Socially critical school reform in Asian countries

Date/Time: Thu 27 Apr / 1:00 pm - 2:00 pm

Location: N702, 20 Chancellors Walk, Monash University

In the latter part of 1990s, an approach of school reform, called as
‘school as learning community’ (SLC) or ‘lesson study for
learning community’ (LSLC) started to be practised in three pilot
schools in Japan. Since then, this approach, SLC/LSLC, has
caused many cases of successful turn-around of lowly functioning
schools at various risks in Japan. Under this approach, the
strongest emphasis is given to learning of each member—every
child can have opportunities to learn with high quality through
collaborative learning, every teacher can grow as professionals by
joint observation and reflection and as many parents and local
residents as possible can participate in the process of learning—
based on various critical theories. In other words, a strong nexus
between various critical theories and practitioners’ eminence has
been tied up in this approach. This approach has been
implemented in various Asian countries—Korea, China, Taiwan,
Indonesia, Vietnam and Thailand. This presentation aims at
(1) giving detailed explanation on what this approach is and
(2) discussing the cases from Indonesia, Vietnam, Thailand and

Eisuke Siato is a lecturer at the Faculty of
Education, Monash University, Australia from
January 2016. Before joining Monash, Eisuke used
to be a consultant for educational development in
Bangladesh, Indonesia and Vietnam from 2001 and
then joined in National Institute of Education,
Singapore in 2008. Eisuke is actively researching
in the fields of school reform/change, professional
development and learning of teachers, pedagogical
reform/change, and social justice education.

For Further Information contact: Philip Chan 20791

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