Concerning citizenship education, teachers of both home economics and civics thought the goals would enable students to recognize social problems as their own issues and try to solve them.