Lesson study for learning community (LSLC)

Conceptualising Teachers' Practices Within a Social Justice Perspective

Bibliographic Data

ID2932683
AuthorsEisuke Saito (0000-0002-1689-1210, corresponding author), Matthew Atencio (California State University, East Bay)
Year2015
Volume36
Issue6
Pages795-807
Publication date2015-11-09
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Journal identifiersISSN: 0159-6306 • E-ISSN: 1469-3739
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2014.968095
OpenAlexW2031202901
LanguageEN
Citations received4
References cited42

Under neo-liberal policies in many countries, there has been an extensive trend of educational reform which intensifies competition. Such educational reform is underpinned by direct government control, seen in centre to periphery forms of policy administration and implementation with strong emphasis on managerialism and test-oriented accountability models. There are critical views and opinions about such neo-liberal reforms, but a need still exists to discuss ways forward to protect the equality and right of teachers and student learners in schooling. This essay accordingly aims to discuss how the lesson study for learning community (LSLC) approach of school reform from Japan might signal a practical shift in emphasis away from competitive models of schooling fostered by school reform movements. The aim of this study is to discuss the philosophical underpinnings of LSLC, with particular emphasis on its social justice nature, particularly in reference to criticisms against neo-liberal reform agendas

Accountability · Economic Justice · Managerialism · Pedagogy · Political economy · Political science · Public relations · Sociology · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law · Public Administration · Religious Education and Schools

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