Details of a Researcher - Hayashi, Akiko

Hayashi, Akiko

写真a

Affiliation: Faculty of Business and Commerce （Hiyoshi）

Position: Associate Professor

Related Websites

https://akikohayashi.net

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Career 【 Display / hide 】

2012.01

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2015.03

The University of Georgia, Post-Doctoral Fellow
2015.04

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2018.03

Meiji University, Professional Graduate School of Governance Studies , Assistant Lecturer
2018.04

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2021.03

Meiji University, Professional Graduate School of Governance Studies, Assistant Professor
2021.04

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2023.03

Keio University, Faculty of Business and Commerce, Assistant Professor
2023.04

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Present

Keio University, Faculty of Business and Commerce, Associate Professor

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Academic Background 【 Display / hide 】

2005.08

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2011.12

Arizona State University

Graduate School, Completed, Doctoral course

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Research Areas 【 Display / hide 】

Humanities & Social Sciences / Cultural anthropology and folklore
Humanities & Social Sciences / Sociology of education
Humanities & Social Sciences / Social psychology

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Papers 【 Display / hide 】

Embodied and Social-Emotional Learning (SEL) in Early Childhood: Situating Culturally Relevant SEL in Asian, African, and North American Contexts

Hayashi A., Liew J., Aguilar S.D., Nyanamba J.M., Zhao Y.

Early Education and Development （Early Education and Development) 33 （ 5 ） 746 - 763 2022

ISSN 10409289

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School-based Social Emotional Learning (SEL) programs emerged in North America and have not traditionally focused on embodied learning processes that are situated in the learners’ contexts and lived experiences. Thus, we present evidence and advance the case that transferable social-emotional competencies are inherently culturally responsive or situated in learners’ authentic experiences and are inherently embodied. We also introduce a conceptual model grounded in bioecological and embodied theoretical frameworks to help guide future research and practice for culturally relevant SEL. Research findings: We used parts of the scoping review methodology to search and screen the published empirical literature on SEL and embodied learning. Findings highlight the increase in SEL research over the past 2 decades but with extremely limited work done outside of North America, particularly in Japan and South Africa. Consequently, we explored what culturally responsive, situated, and embodied SEL would look like across three different cultural contexts (i.e., in North America, Japan, and South Africa). Practice or Policy: While the principles, goals, and key skills of SEL might apply to most or even all cultures, an emic approach where culture-specific values, beliefs, or customs drive the development and implementation of SEL curriculum, and incorporates the meaningful inclusion of key community members is needed to be effective for specific groups of students. To implement and facilitate effective SEL programs within diverse and multicultural settings, policies and practices related to SEL curriculum need to consider the backgrounds and needs of the children, families, and communities that are being served.
- Access to Document (DOI)
Teaching Expertise in Three Countries: findings and policy implications from an international comparative study in early childhood education

Hayashi A.

Comparative Education （Comparative Education) 58 （ 3 ） 315 - 327 2022

ISSN 03050068

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In this paper, Teaching Expertise in Three Countries project is used as an example to show the significance and contribution of international comparative research and to think about the possible implications for policy in early childhood education. The project studied the development of expertise in preschool teaching in Japan, China, and the United States by employing ‘video-cued multivocal ethnography’ to explore how teaching expertise is defined in each of these countries and what processes help teachers acquire advanced teaching skills. This project has shown similarities and culturally specific notions, in what the participants have to say about characteristics of less and more experienced teachers. These research findings raise issues and challenges in early childhood education that resonate with the situation not only in the three countries but also possibly in other countries, such as problematizing the role of remembering and reflection in professional practice and the value of experience.
- Access to Document (DOI)
Some Japanese ways of conducting comparative educational research

Hayashi A.

Comparative Education （Comparative Education) 57 （ 2 ） 147 - 158 2021

ISSN 03050068

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This personal, tentative, self-reflective essay explores some Japanese ways of conducting comparative educational research. In this essay, I not only describe a Japanese style of conducting comparative education research but also do so in a Japanese way. The four key elements I discuss are: daijini (taking care), soboku (simplicity), nagaime (long perspective) and shuudan-sei and kanjin shugi (collectivism and contextualism). Like Rappleye’s and Takayama’s recent contributions in the 2020 special issue of this journal, my paper challenges the taken-for-grantedness of the Western philosophies, theories, and methods characteristic of Anglophone comparative educational scholarship. Like those contributions, this paper argues for the value Japanese perspectives hold for comparative educational research. For me, this means arguing for the value of research methods that are not inseparable from my being Japanese.
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Research Projects of Competitive Funds, etc. 【 Display / hide 】

The Development of Expertise in Preschool Teachers in Three Cultures: Japan, China, and the United States

2017.04

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2021.03

Japan Society for the Promotion of Science (Grants-in Aid for Scientific Research), Yong Scientists (B) , Research grant, Principal investigator
The Development of Expertise in Preschool Teachers in Three Cultures: Japan, China, and the United States

2014.08

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2016.07

The Spencer Foundation , Research grant, Principal investigator