Joseph Tobin

Arizona State University, Policy Leadership and Curriculum, Faculty Member

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Andrej Dujella

University of Zagreb

Hemin Koyi

Uppsala University

Jana Javornik

University of East London

Graham Martin

University of Leicester

Gwen Robbins Schug

University of North Carolina at Greensboro

Gabriel Gutierrez-Alonso

University of Salamanca

John Sutton

Macquarie University

Eros Carvalho

Universidade Federal do Rio Grande do Sul

Kevin Arbuckle

Swansea University

Jesper Hoffmeyer

University of Copenhagen

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Papers by Joseph Tobin

Madogiwa no Americajin : Outsiders' images of Japan and the Japanese

The Dilemma of Cultural Responsiveness and Professionalization: Listening Closer to Immigrant Teachers who Teach Children of Recent Immigrants

Teachers College Record: The Voice of Scholarship in Education

Background/Context Many scholars in the fields of teacher education, multicultural education, and... more Background/Context Many scholars in the fields of teacher education, multicultural education, and bilingual education have argued that children of recent immigrants are best served in classrooms that have teachers who understand the cultural background and the home language of their students. Culturally knowledgeable and responsive teachers are important in early education and care settings that serve children from immigrant families. However, there is little research on immigrant teachers’ cultural and professional knowledge or on their political access to curricular/pedagogical decision-making. Focus of Study This study is part of the larger Children Crossing Borders (CCB) study: a comparative study of what practitioners and parents who are recent immigrants in multiple countries think should happen in early education settings. Here, we present an analysis of the teacher interviews that our team conducted in the United States and compare the perspectives of immigrant teachers with...

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Embodied Routines and Ethnotheories of Morning Drop‐Offs at US and Chinese Preschools

Ethos

Preschool practitioners’ and immigrant parents’ beliefs about academics and play in the early childhood educational curriculum in five countries

ORBIS SCHOLAE

The Origins of the Video‐Cued Multivocal Ethnographic Method

Anthropology & Education Quarterly

The use of video as a tool for reflection with preservice teachers

Journal of Early Childhood Teacher Education

Contesting Visions at a Japanese School for the Deaf

Anthropology & Education Quarterly

Using video for microanalysis of teachers’ embodied pedagogical practices

Research in Comparative and International Education

This paper briefly reviews theories of embodiment and then provides an example from our recent wo... more This paper briefly reviews theories of embodiment and then provides an example from our recent work on how we use video in our comparative studies of preschools to highlight embodied and implicit cultural pedagogies. The example we present focuses on how Japanese preschool teachers use the Japanese cultural practice of mimamoru (teaching by watching and waiting) as an embodied technique that combines gaze, location, posture, and touch. We demonstrate how a microanalysis of video footage, when used in conjunction with ethnographic interviews, can draw attention to culturally patterned embodied practices that may otherwise be difficult to perceive.

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Reforming the Japanese preschool system: An ethnographic case study of policy implementation

education policy analysis archives

This is an ethnographic study of how two Japanese kindergartens are implementing the yōhoichigenk... more This is an ethnographic study of how two Japanese kindergartens are implementing the yōhoichigenka policy aimed at reforming the Japanese early childhood education system. The cases of these two kindergartens demonstrate what happens when a top-down mandate reaches the level of individual programs. The programs creatively find ways of responding to the reform mandate and to social change while maintaining what their administrators view as their pedagogical traditions. This paper also argues for the value of ethnographic methods to show how local programs are creative, resistant, and pragmatic in how they deal with top down pressures and directives.

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Contemporary qualitative research methodologies and issues in literacy education

Reading Research Quarterly

cholars who are drawn to qualitative research methodologies represent a diverse group of discipli... more cholars who are drawn to qualitative research methodologies represent a diverse group of disciplines and fields. They also represent themselves as researchers and the theoretical frameworks in which they work quite differently. Indeed, it was this diversity in representation that initially motivated us to propose a New Directions feature on qualitative methodologies. Specifically, we were curious as to how scholars who use different approaches to inquiring about a wide range of literacies and literate practices would respond to an invitation to ...

Hiroshi Mannari and Harumi Befu (Eds), The Challenge of Japan's Internationalization: Organization and Culture, Kwansei Gakuin University and Kodansha International Ltd. 1983. $ 14.95

African and Asian Studies, 1987

Good Guys Don't Wear Hats": Children's Talk about the Media

An academic directory and search engine.

Pikachu''s Global Adventure: The Rise and Fall of Pok?mon

Implications of Studies of Early Childhood Education in Japan for Understanding Children’s Social Emotional Development

Asia Pacific Journal of Research in Early Childhood Education, May 1, 2014

Preschools in Japan, as elsewhere, are key sites of child development, socialization, and encultu... more Preschools in Japan, as elsewhere, are key sites of child development, socialization, and enculturation. A series of ethnographically informed studies of Japanese preschools have identified and explicated approaches to early childhood education that are very unlike those of preschools in other countries. Many of these features of Japanese preschools that have been identified by ethnographic researchers challenge Western notions of early childhood education and care and child development. These features include high student/teacher ratios; low-intervention by teachers in children’s disputes; an emphasis on group-mindedness and collective over individual forms of social control; a prioritization of social development and a de-emphasis on academics; the cultivation of the experience and expression of feelings; and an emphasis on teaching children to adjust their behavior to contexts.

Handbook for Sponsors of Indochinese Refugees

Video Literacy at Waiau Elementary School

Kamehameha Journal of Education, 1995

ABSTRACT Presents the screenplay synopsis and examples of scenes from a video that describes how ... more

Using Videodiscs to Simulate Multicultural Experiences in the Classroom

Kamehameha Journal of Education, 1992

Lessons from China and Japan for Preschool Practice in the United States

Educational Perspectives, 2007

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New Directions in Research: Contemporary Qualitative Research Methodologies and Issues in Literacy Education

Reading Research Quarterly, 2005

Comparative, Diachronic, Ethnographic Research on Education

Current Issues in Comparative Education, 2014

Locating Educational Practices in Space and Time Most qualitative studies in international educat... more Locating Educational Practices in Space and Time Most qualitative studies in international education take place in a single site in a single nation. When studies are of more than one country, they most often use more quantitative than qualitative approaches. There was a time when studies conducted in multiple cultures were more common in anthropology. Margaret Mead (1935; 1960) and Ruth Benedict (1934) did comparative studies of two or more cultures. Beatrice and John Whiting conducted the most systematic of comparative cross-cultural studies of child rearing in their Six Cultures (1975) study. One of the six ethnographies that served as the foundation of that study was conducted by Robert A. LeVine (1966), who was my doctoral mentor. I have attempted to carry this comparative project forward, and to do so in a way that systematically deals with variation within, as well as among cultures, while also taking into account how cultures stay the same and change over time.

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Madogiwa no Americajin : Outsiders' images of Japan and the Japanese