講演情報
[1O19]Peace Education Through a Picture Book: Exploring the Sudanese Crisis with Japanese Secondary School Pupils and University Students
*KUROKAWA Chiemi1 (1. Sophia University)
キーワード：
Peace education、Sudan、Picture book
This study examines the impacts of a picture book on peace education through learning experiences of lower secondary school students and university students in Japan.
Peace education faces implementation challenges due to definitional vagueness —encompassing positive peace and intersecting with various educational approaches—within limited curricular timeframes. Additionally, Japanese schools’ emphasis on Asia-Pacific War cases potentially neglects contemporary international issues, areas typically outside standard teacher preparation programs. While picture books often emphasize positive aspects engaging children both emotionally and cognitively, instructors require background knowledge to facilitate sensitive discussions.
These challenges raise question about what possibilities researchers’ expertise might bring to peace education, aiming to reconsider the impacts of picture book on peace education in the Japanese context. As a researcher specializing in Sudanese migrants, I delivered lectures to lower secondary pupils (n=69) in Saitama prefecture (February 2025) and Sophia University students (n=12, July 2025). Both groups learned about Sudan’s revolution and ongoing conflict through “Amira’s Diary.” Secondary school pupils engaged with the material under their English teacher’s guidance during their third semester, while I provided single contextual lecture.
Feedback demonstrated that their learning encompassed five dimensions according to the UNESCO’s (2024) peace education goals and objectives: personal, relational, political, structural, and cultural dimensions. Many mentioned empathetic feelings toward the book’s main character and the actual Sudanese people. However, I experienced difficulty in conveying the complex situation in Sudan. I also found that students showed varied interpretations of certain content; for example, students demonstrated inconsistent understanding of visa-related passages in the book.
This study suggests that while picture books demonstrate significant educational value in engaging students with unfamiliar international contexts and fostering empathy across cultural boundaries, their practical implementation in peace education remains challenging without systematic support for contextual explanation and interpretive guidance.
Peace education faces implementation challenges due to definitional vagueness —encompassing positive peace and intersecting with various educational approaches—within limited curricular timeframes. Additionally, Japanese schools’ emphasis on Asia-Pacific War cases potentially neglects contemporary international issues, areas typically outside standard teacher preparation programs. While picture books often emphasize positive aspects engaging children both emotionally and cognitively, instructors require background knowledge to facilitate sensitive discussions.
These challenges raise question about what possibilities researchers’ expertise might bring to peace education, aiming to reconsider the impacts of picture book on peace education in the Japanese context. As a researcher specializing in Sudanese migrants, I delivered lectures to lower secondary pupils (n=69) in Saitama prefecture (February 2025) and Sophia University students (n=12, July 2025). Both groups learned about Sudan’s revolution and ongoing conflict through “Amira’s Diary.” Secondary school pupils engaged with the material under their English teacher’s guidance during their third semester, while I provided single contextual lecture.
Feedback demonstrated that their learning encompassed five dimensions according to the UNESCO’s (2024) peace education goals and objectives: personal, relational, political, structural, and cultural dimensions. Many mentioned empathetic feelings toward the book’s main character and the actual Sudanese people. However, I experienced difficulty in conveying the complex situation in Sudan. I also found that students showed varied interpretations of certain content; for example, students demonstrated inconsistent understanding of visa-related passages in the book.
This study suggests that while picture books demonstrate significant educational value in engaging students with unfamiliar international contexts and fostering empathy across cultural boundaries, their practical implementation in peace education remains challenging without systematic support for contextual explanation and interpretive guidance.
コメント
コメントの閲覧・投稿にはログインが必要です。ログイン