HIROMI KAWAGUCHI

Last Updated :2026/05/14

Affiliations, Positions
Graduate School of Humanities and Social Sciences, Associate Professor
E-mail
hkawaguchihiroshima-u.ac.jp

Basic Information

Major Professional Backgrounds

  • 2013/04/01, 2015/03/31, Shiga University, Lecturer
  • 2015/04/01, 2017/03/31, Shiga University, Associate Professor
  • 2017/04/01, 2020/03/31, Hiroshima University, Graduate School of Education, Associate Professor

Academic Degrees

  • Ph.D. (Education), Hiroshima University
  • Master of Arts in Citizenship and Global Education, University of York
  • Hiroshima University

Educational Activity

Course in Charge

  1. 2026, Liberal Arts Education Program1, 1Term, Introductory Seminar for First-Year Students
  2. 2026, Undergraduate Education, 3Term, Lecture on Civics Education
  3. 2026, Undergraduate Education, Second Semester, Graduation Thesis
  4. 2026, Undergraduate Education, 2Term, Teaching Method of Civic Education
  5. 2026, Undergraduate Education, First Semester, Seminar of Social Studies Education
  6. 2026, Undergraduate Education, 2Term, Introduction of Teaching Practice for Lower and Upper Secondary Schools
  7. 2026, Undergraduate Education, Second Semester, Practical Seminar for the Teaching Profession
  8. 2026, Undergraduate Education, Second Semester, Practical Seminar for the Teaching Profession
  9. 2026, Graduate Education (Master's Program) , 1Term, Research Methods and Ethics for Educational Sciences
  10. 2026, Graduate Education (Master's Program) , 1Term, Research Methods and Ethics for Educational Sciences
  11. 2026, Graduate Education (Master's Program) , First Semester, Special Study in Social Studies Education (Social Studies, Civics) B
  12. 2026, Graduate Education (Master's Program) , Second Semester, Special Study in Social Studies Education (Social Studies, Civics) B
  13. 2026, Graduate Education (Master's Program) , 1Term, Basic Study in Comparative Curriculum Design
  14. 2026, Graduate Education (Master's Program) , 3Term, Advanced Study in Comparative Curriculum Design
  15. 2026, Graduate Education (Master's Program) , Year, Field Research in Teacher Education II
  16. 2026, Graduate Education (Doctoral Program) , First Semester, Special Study
  17. 2026, Graduate Education (Doctoral Program) , Second Semester, Special Study

Research Activities

Academic Papers

  1. Review of“ Studies on the Theory of Subjects” in Social Studies Education Research: From the Perspective of Research Methods and Argument Structure, Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education, 6, 52-61, 20251219
  2. How Can Subject Teaching Be Open to All Learners? Achievements and Challenges in Subject Pedagogy from an Inclusion Perspective, The Bulletin of Japanese Curriculum Research and Development, 48(4), 57-63, 20260331
    Link to Paper Search Results by DOI
  3. Three case studies exploring how teachers in Japan, Korea, and Taiwan teach about World War II, Asia-Pacific Journal of Teacher Education, 54(1), 21-37, 20251123
    Link to Paper Search Results by DOI
  4. Three case studies exploring how teachers in Japan, Korea, and Taiwan teach about World War II, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION, 54(1), 21-37, 20260101
    Link to Paper Search Results by DOI
  5. Academic Discipline or Professional Training? Examining the Role of Subject Pedagogy in Japanese Teacher Education, Research in Subject-matter Teaching and Learning, 7(1), 109-124, 20250124
    Link to Paper Search Results by DOI
  6. Subject Pedagogy in Japan: The Reconstructive Process and the Competitive Relationship of Multiple Subject Pedagogies, Research in Subject-matter Teaching and Learning, 7(1), 96-104, 20250124
    Link to Paper Search Results by DOI
  7. Development and Practice of Meta-History Learning as Historiography, 81-96, 20241213
    Link to Paper Search Results by DOI
  8. The Characteristics of the History Education Content structure for Intercultural Dialogue in a Multicultural Society, Hiroshima journal of school education, 30, 27-36, 20240315
    Link to Paper Search Results by DOI
  9. How Did High School Students Perceive Democracy?: The case of the high school Japanese history unit Taisho Democracy, Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education, 4, 71-80, 20231222
    Link to Paper Search Results by DOI
  10. The Challenges of Addressing Sexual Orientation and Gender Identity (SOGI)inclusion in the Japanese classroom, Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education, 4, 51-60, 20231222
    Link to Paper Search Results by DOI
  11. the characteristics of the citizenship curriculum in Digital Age, 28, 21-29, 20220331
  12. Educating teachers as designers: The potentials of Kyouzai Kenkyuu in Social Studies teacher education, 20(3), 174-195, 20211015
    Link to Paper Search Results by DOI
  13. How did the Japanese School Teachers perceive the school changes in relation to COVID-19?, 26(2), 1-6, 20210930
  14. No More Wars, Friedenserziehung in Japan, Wissenschaft & Frieden, 2021(3), 28-31, 20210730
  15. Kyoka kyoikugaku kenkyu as Collaborative Research with Diverse Practitioners and Researchers, The bulletin of Japanese curriculum research and development, 43(4), 61-68, 20210331
  16. How do civics teachers in Austria uniderstand political neutrality and practice it?, 92, 1-12, 20200331
  17. Teacher Education for Social Justice: case studies of Japanese and Norwegian educators, 51-62, 20200331
  18. How do Japanese teachers become teacher educators in higher education?, 26, 87-94, 20200320
  19. Strategies for Teacher Educators Including the Perspective of Diversity into Pre-Service Teacher Training in Japan : From the Perspective of Pedagogy and Systems, 71, 109-126, 20200131
  20. Teacher education for diversity: equity and tolerance-oriented approaches for teacher educators, Journal of Japan association of universities of education, 37, 135-144, 20190330
  21. How to plan and conduct Japanese history lesson aiming to promote historical inquiry: A case study of " Sekkan seiji to insei", 25, 67-76, 20190320
  22. How Do European Researchers in Education Define Their Social Responsibilities?:A Comparative Study of Three Researchers in Charge of Subject Pedagogy, The Bulletin of Japanese Curriculum Research and Development, 42(3), 41-54, 2019
  23. How was "Political Entity" been discussed on the research field of social studies education?, The Japanese Journal of Educational Objectives and Evaluation Studies, 28, 29-38, 20181220
  24. A Qualitative Study of the Process of Development for Initial Teacher Educator, 41(1), 35-46, 201806
  25. A Qualitative Study of the Process of Development for Initial Teacher Educators::The Influence of Experiences as TA on Identity Development, The Bulletin of Japanese Curriculum Research and Development, 41(1), 35-46, 2018
  26. What Japanese High School Teachers Say About Social Studies, The Journal of Social Studies Education, 6, 97-112, 201703
  27. Trends in Theoretical Research in Social Studies Education in 2014, The Journal of Social Studies, 2015(125), 96-107, 2015
  28. An Approach of Social Studies Curriculum Design by Teachers : The Case Study of a Japanese History Teacher in High School, Journal of Japanese Educatinal Research Associaon for the Social Studies, 80(0), 9-20, 2014
  29. American Researchers' Perceptions of the Purposes and Methods of Social Studies Education Research, The Bulletin of Japanese Curriculum Research and Development, 37(1), 85-94, 2014
  30. The Reform of Construction of Citizenship Curriculum to Correspond with the Social Change : A case of Citizenship in the 1999 National Curriculum in England, Journal of Japanese Educatinal Research Associaon for the Social Studies, 73(0), 21-30, 2010

Publications such as books

  1. The Routledge International Handbook of Life and Values Education in Asia, No More Wars": Peace education in Japan, Routledge, 2024, 06, Scholarly Book, Joint work, 英語, Jongsung Kim, Hiromi Kawaguchi and Kazuhiro Kusahara, 9781032403182, 620, 8
    Amazon URLAmazon Image Link (Small)
  2. Social Studies Education in East Asian Context, "This is a matter of survival": The collaboration between education for disaster prevention and social studies education in Japan, Routledge, 2021, Scholarly Book, Joint work, 英語, Jongsung Kim, Hiromi Kawaguchi and Sho Murata, 193, 11
  3. Lesson Study-Based Teacher Education, All routes lead to Lesson Study: Lesson Study in method courses for teacher preparation, Routledge, 2021, 5, Scholarly Book, Joint work, 英語, 219
  4. Lesson Study-Based Teacher Education, Introduction: The potentials of Lesson Study-based teacher education, Routledge, 2021, 5, Scholarly Book, Joint work, 英語, 219, 7
  5. 2021/05/27, Lesson Study-based Teacher Education: The Potential of the Japanese Approach in Global Settings, Routledge, 2021, 05, Scholarly Book, Joint editor, 英語, 219
    Amazon URLAmazon Image Link (Small)
  6. Social Studies Education in East Asian Context, Beyond the pendlum? Social Studies Curriculum in Japan, Routledge, 2021, Scholarly Book, Joint work, 英語, 193

Invited Lecture, Oral Presentation, Poster Presentation

  1. Japanese Teachers' Perceptions of Standards-Based Teacher Education: Balancing Policy, Occupational Culture, and Professional Identity, Masashi Asakura, Hiromi Kawaguchi, Yuko Fujimura, Comparative and International Education Society 2026 Annual Conference, 2026/03/28, Without Invitation, English, Comparative and International Education Society, San Francisco, USA, This presentation examines Japanese teachers’ perceptions and responses to Standards-Based Teacher Education (SBTE), focusing on the interplay between policy, occupational culture, and professional identity. Since the introduction of teacher development indicators in 2017, SBTE in Japan has moved into an implementation phase, particularly after the 2022 reforms that mandated the recording and management of professional development activities. Drawing on qualitative, longitudinal interview data from nine experienced teachers, the study analyzes how teachers exercise agency in responding to SBTE. The findings reveal diverse patterns of response, including pragmatic acceptance, negotiated balancing, performative compliance, and silent resistance. These responses are shaped less by policy principles than by collegial relationships and workplace cultures. Furthermore, SBTE is often experienced not as a coherent system of professional learning but as fragmented administrative tasks—such as application, participation, documentation, and evaluation. This fragmentation contributes to teachers’ performative attitudes toward the policy. The study suggests that SBTE in Japan is situated within a tension between formal policy structures and practice-based professional culture. Enhancing its effectiveness requires greater coherence in policy design and stronger alignment with teachers’ lived experiences of professional learning.
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  2. Bridging Regional Divides through the Digital Citizenship City: A Three-Layered Framework for Authentic Civic Dialogue in Japanese Classrooms, Hiromi Kawaguchi, Jongsung Kim, Kazuhiro Kusahara, Comparative and International Education Society 2026 Annual Conference, 2026/03/28, Without Invitation, English, Comparative and International Education Society (CIES), San Francisco, CA, USA, This presentation reconceptualizes schools not merely as sites of knowledge transmission, but as ecosystems of dialogue involving multiple actors. It introduces the Digital Citizenship City (DCC) as a framework to bridge regional divides and foster authentic civic dialogue in classrooms. In contemporary contexts marked by regional disparities and fragmented youth civic participation, opportunities for encountering diverse perspectives are increasingly limited. While digital media expands connectivity, it also generates fragmentation and emotional polarization. This study proposes a three-layered framework of dialogue: classroom dialogue, inter-classroom dialogue, and school–society dialogue, with AI functioning as a mediating infrastructure across these layers. A case study on a “food desert” issue in rural Japan is analyzed to examine how students engage with diverse perspectives, conflicting interests, and real-world constraints. The findings suggest that dialogue is not merely about co-presence but about structured connections across different contexts. Schools can function as infrastructures of the public sphere, integrating fragmented forms of participation into more coherent deliberative processes. The DCC framework thus provides a promising model for rethinking civic education in the digital age.
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  3. What Makes Social Justice-Oriented Teacher Education Difficult? Insights from a Focus Group Discussion with Social Studies Teacher Educators, Haruna Kubo, Sota Ono, Hiromi Kawaguchi, Ryohei Morozumi, 2026/02/22, Without Invitation, Japanese
  4. Revisiting Lesson Study Through the Lens of Subject-Specificity, Hiromi Kawaguchi, WALS Conference Hiroshima 2025, 2025/11/11, With Invitation, English, WALS, International Conference Center Hiroshima, This presentation revisits Lesson Study through the lens of subject didactics in Japan, with a particular focus on the role of subject-specificity. While Lesson Study has been widely recognized as a collaborative approach to teacher professional development, limited attention has been paid to how subject boundaries and differences shape teachers’ interactions and learning within this process. The presentation first conceptualizes school subjects not merely as bodies of knowledge, but as socially and culturally constructed, interpretive spaces. Drawing on examples from subject-based Lesson Study and teacher education in Japan, it demonstrates how Lesson Study functions as a shared interpretive arena in which teachers collaboratively negotiate and reconstruct the meanings of their subjects. Furthermore, it argues that although subject differences often appear as barriers to communication, they can be reframed as productive resources for dialogue and mutual learning. In this sense, Lesson Study has the potential to connect subject cultures with broader school cultures. The presentation concludes by proposing that Lesson Study should be understood not simply as a method for improving teaching, but as a transformative arena that reshapes teachers’ understandings, practices, and the cultural meanings of school subjects.
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  5. Reflecting on Domain-Specific Perspectives in Subject Pedagogy: A Response from the Japanese Context, Hiromi Kawaguchi, Research Designs in Subject Didactics: an International Delphi Study, 2025/07/01, With Invitation, English, Vienna University, Vienna, Austria, This presentation examines the domain-specific nature of research in subject didactics and critically reconsiders the validity of existing research design models across disciplines and cultural contexts from a Japanese perspective. Focusing on social studies education in Japan, it analyzes the applicability of a three-dimensional model while highlighting differences in methodologies and theoretical references across subject areas. The study further argues that research design should be understood as a socially and institutionally shaped practice. It emphasizes the importance of viewing school subjects not only as bodies of knowledge but also as cultural constructs. Finally, it offers recommendations for future research design studies based on insights from the Japanese context.
  6. Japanese teachers' perceptions of teaching standards: focusing on characteristics and conventions of the teaching profession in Japan., ASAKURA Masashi, KAWAGUCHI Hiromi, FUJIMURA Yuko, BERA Conference 2024 and WERA Focal Meeting, 2024/09/10, Without Invitation, English, World Education Research Association, Manchester, UK
  7. Japanses Student's perceptions of civic engagement in school and society, KITAYAMA Yuka, KAWAGUCHI Hiromi, OGURI Yuki, FURUTA Yuichi, OWAKI Kazushi, world education research association, 2024/09/10, Without Invitation, English, world education research association, Manchester, UK
  8. Exploration of How History Teacher Education Programs in Japan, Korea, and Taiwan Prepare History Teachers to Teach Difficult Histories, Jongsung Kim, Hiromi Kawaguchi, Yu-Han Hung,, 2023 NCSS IA Annual Meeting, 2023/12/01, Without Invitation, English, National Council for the Social Studies, Music City Center,Nashville, USA
  9. Exploration of how history teacher education programs in Japan, Korea, and Taiwan prepare history teachers to teach difficult topics, Yu-Han Hung, Jongsung Kim and Hiromi Kawaguchi, Projects in Progress (PIP), College & University Faculty Assembly of the National Council for the Social Studies 2023 Annual Conference, 2023/11/29, Without Invitation, English, National Council for the Social Studies, Nashville, Tenessee, USA
  10. Exploration of History Teacher Education in Japan, Korea, and Taiwan, Yu-Han Hung, Hiromi Kawaguchi, Jongsung Kim,, College & University Faculty Assembly of the National Council for the Social Studies 2023 Annual Conference, 2023/11/29, Without Invitation, English, National Council for the Social Studies, Nashville, Tennesse, USA
  11. "What We Observed Was Not the Same": A Case of Comparing Five Lesson Study Teacher Edcators' Lesson Analysis of the Same Lesson, Jongsung Kim, Nariakira Yoshida, Hiromi Kawaguchi, Shotaro Iwata, WALS(The World Association of Lesson Studies) Conference 2023, 2023/11/28, Without Invitation, English, WALS(The World Association of Lesson Studies), Zwolle, the Netherlands
  12. Exploration of Teachers Teaching WWII of Asian Context in Taiwan, Korea, and Japan, Yu-Han Hung, University of Houston Downtown, TX Jongsung Kim, Hiroshima University, Japan Hiromi Kawaguchi, Hiroshima University, Japan, the 2023 AERA Annual Meeting, 2023/04/12, Without Invitation, English, American Educational Research Association, Chicago
  13. Minority teachers and teacher education for social justice, Kitayama, Y, Hashizaki, Y, Kawaguchi, H, Comparative and International Education Society 2023, 2023/02/22, Without Invitation, English, Comparative and International Education Society, Washinton, D.C, USA
  14. Japanese Social Studies Teachers Perceptions about Teaching Controversial Issues, Hiromi KAWAGUCHI, Jongsung KIM, Ryouto TANAKA, ShinyaTAMAI, Comparative and International Education Society 2023, 2023/02/20, Without Invitation, English, Comparative and International Education Society, Washinton, D.C, USA
  15. Exploration of Pre-service history teacher education in Korea, Japan, and Taiwan., Hiromi Kawaguchi, Jongsung Kim, Yu-Han Hung, 2022 NCSS IA Annual Meeting, 2022/12/02, Without Invitation, English, National Council for the Social Studies, Pennsylvania Convention Center, Philadelphia, PA
  16. Exploration of teachers' teaching WW2 of Asian context in Taiwan, Korea and Japan, ​Yu-Han Hung, Jongsung Kim, Hiromi Kawaguchi, College & University Faculty Assembly of the National Council for the Social Studies 2022 Annual Conference, 2022/11/30, Without Invitation, English, National Council for the Social Studies, Pennsylvania Convention Center, Philadelphia, PA
  17. Doing Lesson Study about Lesson Study, Jongsung Kim, Nariakira Yoshida, Shotaro Iwata, and Hiromi Kawaguchi​, Jongsung Kim, Nariakira Yoshida, Shotaro Iwata, and Hiromi Kawaguchi​, WALS(World Association for Lesson Studies) 2022, Kuala Lumpur, 2022/09/21, Without Invitation, English, World Association for Lesson Studie, Kuala Lumpur​
  18. The Possibilities and Challenges of History Education for Historical Reconciliation: Teaching WWII in East Asia, Jongsung Kim,Yu-Han Hung, Hiromi Kawaguchi, 2022 AERA ANNUAL MEETING, 2022/04/26, Without Invitation, English, American Educational Research Association, San Diego, CA, USA
  19. Teachers’ perceptions about New History Education, Hiromi Kawaguchi, International Seminar on Social Studies and History Education, 2018/11/06, With Invitation, English, UNIVERSITAS PENDIDIKAN INDONESIA SCHOOL OF POSTGRADUATE STUDIES STUDY PROGRAM OF SOCIAL STUDIES EDUCATION, UNIVERSITAS PENDIDIKAN INDONESIA
  20. Crossing boundaries, Learning from others: Reimagining citizenship education in global age, Hiromi Kawaguchi, 5th National Conference for Social Studies Education., 2019/04/25, With Invitation, English, organization of social studies teachers in the Philippine, University of Philippine
  21. Teacher Education for inclusive and culturally sensitive classroom: Case studies of two educators from Japan and Norway, Yuka Kitayama, Hiromi Kawaguchi, Ryosuke Minamiura and Yoriko Hashizaki, World Education Research Association Focal Meeting in Tokyo, 2019/08/07, Without Invitation, English, World Education Research Association, Gakushuin University, Tokyo
  22. "It is important...But" A case study of Japanese social Studies preservice teachers struggling for teaching controversial issues,, Jongsung Kim and Hiromi Kawaguchi,, World Education Research Association Focal Meeting in Tokyo, 2019/08/07, Without Invitation, English, Gakushuin University, Tokyo
  23. How did Japanese teacher educators change their identity through a workshop?, Shotaro Iwata, Hiromi Kawaguchi and Anja Swennen, 44th Annual conference of the association of teacher education in Europe, 2019/08/16, Without Invitation, English, Association of teacher education in Europe, Bath Spa university, UK
  24. Can second-order concepts change Japanese history classroom? A case study of Japanese history teachers, the Graz conference, 2020/11/12, Without Invitation, English, University of Graz, zoom
  25. Exploring Students Historical Significance on the Use of the Atomic Bomb in Hiroshima During World War II. Students in Japan and U.S. Make a Better Hiroshima Textbook, Jongsung Kim, Kazuhiro Kusahara, Rebecca Valbuena, Yusuke Tatara, Hiromi Kawaguchi, Mizuki Hoshi, the 100th NCSS International Assembly Conference, 2020/12/04, Without Invitation, English, NCSS, Washington D.C., USA
  26. Listening to others, Listening to myself: A case study from Japan, Hiromi Kawaguchi, Citizenship, Human Rights, and Social Justice Education: Facilitating Positive Change Through Theory and Action, 2021/04/16, Without Invitation, English, School of Education, University of Wisconsin-Madison
  27. Reimagining global citizenship education, Hiromi Kawgauchi, 6th International Seminar on Social Studies and History Education, 2021/11/08, With Invitation, English, Universitas Pendidikan Indonesia.
  28. Teaching WWII in Asia: History Education and Historical Reconciliation, Jongsung Kim,Yu-Han Hung, Hiromi Kawaguchi, 2021 NCSS IA Annual Meeting Program, 2021/11/18, Without Invitation, English, National Council for the Social Studies, On-line
  29. The struggle of knowledgeable other: Examining the role of a university-based teacher educator in lesson study, Hiromi Kawaguchi, World Association of Lesson Study, 2021/11/29, Without Invitation, English, World Association of Lesson Study
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External Funds

Acceptance Results of Competitive Funds

  1. 2013/08, 2016/03
  2. 2016/04/01, 2019/03/31
  3. 2017/04/01, 2020/03/31
  4. 2017
  5. 2019/04/01, 2022/03/31
  6. 2015/04/01, 2016/03/31

Social Activities

Organizing Academic Conferences, etc.

  1. 2024/12, 2025/12
  2. World Association of Lesson Studies International Conference 2025 Hiroshima, Conference Vice-Chairpersons, 2024/11, 2025/11
  3. 2020/10
  4. 2017/10

Other Social Contributions

  1. Peace Promotion Project Team Hiroshima Prefecture Government, Theory of Curriculum Development, 2017/11/13, Lecturer, Others, General
  2. Peace Promotion Project Team Hiroshima Prefecture Government, Textbook and diversity of children, 2018/06/21, Lecturer, Seminar or workshop, Teachers
  3. How Social studies answer the needs of society, How Social studies answer the needs of society, Japanese Educational Research Association for the Social Studies and International Social Studies Association, 2018/10/20, Organizing Member, Seminar or workshop, Researchesrs