Hayashi, Akiko

写真a

Affiliation

Faculty of Business and Commerce （Hiyoshi）

Position

Associate Professor

Related Websites
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Career 【 Display / hide 】

  • 2012.01
    -
    2015.03

    The University of Georgia, Post-Doctoral Fellow

  • 2015.04
    -
    2018.03

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

  • 2018.04
    -
    2021.03

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

  • 2021.04
    -
    2023.03

    Keio University, Faculty of Business and Commerce, Assistant Professor

  • 2023.04
    -
    Present

    Keio University, Faculty of Business and Commerce, Associate Professor

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Academic Background 【 Display / hide 】

  • 2005.08
    -
    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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Books 【 Display / hide 】

  • Teaching Expertise in Three Countries: Japan, China, and the United States

    Akiko Hayashi, University of Chicago Press, 2022.05,  Page： 214

  • 幼児教育のエスノグラフィ――日本文化・社会のなかで育ちゆく子どもたち

    林 安希子, 明石書店, 2019.11,  Page： 224

  • Japanese Preschool Approaches to Supporting Young Children’s Social-Emotional Development

    Springer, 2019

  • Teaching embodied : cultural practice in Japanese preschools

    Hayashi, Akiko, Tobin, Joseph, University of Chicago Press, 2015.07,  Page： 196

  • Continuity and Change in Japanese Preschool Education, In Japanese Education in an Era of Globalization: Enduring Issues in New Context, Gary DeCorker and Christopher Bjork, (Eds.), NY: Teachers College Press

    2013

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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

    Akiko Hayashi, Jeffrey Liew, Samantha Dyanne Aguilar, Juliet M. Nyanamba, Yingying Zhao

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

    Accepted,  ISSN  10409289

    　View Summary

    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.

  • Teaching Expertise in Three Countries: findings and policy implications from an international comparative study in early childhood education

    Akiko Hayashi

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

    Accepted,  ISSN  03050068

    　View Summary

    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.

  • Some Japanese ways of conducting comparative educational research

    Akiko Hayashi

    Comparative Education （Informa UK Limited)  57 （ 2 ） 147 - 158 2021

    Accepted,  ISSN  03050068

    　View Summary

    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.

  • 子どもの感情発達を支えるものとは: 幼児教育への文化人類学的アプローチ

    発達 163 （ 41 ） 68 - 73 2020.07

  • Going Deeper in Video Cued Multivocal Ethnographies

    Akiko Hayashi

    Anthropology & Education Quarterly  2019

    Accepted

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Papers, etc., Registered in KOARA 【 Display / hide 】

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Presentations 【 Display / hide 】

  • Teaching Expertise in Three Countries: Japan, China, and the United States

    林　安希子

    Global Research Forum in Early Childhood Education hosted by PECERA Korea (Seoul, South Korea) , 

    2023.03
    , 

    Oral presentation (keynote)

  • A Group Version of the Marshmallow Test with Children in Japan and the United States: Theoretical Argument and Preliminary Findings

    林　安希子

    12th IAIR (International Academy for Intercultural Research) Conference (Rapperswil-Jona, Switzerland) , 

    2022.07
    , 

    Oral presentation (general)

  • Japanese Preschool Approaches to Supporting Young Children’s Social- Emotional Development

    25th IACCP (International Association for Cross-Cultural Psychology) (Virtual) , 

    2021.07
    , 

    Oral presentation (general)

  • Some Japanese Ways of Doing Research

    林　安希子

    64rd CIES (Miami, FL, USA. Virtual) , 

    2020.03
    , 

    Oral presentation (general)

  • Moral Development

    林　安希子

    Nancy Eisenberg: Innovations and Future Directions in Socioemotional and Prosocial Development (Tempe, AZ, USA) , 

    2019.12
    , 

    Oral presentation (invited, special)

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Research Projects of Competitive Funds, etc. 【 Display / hide 】

  • International Comparative Study of Experienced Preschool Teachers

    2017.04
    -
    2021.03

    Grants-in-Aid for Scientific Research, Hayashi Akiko, Grant-in-Aid for Young Scientists (B), Principal investigator

    　View Summary

    I am finding many similarities in what my informants in the three countries have to say about characteristics of less and more experienced teachers. At the same time I am also finding that structural differences among the three countries impacts notions of teaching expertise. The analyses of these findings have implications for conceptualizing the relationship between teaching experience, expertise, and careers trajectories. These findings provide a foundation for understanding the sequence and pathways of development over the first decade of teaching of tacit, embodied teaching skills.

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

    2014.08
    -
    2016.07

    The Spencer Foundation , Research grant, Principal investigator

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Courses Taught 【 Display / hide 】

  • GENERAL EDUCATION SEMINAR (DB)

    2024

  • GENERAL EDUCATION SEMINAR (DA)

    2024

  • ENGLISH READING 1B(UPPER INTERMEDIATE)

    2024

  • ENGLISH READING 1B(INTERMEDIATE)

    2024

  • ENGLISH READING 1A(UPPER INTERMEDIATE)

    2024

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Memberships in Academic Societies 【 Display / hide 】

  • Japan Comparative Education Society, 

    2018.04
    -
    Present

  • Japan Society of Educational Sociology, 

    2018.04
    -
    Present

  • Comparative and International Education Society , 

    2006.01
    -
    Present

  • American Anthropological Association , 

    2006.01
    -
    Present

  • American Educational Research Association, 

    2006.01
    -
    Present
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