Hidetada Shimizu, Ed.D.
Associate Professor, Educational Psychology and Foundations of Education
Harvard University, Graduate School of Education, 1993 Ed.D. in Human Development and Psychology AREA OF STUDY: Comparative Human Development
Harvard University, Graduate School of Education, 1986 Ed.M., in Counseling and Consulting Psychology
California State University, Fullerton, 1985 B.A., in Psychology
Activities in Professional Organizations
Advisory Broad Member: Child Research Net (A non-profit organization mainly for academics, educators, professionals, and youth to better understand Japanese culture and children, directed by Dr. Noboru Kobayashi, M.D.), 1998-2000; 2005-present.
Selection Committee Member: Condon Prize for Best Student Essay in Psychological Anthropology, Society for Psychological Anthropology, 2007-present.
Key Professional Appointments
Northern Illinois University Associate Professor, 2002-present Assistant Professor, 1996-2001
Harvard University, Graduate School of Education Postdoctoral Fellow, 1994-1995 National Academy of Education-Spencer Post-doctoral Fellow
The University of Michigan, Center for Human Growth and Development Research Associate, 1994-1995 Primary Researcher for the Case Study Project of the Third International Mathematics and Science Study (TIMSS)
Harvard University Teaching Fellow, Fall 1987, Fall 1991
Fellowship and Selected Grant
Japanese Concepts of Human Development, Spencer Foundation-National Academy of Education Post-doctoral Fellowship, 1994-1995.
Videographies of Adolescent in Three Cultures: A Preliminary Study. Spencer Foundation Small Research Grant, 2005
Shimizu, H. (2011).Cognitive anthropology and education: Foundational models of self and cultural modelsof teaching and learning in Japan and the United States, In D.B. Kronenfeld, G.Bernnardo, V.C. DeMunck, & M.D.Fischer (Eds). A companion to cognitiveanthropology. Malden, MA: Blackwell Publishing.
Shimizu, H. (2009). Multivocal visual ethnography:Comparative study of adolescents in Japan, the United States and Hong Kong. InY. Minoura (Ed), Ethnographic fieldwork:Analyses and interpretations. Tokyo: Minerva Press (in Japanese).
Kawamoto, Y. & Shimizu, H. (2004). Burakugaku (burakumin study): A paradigm shift for education. Mid-Western Educational Researcher. 17(4), 27-33.
Shimizu, H. (2003). What can American educators learn from Japanese education? Thresholds in Education, 19(3), 31-35.
LeTendre, G., Hofer, B., & Shimizu, H. (2003). On the right track? Cultural expectations about tracking in the U.S., Germany, and Japan. American Educational Research Journal, 40(1), 43-89.
Shimizu, H. & LeVine, R. A. (Eds), (2001). Japanese frames of mind: Cultural perspectives on human development. New York: Cambridge University Press.
Shimizu, H. (2001). Japanese Adolescent Boys' Senses of Empathy (omoiyari) and Carol Gilligan's Perspectives on the Morality of Care: A Phenomenological Approach. Culture and Psychology, 7(4), 453-475.
Shimizu, H. (2000). Beyond individualism and sociocentrism: An ontological analysis of the opposing elements in personal experiences of Japanese adolescents. Human Development, 43(4-5), 195-211.
Shimizu, H. (2000). Japanese cultural psychology and empathic understanding: Implications for Academic and Cultural Psychology. Ethos, 28(2), 224-247.
LeTendre, G. & Shimizu, H. (1999). "Towards a healing society: Perspectives from Japanese special education." In P. Garner & H. Daniels (Eds.). World Yearbook of Education: Inclusive Education. London: Kogan Page.
Shimizu, H. (1998). Individual differences and the Japanese education system. In The educational system in Japan: Case study findings. Office of Educational Research and Improvement. Washington D.C.: U.S. Department of Education.
My broad research interests are in the relationships between culture, individual experience and behavior, and how these processes are acquired and manifested in both informal and formal educational settings. Currently, my research projects include: multi-vocal videographies of adolescents in Japan, Hong Kong and the United States; a longitudinal person-centered ethnography of adolescents and adults; ontological and spiritual dimensions of burakumin (a minority group in Japan) experiences and community education.
Department of Leadership, Educational Psychology and Foundations
Graham Hall 223