15:10-16:50 | Opal 103 (1F)
Saturday Session IV Social Justice Session Chair: Xiaohua Ma 54945
15:10-15:35 | Opal 103 (1F)
Role of the Association of Caste and Class on Households’ Expenditure on Elementary Education in Uttar Pradesh, India: An Evidence Sandeep Kumar Tiwari, Shri Mata Vaishno Devi University, India Pabitra Kumar Jena, Shri Mata Vaishno Devi University, India Kirtti Ranjan Paltasingh, Shri Mata Vaishno Devi University, India
The previous studies acknowledge that educational expenditure is determined by choice of schools, tuition fees, books, stationary, coaching fee, school uniform, parent’s educational level, family income, family size and cultural & social values. This study attempts to analyze the result of some previous variables with some new variables. The study focuses on the role of caste, class (economic class), and their interactions in influencing the education expenditure with respect to localities/sector, gender and type of schools in Uttar Pradesh (UP), one of most populous state of India. This study uses secondary data from National Sample Survey Office (NSSO) 71st round (2014). This paper uses ‘Tobit regression model’ for empirical analysis. It finds inequality in elementary education expenditure existing between gender, localities/sectors, religion and also in socioeconomic interactions (caste*class). The study also finds that the interaction of lower caste (ST/SC & OBC) to subsequent classes (Q1- Below Poor Class, Q2- Poor Class, Q3- Middle Class, Q4- Upper Class) will increases the monthly expenditure (mpce-quintile) on elementary education especially in middle class and further interaction of upper caste in subsequent classes also increases the expenditure on elementary education but proportionally less than the lower caste. The study suggests to strengthen the economic structure on lower caste by providing more employment opportunities and also should try to frame a universal curriculum structure for all types of schools irrespective of management types. 56135
15:35-16:00 | Opal 103 (1F)
Supporting Teachers to Learn, Teach, and Research: Imperative of ‘Teachers’ Magazine’ in Teacher Education in Cambodia Chankea Phin, Nagoya University, Japan
Teacher is one pillar of student’s and education’s success. Teacher needs opportunities of training in this changing world. But some teachers in Cambodia today are of low educational level background and no experience in pedagogical training which may be resulted from lack of resources, teacher trainer, and training opportunity. Previous studies, including the studies of the authors provide directions of using existing sources to help overcome these concerns. Noticeably, Cambodia has made ‘Teachers’ Magazine’ possible in 1949. Though it was abolished during civil wars in the 1970s, its first volume publication reborn in 1995 and now reached volume 58 published in December 2019. This paper investigates the Magazine’s characteristics by reviewing archival literature and later discusses its imperative of using it for an advantage of future teacher education in low-resource setting in present Cambodia. The Magazine shares few sections on: general knowledge, educational game, rule and regulations, psycho-pedagogical theory and practice, and managements whose contents contribute randomly for all grades, all subjects, and all educators especially school teacher. Since it has already existed in education sector in Cambodia, it is hoped that it will share a large contribution to gain interest from teachers more easily and be able to embed their continuous professional development opportunities -in regards for their learning, teaching, training and researching in which in-service teachers can publish their works, can use and share experiences to deal with both low education level of teachers and untrained teachers. It helps develop better environments of improving quality teacher education. 56284
16:00-16:25 | Opal 103 (1F)
Human Rights in Islamic Education in Indonesia Yani Osmawati, Universitas Budi Luhur, Indonesia
This article examines the challenge of human rights practice in Indonesia by evaluating Islamic education in high school. To increase the awareness of human rights in everyday life, the subject of human rights is being taught at school by incorporating the human rights perspective in some subjects. One of the subjects is Islamic education that is taught at school for Muslim students. Incorporating human rights education in Islamic education is essential in the Indonesia context since there were human rights violation cases caused by religious sentiment. This research analyses Islamic educational books as one of the instruments that are used by the students to learn about Islam at schools. The finding discovers some of the narratives in Islamic education books for high school students promote human rights practice. However, the textbooks can also strengthen the religious sentiment that caused violation of minority groups as well. To point out the violation, this article explores cases of human right violation in Indonesia and links it with the narrative of Islam in Islamic educational books that strengthen the religious sentiment. 55402
16:25-16:50 | Opal 103 (1F)
War Memory and History Education in the Global Era Xiaohua Ma, National Osaka University of Education, Japan
What part has war memory played in contemporary international relations in the Asia Pacific region? How has history played a role in the Asia-Pacific regional security? Answers to these questions must reckon with the impact of memories of World War II, or the AsiaPacific War of 1931-1945, a time of troubles that continues to be the foundational period to affect Japan’s relations with its neighboring countries, China and South Korea in particular. Judging merely from media reports, accounts and sources of the Chinese side, the answer is simple: recollections of the wartime experience have inflamed disagreements between China and Japan. However, things are more complicated than that. In a less obvious but more important way, collective memory has also been responsible for the positive features of the relations between Japan and China. To understand how collective memory has had this impact, one needs to distinguish between the different kinds of collective memory. In my presentation, I will argue that historical understanding is a form of collective memory, which has been a constructive force in the shaping of contemporary Japan's relations with China. I will focus on how a dispute over the interpretation of history emerged between Japan and China. I will offer a few reflections on the implications of my analysis for the future of the history problem, both for China and Japan in order to find a road toward reconciliation for the people in the Asia-Pacific region.
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