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The relationship between education and child welfare in Japanese children’s self-reliance support facilities

The relationship between education and child welfare in Japanese children’s self-reliance support... In comparison to the foster care system in western countries, in Japan most child protective care is conducted in facilities. This article examines the institutional changes necessary for the introduction of school education in children’s self-reliance support facilities (CSSF) and considers the relationship between the spheres of education and welfare from the narratives of the school teachers who conduct the education practices and the facility staff who conduct the welfare practices. By examining these issues, this paper seeks to identify the challenges in introducing school education to the CSSF and discuss how the spheres of education and welfare can work together to overcome them. Following the introduction of school education into the CSSF, study guidance in the facilities was taken out of the hands of the facility staff and was conducted by qualified teachers. From teacher and welfare staff narratives, this introduction of school education was seen as an ‘erosion by school education’ for child welfare. However, from the perspective of Goffman’s total institution approach, this erosion has gradually generated new practices that differ from the conventional perspectives of school education or welfare. Building off of this perspective, this article suggests that school education in the CSSF can allow the children to temporarily experience a pseudo-society separate from their life in the child welfare facility, and this can offer benefits for the child’s eventual social re-integration. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Contemporary Japan Taylor & Francis

The relationship between education and child welfare in Japanese children’s self-reliance support facilities

Takada, Shunsuke
Contemporary Japan , Volume 30 (1): 18 – Jan 2, 2018
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The relationship between education and child welfare in Japanese children’s self-reliance support facilities

Abstract

In comparison to the foster care system in western countries, in Japan most child protective care is conducted in facilities. This article examines the institutional changes necessary for the introduction of school education in children’s self-reliance support facilities (CSSF) and considers the relationship between the spheres of education and welfare from the narratives of the school teachers who conduct the education practices and the facility staff who conduct the welfare...
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Publisher
Taylor & Francis
Copyright
© 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
ISSN
1869-2737
eISSN
1869-2729
DOI
10.1080/18692729.2018.1423727
Publisher site
See Article on Publisher Site

Abstract

In comparison to the foster care system in western countries, in Japan most child protective care is conducted in facilities. This article examines the institutional changes necessary for the introduction of school education in children’s self-reliance support facilities (CSSF) and considers the relationship between the spheres of education and welfare from the narratives of the school teachers who conduct the education practices and the facility staff who conduct the welfare practices. By examining these issues, this paper seeks to identify the challenges in introducing school education to the CSSF and discuss how the spheres of education and welfare can work together to overcome them. Following the introduction of school education into the CSSF, study guidance in the facilities was taken out of the hands of the facility staff and was conducted by qualified teachers. From teacher and welfare staff narratives, this introduction of school education was seen as an ‘erosion by school education’ for child welfare. However, from the perspective of Goffman’s total institution approach, this erosion has gradually generated new practices that differ from the conventional perspectives of school education or welfare. Building off of this perspective, this article suggests that school education in the CSSF can allow the children to temporarily experience a pseudo-society separate from their life in the child welfare facility, and this can offer benefits for the child’s eventual social re-integration.

Journal

Contemporary Japan – Taylor & Francis

Published: Jan 2, 2018

Keywords: Education; child welfare; children’s self-reliance support facility; juvenile delinquency; total institution; asylum

References

  • Reconsidering schools and the American welfare state
  • Foster care and school mobility
  • Attachment for infants in foster care: The role of caregiver state of mind
  • Kyōiku to fukushi no dramaturgy [Dramaturgy of education and welfare]
  • How do mothers choose child care? – Alternative cultural models in poor neighborhoods
  • Hikōshōnentachi no kazokukankei to syakaitekihaijo [The family relationship and social exclusion of juvenile delinquency]
  • Developmental trajectories and predictors of juvenile detention, placement, and jail among youth with out of home child welfare placement
  • Kodomo shelter no genjō to kadai [The current state and problems of children’s shelter]
  • Do children from welfare families obtain less education?
  • Cumulative risk and protection models of child maltreatment
  • Jidōgyakutaimondai nimiru jidōfukushiseisaku no henyō to tenbō [aspects of child welfare policies against child abuse]
  • Hikōshōnen no henyō [Transformation in the juvenile training school]
  • International Human Rights Standards for Law Enforcement