Elements of war and peace in history education in the US and Japan: a case study comparison

Evolving Conceptualizations of Peace Education in Hiroshima, Japan

“…While peace education curricula in Japan pay particular attention to violence carried out at the interstate level, with a focus on the violence inflicted upon Japan during World War II, so too is the violence inflicted by Japan upon neighboring communities in Manchuria, the Korean peninsula, and South East Asia an important theme (Chun 2018;Langager 2009;Tanigawa 2015;Wang 2009;Watanabe 2015). The impact of the US atomic bombings of Hiroshima and Nagasaki in particular also still inform a robust peace education focus against nuclear weapons.…”

“…Given the reach of peace education and adjacent concepts in Japan, current studies in English-language peer-reviewed journals reflect the wide array of forms that peace education takes in the Japanese context, including curricula and schoolbased programs (Gibson 2011;Kester 2017;Langager 2009;Monobe and Ruan 2020;Murakami 1992), grassroots initiatives (Alexander 2008;, museum education (Allen and Sakamoto 2013;Fields 2015;Lee 2018;Tanigawa 2015;Watanabe 2015), educational tourism (Ide 2007;Kang 2006;Sharpley 2020;Suzuki 2016), binational and transnational education initiatives (Geiger 2012;Herborn and Hutchinson 2014;Szczepanska 2017;Wang 2009), and philosophies of peace (Goulah and Urbain 2013;McGregor 2014; Urbain 2016). In addition, there is a growing body of literature around educational approaches adjacent to peace education, including anti-discrimination education (Nojima 2009), citizenship education (Arfani and Nakaya 2020;Mori and Davies 2015), global education (Fujikane 2003), plurilingualism and STEAM education (Pearce et al 2020), and environmental sustainability education (Fredriksson et al 2020;Ide 2017;Kitamura 2014;Kitamura and Hoshii 2010;Nomura and Abe 2010).…”

Landscapes for peace: A case study of active learning about urban environments and the future

“…This may include examining what may be taken for granted with the politics of fear, inclusion/ exclusion of 'the other', and worst-case scenario and self-fulfilling prophecy. There are related issues of pedagogical philosophy and of how participatory, non-authoritarian methods may help in resisting militarising or violence-condoning images or mindscapes on times past, present and future [40][41][42][43][44]. [45][46][47][48][49][50].…”

Maintaining Peace in Aceh Through History Learning at Islamic High School

“…Teaching history has a very big influence on shaping the awareness and character of the nation (Meyer et al, 2017;Sirnayatin, 2017). Through history, subjects can change perceptions of something by reshaping ideas about events (Endacott & Brooks, 2013;Langager, 2009).…”