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"Consumer Citizenship as an Element of the European Social and Economic Dialogue (the venues of R&D interdisciplinary clusters)" Kostadin Grozev
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- An Exploratory Framework for Consumer Citizenship Education in Japan’s Home Economics Curriculum
"Consumer Citizenship as an Element of the European Social and Economic Dialogue (the venues of R&D interdisciplinary clusters)" Kostadin GrozevThe proposed paper will present the recent experience of the newly found Institute of Doctoral and Postdoctoral Studies "Dialogue Europe" at Sofia University (Bulgaria) and its potential for developing the theme of consumer citizenship as one of its research targets. The new interdisciplinary university structure aims at developing the research skills and knowledge of perspective young scholars through investigation of significant research agendas. Through grants, conferences, summer schools and book rpojects the Institute will strengthen the understanding of various EU themes - consumer citizenship included. Certain analysis will be made on the results so far and the potential for colalboration with networks such as CCN. Thus the Institute can soon evolve into a real R&D cluster capable of suggesting policy approaches and networking among academia, business,state institutions and NGOs. My proposal is for a 15 min presentation in Track 3 An Exploratory Framework for Consumer Citizenship Education in Japan’s Home Economics CurriculumRieko Hanashiro, Lakshmi Malroutu and Diane MasuoRieko Hanashiro University of the Ryukyus, Faculty of Education Okinawa, Japan 1 Senbaru Nishihara Okinawa, Japan 903-0123 +81-98-895-8400, rieko@edu.u-ryukyu.ac.jp
Sacramento Hall 259, 6000 J Street, Sacramento, CA 95819, USA +1-916-278-2930, malroutu@csus.edu
2515 Campus Road, Honolulu, HI 96822, USA +1-808-956-2231, masuo@hawaii.edu
Consumerism in Japan is not contained within its geographic boundaries but is global in nature. When we look at the production and supply of one of our basic needs, food, we can determine the interconnectedness of this process. The rate of food production in Japan is less than 40 percent in 2009 and the Japanese import more than half its food supply from other countries especially China. With such overdependence on food imports, it is not surprising to hear news headlines about insecticide-tainted meat dumplings from China that caused severe food poisoning and led to public hysteria against all Chinese-made foods. Japanese health officials were unable to explain how thousands of tons to contaminated meat products were allowed into Japan, which is supposed to have some of the world’s toughest checks on imported food. In an ironic twist, the food was imported by the Japanese Consumers’ Cooperative Union, the largest consumer group in Japan which regards food safety as its top priority. Economic borders between countries have already disappeared; when Lehman Brothers in the U.S. collapsed it immediately affected Japanese businesses and stocks in Japan took a sharp nosedive. As a result, Japanese companies started lay-offs and eventually the economic crisis spread all over the world. The rapid globalization has increased wealth for some but, at the same time, has contributed to greater economic disparities both at the national and global levels. Internet transcends information borders. A White paper on Information and Communications in Japan in 2008 indicated that internet penetration rate in 2007 was 69 percent and the cellular phone internet usage accounts for 13-19 year olds was 77 percent and 83 percent for 20-29 year olds. Internet is a way of life for the younger generations. National Consumer Affairs Center (NCAC) of Japan receives and handles complaints and inquiries from consumers and gathers information via an online network which connects local consumer centers across the country and participating hospitals, the system is called PIO-NET (Practical living Information Online Network). According to PIO-NET, the number of consumers’ complaints/inquiries in 2007 increased to 1,041,506, of which the five largest complaints/inquiries categories were: (1) phone information service, (2) consumer debts, (3) general commodities, (4) on-line services, and (5) house/apartment rent. Paralleling the penetration of cellular phone and internet use, consumer complaints are increasing. Japan’s consumer issues have already crossed its national borders and are becoming global consumer issues. In a converging world, it is imperative that consumer issues be solved with a global perspective because food, energy, environmental, or economic crises are not just other people’s problems but are universal problems with far reaching implications. Consumers who make sound societal decisions are persons who consider other people, other countries, public benefit, future generations, and natural environment before their own personal or short-term gains in their decision-making process. Japan Consumer Education Academy (2007) pointed out that consumer education develops consumers who “not only make appropriate personal consumer decisions in various economic and social environments but also societal decisions that influence markets and politics.” The fact that consumer behavior affects business and the environment is well documented. Consumers execute their economic and environmental vote with their daily shopping choices. However educators must recognize that many consumers are not aware of the power of their vote in the marketplace on the economy and the environment. Consequently, although consumers are unaware of their influence, their decisions affect society. Therefore, greater emphasis and education must be provided to develop consumer competency for the creation of a better world. Consumer Citizenship Education (CCE) which focuses on empowering consumer action to build a sustainable world is urgently needed in Japan. Consumer Education is taught mainly in Home Economics Education in Japan. The objective of this study is to propose an exploratory framework for introducing CCE in Japan’s Home Economics curricula. F
igure1. Educational Guidelines for Elementary Home Economics and keywords in textbooks Present state of Japan’s Consumer Education taught in Home Economics Education Since Japan’s Educational System is controlled by the government through the Educational Guidelines which are revised every ten years, the scope and sequence of the Home Economics including Consumer Education lies in their purview. Home Economics was traditionally focused on domestic arts like food, clothing and shelter and consumer education was not included in the curriculum until recently. Terms related to consumer education such as “consumer attitudes” or “consumer consciousness” were first seen in the Educational Guidelines in 1989. The formal introduction of the field of consumer education in Home Economics textbooks at elementary schools was in 1992, junior high schools in 1993, and senior high schools in 1994. Because Home Economics is mandated as a co-education subject in Japan, technical terms such as consumer center, cooling-off periods or consumer rights and responsibilities are becoming familiar among younger Japanese. The latest Guideline revisions were made in 2008 for elementary and junior high schools, while senior high school guidelines are slated for revision in 2009 or 2010.
After the scope and sequence of all textbooks are checked against the guidelines set by the Textbook Examination Committee, authorized textbooks are published. If the textbook’s content is missing the educational guideline or varies from what is specified by the committee, publication of the textbook is not permitted. As a result, although slight variations may exist in the way the content is expressed, the contents of all textbooks are standardized. In 2009, there were 2 elementary textbooks, 2 junior high textbooks and 28 senior high textbooks. The senior high textbooks can be categorized as: Basic Home Economics, General Home Economics and Living Skills. Of the 28 senior high textbooks, 14 are Basic Home Economics, 12 are General Home Economics and 2 are Living Skills. Two companies publish all educational textbooks from elementary to senior high school for Home Economics. A content analysis of Educational Guidelines and keywords was completed for all textbooks published by Tokyosyoseki, the larger publisher of Home Economics textbooks and is presented in Figures 1, 2, and 3. Home Economics for elementary students is taught for 60 unit hours in the 5th grade and for 55 unit hours in 6th grade. One unit hour is equal to 45 minutes. There are four sections in elementary home economics, these are “daily living and family,” “food and basic cooking,” “comfortable clothing and shelter,” and “daily consumption and environment”. As indicated in Figure 1, the textbook titled "New Household" published for elementary students by Tokyosyoseki devotes 9 pages or 9 percent of 100 pages for consumer issues. Junior High Educational Guidelines were also revised in 2008 and a new textbook based on the new guidelines is in use this year. Standard hours are 35 unit hours in the 1st grade, 35 unit hours in the 2nd grade and 17.5 unit hours in the 3rd grade. One unit hour is equal to 50 minutes. As shown in Figure 2, "Home and Technology" published by Tokyosyoseki in 2009 covers consumer issues in 39 pages or 17 percent of a total of 233 pages. Senior High Educational Guidelines are slated for revision in 2009 or 2010. The current guidelines and contents of General Home Economics are shown in Figure 3. Standard hours are 35 unit hours in Basic Home Economics and Living Skills, and 70 unit hours in General Home Economics. One unit hour is equal to 50 minutes. “General Home Economics including self-help, symbiosis, and creation” are covered in 39 pages or 16percent, of 237 pages. Although the same topics are covered from elementary to senior high, supplementary explanations are included at the higher grade levels. However, some topics are repeated, for example, the eight consumer rights and five responsibilities and the 3R movement - reduce, reuse and recycle are the same in junior and senior high. As shown in Figures 1, 2, and 3, consumer topics which are included in every level may be classified into five categories: consumer decision-making, financial management, consumer fraud, consumer law and environment. The key component that is missing from Japanese Home Economics education is the inclusion of citizenship education that could strengthen students’ competency to build a better world by learning to be active citizens. The current topics focus on improving daily life but do not cover topics on societal improvement and advancement. This is evident when teaching the topic on the decision-making process. Guidelines for the decision-making process state that resources that influence the environment must be considered when choosing alternatives. However, the influence on businesses, government, local economy and other countries are not covered. In order to influence the world, not only must the product information for improving daily life be considered but business information including business contributions towards public good, local welfare, natural environment, market fairness, gender and minority equality, participation of developing countries, and sharing resources with future generations are useful information when choosing alternatives. Currently, what is lacking in Japanese Home Economics education for citizenship education is the focus on creating a better world beyond just personal benefits by emphasizing individual and societal values. Since the Japanese education system does not mention values in its curriculum it is no surprise that nor does Home Economics education. Secondly, values that provide direction for action for consumer citizens to create global sustainability should be included. Global sustainability is needed to sustain social security. Thirdly, social security is necessary to meet basic needs globally. Social security benefits, education, job training, child care, medical care, pension are essential for all citizens. If these resources are lacking or not distributed equitably, citizens cannot maintain the standard of living expected in a civilized society. Lastly, practical skills to be active citizens, not just homemakers, must be emphasized.
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onsumer citizenship education strengthens students’ competency to build a better world by being active citizens. Kodama (2004) suggested addressing both political and career independence in Japanese citizenship education. Without citizen’s political participation, a democratic society ceases to exist. Without a career or a job, a person’s financial freedom ceases because money is the only medium to buy goods and services in a capitalistic society. Finally, a third aspect that deserves attention is the consumer perspective, a key factor that has been overlooked. Without all three components, citizenship education will not be complete. Sanuki (2003) stated that action must be two-sided for youth to become independent citizens. On one hand, youth themselves must be motivated to take the initiative to exercise their citizen rights and be a responsible citizen. On the other hand, society must make a commitment to model youth to be responsible citizens. In Japan, governmental involvement to shape youth to be responsible citizens is not stellar; in lieu of government, businesses took on this role. Permanent employment offers not only income and job security, but also job training, housing, health care and pension benefits. This system worked well in the past decades when younger people got a job when they were young adults, and earned money to cope with their daily living, got married, purchased a house, raised children, and had the financial stability of earning a pension in retirement. Therefore, people could be independent citizens and fulfill their rights and responsibilities. However, the role of businesses in the economy is changing. In current times, because of economic and social changes, one-third of Japan’s workers are neither formally employed nor employed full-time. As evidenced after Lehman Brothers collapse, even full-time workers in Japan were in danger of losing their jobs. Government involvement to provide national welfare to maintain the standard of living for all citizens is a focus of CCE. If the cost of national welfare is borne by taxpayers, then CCE should encourage autonomous or independent citizenry who can then shape the direction and state of Social Security. Key concepts, which are lacking in current Home Economics curriculum are: ways to create a sustainable world, cultivating values, sustaining social security and developing skills to bring about societal change. According to CCN guidelines, “training in the art of value-based behavior” is an essential aspect of becoming a consumer citizen. Thoresen (2005) mentions the importance of principles of equity, equality, social justice and human rights. The values of human dignity and equality, human rights, common good, gender equality are reiterated in the Crick report by the Advisory Group of Citizenship (1984). The topic “values and value system” can be introduced in any subject related to citizenship education, however, an important goal is to make sure that these values become a guiding factor for consumer citizen behavior, not mere citizen behavior. Values, especially those related to consumers or consumption are as follows: Safety of life and health Safeguarding of human life. This is an important value for consumers, producers, and the government. Goods and services should be produced to preserve human life and property. Sharing to eradicate poverty Acquiring basic needs for global citizens Consuming with the purpose of securing human dignity Equity and equality in marketplace and public service Having transparency among key constituents, that is, consumers, producers and government for equity and equality Social security system that does not create societal disparity and vulnerability Stability for local community Respecting diversity of consumption Contributing to local economy Influencing businesses to contribute to local community through consumer shopping vote Cooperation and solidarity for global and societal sustainability Promoting world peace through trade Sharing resources globally through fair trade agreements Producing commodities using fair labor practices Safe environment Sustainable development in consumption and production As stated “citizenship education is education for citizenry to behave and act as citizens, therefore, it is not just knowledge of citizenship and civic society; it also implies developing values, skills and understanding” (Advisory Group on Citizenship, 1998). The operationalization of citizenship education is missing in Japanese Home Economics curriculum. Although the mechanism of the political and economic systems is taught in Civics courses, Ookubo (2006) mentioned that students lack critical thinking, analytical, and communication skills on how to participate in these systems. The ability to think critically and pragmatically is missing not only in Civics course but also in other subjects. In an interview with Hadlston, a representative of the Association for Promotion of Citizenship Education in UK, citizenship education was described as more than comprehending information about politics, law and economics. It is a conceptualized reality which requires competency in skills including critical thinking, discussion, debate, negotiation, investigating, analyzing, and presentation (Arai, 2008). It is possible to introduce these competencies in Japanese Home Economics curricula to promote consumer citizenship. C 
urrently, the subject, “Sougouennsyu or General Exercise,” is cross- curricular and interdisciplinary and focuses on issues such as international understanding, information, environment, welfare, and health. The goal of “Sougouennsyu” is to learn how to live. Although the subject does not cover the consumer perspective, the topics covered are closely related to consumerism and consumption. Therefore, it is possible to modify the subject to include the topics of CCE and introduce the subject in the Home Economics curriculum. “Home Project”, one of the six sections that must be taught in Home Economics (See, Figure 3), focuses on solving private life problems. In order to introduce the citizenship dimension in Home Economics, it is possible to expand the topic from solving private life problems of a homemaker, to collective life or global problems of a consumer citizen. Since CCE focuses on improving both individual and community life, in addition to a “home project” section, an additional project titled “consumer citizenship project” could be introduced. Controversial and global issues that are integrated into the consumer, society and environment section can be discussed using a problem-solving approach. Examples of topics to be included in the consumer citizenship project are: Human life and consumption Earning and spending Human life and welfare Human life and commodities Safety of goods and services and health A humanistic view of consumption, basic needs and poverty World peace and how I can promote it as a consumer citizen Environment and what I can do safeguard it as a consumer citizen Global economy and what role I play as a consumer citizen Local economy and what I need to do as a consumer citizen to keep it thriving Developing countries and my role as a consumer citizen in a developed country Internet and my connection to it as a consumer citizen Gender and consumption Culture in consumption Students will be able to select from a broad range of topics and develop their project based on their personal and family experiences, social and natural environment, culture and religion. Students can share their projects and discuss their findings in class. By completing the project and class discussions, students will learn how to: research issues critically gather information analyze critically and select useful information present, discuss and debate investigate scientific evidence and persuasive opinions critically Critical thinking skills such as cognitive skills, internet literacy, and media literacy are essential for citizenship education along with development of interpersonal, collaboration, and leadership skills. One of the goals in CCE is developing skills to listen, communicate, and be able to work with others who have different opinions. Through dialogue and practice, one can: develop an attitude of openness and fairness to opposing viewpoints build consensus, especially when there are disagreements change previously held beliefs in light of discussion and evidence lean how to partner with others, even if they have differing opinions Figure 5 illustrates the relationship among values, knowledge and skills in developing consumer citizenship competency. Conclusion Consumer issues like food, energy, environmental and economic crises are not solved without empowering consumer citizens. CCE which focuses on empowering consumer citizens to commit to actively building a societal and environmental sustainable world is urgently needed. Since Japan’s Consumer Education is taught mainly in Home Economics, the objective of this study is to offer an exploratory framework for introducing CCE in Japan’s Home Economics curriculum. (1) Consumer Education is mainly taught in Home Economics in Japan. The present state of consumer education in Home Economics was investigated. A content analysis was done of Educational Guidelines and keywords in textbooks from elementary, junior high and senior high school levels. As the results indicate, Japan’s consumer education in Home Economics was insufficient to develop consumer citizens. Key concepts that need to be introduced are social security and active citizenry. (2) Creating a world viewpoint and social security are related to another key concept, values. Values are related to consumerism and consumption and hence the following topics are important: Safety of life and health, eradication of poverty, equity and equality in marketplace and public goods, stability of local community, cooperation and solidarity for global sustainability and safe environment. (3) Since CCE focuses on improving both, individual and community life, in addition to “home project” section, an additional project titled “consumer citizenship project” could be introduced. Examples of topics for consumer citizenship project are specified. (4) In order to be a consumer citizen, critical thinking skills such as cognitive, listening, communication, and analytical skills are essential along with development of interpersonal, collaboration, and leadership skills. These skills can be included in “consumer citizenship project.” References Advisory Group on Citizenship. (1998). Education for citizenship and the teaching of democracy in schools - Final report of the Advisory Group on Citizenship. London: Qualifications and Curriculum Authority. p.44 Arai, A. (2008). British citizenship education. Our Square - The association for Promotion for Fair Elections. No.299, p18. Japan Consumer Education Academy. (2007). New Consumer Education Q & A (written in Japanese), Chubunihonkyouikubunnkakai, Nagoya, p.7 Kodama, S. (2004). Educational Ideas of citizenship, Tokyo: Hakutakusya. p.114 Ookubo, M. (2006). Practice of consumer citizenship education. Our Square - The association for Promotion for Fair Elections. No.291, p.7. Sanuki, H. (2003). British educational revolution and Japan. Tokyo: Kobunken. p.182 Thoresen, V. (2005). Consumer Citizenship Education Guidelines Vol. 1 Higher Education. The Consumer Citizenship Network, Norway, p.11. Textbooks Elementary Home Economics: Shibukawa, Syoko. (2009). New Home. Tokyo: Tokyosyoseki. Junior High Home Economics: Sato, Fumiko. (2009). New Technology and Home - Home field. Tokyo: Tokyosyoseki. Senior High Home Economics: Makino, Katuko. (2009). General Home Economics - Self-help, Symbiosis, and Creation. Tokyo: Tokyosyoseki. 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