Mentes, política y autoridades en la sociedad escolarizada: Consecuencias de la sociedad de educación internacional y comparativa en el discurso presidencial sobre la revolución educativa en 2013

Translated title of the contribution: The power of implicit teaching practices: Continuities and discontinuities in pedagogical approaches of deaf and hearing preschools in Japan

Akiko Hayashi, Joseph Tobin

Research output: Contribution to journalArticlepeer-review

11 Citations (Scopus)

Abstract

Meisei Gakuen, a private school for the deaf in Tokyo, is the only school for the deaf in Japan that uses Japanese Sign Language (JSL) as the primary language of instruction and social interaction. We see Meisei as a useful case for bringing out core issues in Japanese deaf and early childhood education, as well as for making larger arguments about the contribution of what we call "implicit pedagogical practices." In this article, we make Meisei the pivot point for two comparisons: (a) between the Meisei deaf preschool program and the programs of "regular" (nondeaf) preschools and (b) between Meisei;s JSL approach and the "total communication" approach used by the public deaf preschools. The implicit pedagogical practice we track across the three types of Japanese preschool settings is mimamoru, a hesitancy of teachers to intervene in children's disputes and other social interactions.

Translated title of the contributionThe power of implicit teaching practices: Continuities and discontinuities in pedagogical approaches of deaf and hearing preschools in Japan
Original languageSpanish
Pages (from-to)24-46
Number of pages23
JournalComparative Education Review
Volume58
Issue number1
DOIs
Publication statusPublished - 2014 Feb
Externally publishedYes

ASJC Scopus subject areas

  • Education

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