Academic literature on the topic 'Public schools – Japan – Cross-cultural studies'
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Journal articles on the topic "Public schools – Japan – Cross-cultural studies"
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Yokotsuka, Shino. "Embracing Religious Freedom?: A Battle Over Public School Prayer in the USA and Japan." Oxford Journal of Law and Religion 8, no. 3 (October 1, 2019): 590–614. http://dx.doi.org/10.1093/ojlr/rwz027.
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Abstract This article examines why the USA and Japan have different public reactions to the issues of public school prayer, despite the fact that the countries have almost identical constitutional frameworks on religious freedom. Recent religious freedom studies tend to centre around the debates that prioritize Western perspectives of religion in public schools. In contrast, this article focuses on the specific social and cultural contexts emphasizing their importance in understanding the governance issues arising from an ever-widening religious gap. This study particularly addresses the role cultural differences play in the unequal interpretations of religious freedom within different national backgrounds. Using a comparative case study analysis, I argue that these cultural differences directly impact the varying perspectives on religious freedom as applied in policy, law, and practice across the countries.
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Nishimura, Takuma, Tatsuya Murakami, and Shigeo Sakurai. "Do not overlook lonely children." Journal of Social and Personal Relationships 35, no. 7 (April 3, 2017): 956–76. http://dx.doi.org/10.1177/0265407517701840.
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The present article investigated the longitudinal influence of loneliness on peer acceptance in school through two longitudinal studies; specifically, we hypothesized a bidirectional view on the relationship between loneliness and peer acceptance. In Study 1, a total of 383 Japanese elementary school students in fourth and fifth grades (207 boys and 176 girls, aged 9–11) at three public schools in Japan participated in an 18-month longitudinal study. Through a comparison of hypothetical models, the accepted model showed a ripple effect of loneliness on peer acceptance. Subsequently, in Study 2, a total of 506 Japanese elementary school students in fourth to sixth grades (253 boys and 253 girls, aged 9–12) at two public schools in Japan participated in a 6-month longitudinal study. The statistically accepted cross-lagged model indicated a bidirectional influence between loneliness and peer acceptance. These findings indicate a strong link between loneliness and peer acceptance from a longitudinal bidirectional perspective and suggest the importance of early educational practices for lonely children to prevent them from entering this vicious cycle.
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Nishida, Megumi, Masamichi Hanazato, Chie Koga, and Katsunori Kondo. "Association between Proximity of the Elementary School and Depression in Japanese Older Adults: A Cross-Sectional Study from the JAGES 2016 Survey." International Journal of Environmental Research and Public Health 18, no. 2 (January 9, 2021): 500. http://dx.doi.org/10.3390/ijerph18020500.
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Depression among older adults is one of the most critical public health issues. The proximity of elementary schools has been positively associated with neighborhood social cohesion and quality of life. However, no studies have identified an association between the proximity of elementary school and older adults’ mental health. Therefore, this study aimed to examine the association between the proximity of elementary schools, one of the core facilities of neighborhood communities in Japan, and depression in older adults. A total of 131,871 participants (63,430 men 73.7 ± 6.1 years, 68,441 women 73.8 ± 6.2 years) were analyzed from the Japan Gerontological Evaluation Study (JAGES) 2016 survey. Logistic regression analysis showed that there was no association between distance to elementary school and depression among males. However, among females, compared with the participants living within 400 m from the nearest elementary school, the odds ratio of depression for those living between 400 and 799 m and more than 800 m away were 1.06 (95% confidence interval (CI) 1.00–1.12) and 1.07 (95% CI 1.00–1.15), respectively. The findings may be useful when considering the design of communities around elementary schools and the planning of facilities as a population-based approach to promote mental health of older women.
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Nishida, Megumi, Masamichi Hanazato, Chie Koga, and Katsunori Kondo. "Association between Proximity of the Elementary School and Depression in Japanese Older Adults: A Cross-Sectional Study from the JAGES 2016 Survey." International Journal of Environmental Research and Public Health 18, no. 2 (January 9, 2021): 500. http://dx.doi.org/10.3390/ijerph18020500.
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Depression among older adults is one of the most critical public health issues. The proximity of elementary schools has been positively associated with neighborhood social cohesion and quality of life. However, no studies have identified an association between the proximity of elementary school and older adults’ mental health. Therefore, this study aimed to examine the association between the proximity of elementary schools, one of the core facilities of neighborhood communities in Japan, and depression in older adults. A total of 131,871 participants (63,430 men 73.7 ± 6.1 years, 68,441 women 73.8 ± 6.2 years) were analyzed from the Japan Gerontological Evaluation Study (JAGES) 2016 survey. Logistic regression analysis showed that there was no association between distance to elementary school and depression among males. However, among females, compared with the participants living within 400 m from the nearest elementary school, the odds ratio of depression for those living between 400 and 799 m and more than 800 m away were 1.06 (95% confidence interval (CI) 1.00–1.12) and 1.07 (95% CI 1.00–1.15), respectively. The findings may be useful when considering the design of communities around elementary schools and the planning of facilities as a population-based approach to promote mental health of older women.
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Herbert, Trevor, and Margaret Sarkissian. "Victorian bands and their dissemination in the colonies." Popular Music 16, no. 2 (May 1997): 165–79. http://dx.doi.org/10.1017/s0261143000000350.
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This morning I unintentionally stumbled across the annual Cherry Blossom Parade in Washington, DC. It was probaly little different than any other American public parade, full of decorated floats and oversized balloons interspersed between uniformed marching bands from high schools all over the country. What caught my attention was the ‘foreign’ element in the parade – three groups that represented Japan, land of the cherry blossom. Two of these groups were local martial arts associations: one representing the Ryuku Islands, the other, Okinawa. The men and women of both contingents, obviously multiethnic, were dressed alike in stereotypical Japanese martial arts costumes (complete with coloured headbands). Participants paused every few steps to demonstrate kicks and poses, then proceeded on to the sound of traditional Japanese music played through loudspeakers. The third group was the official Japanese delegation, flown over especially for the parade. I'm not sure what I expected – perhaps a float of graceful kimono-clad Japanese women waving cherry blossom branches to the ethereal sound of the shakuhachi. Instead, to my surprise our ears were assailed by a familiar John Philip Sousa march played with gusto by a Japanese high school band. The only difference between this band and its American counterparts was that the musicians did not wear unisex military uniforms: all wore fuchsia pink school blazers, with long white pants for the boys and short white skirts for the girls (Sarkissian 1994).
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Izumi, Takako. "Science and Practical Disaster Risk Reduction: Role of Universities and Academia in Disaster Risk Reduction – From the Discussions at the UNWCDRR Public Forum by APRU and IRIDeS –." Journal of Disaster Research 11, no. 3 (June 1, 2016): 454–58. http://dx.doi.org/10.20965/jdr.2016.p0454.
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The Association of Pacific Rim Universities (APRU) organized a public forum in March 2015 at the UN World Conference on Disaster Risk Reduction in collaboration with the International Research Institute of Disaster Science (IRIDeS) of Japan. Discussion focused on three topics – bridging the gap between scientific theory and practice, how science and technology could contribute to practical Disaster Risk Reduction (DRR) and the role of social science in DRR. These sessions led to three major recommendations: 1) Enhanced collaboration between the private sector and academia 2) Multisectoral collaboration, including local schools and communities, to make data and technologies useful, usable and accessible 3) Social science elements such as psychology, cultural studies, communication, ethics and history incorporating disaster risk sciences because most current problems involve social rather engineering aspects. Social science potentially balances qualitative and quantitative methods well.
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Kumi-Yeboah, Alex, and Patriann Smith. "Cross-Cultural Educational Experiences and Academic Achievement of Ghanaian Immigrant Youth in Urban Public Schools." Education and Urban Society 49, no. 4 (April 19, 2016): 434–55. http://dx.doi.org/10.1177/0013124516643764.
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The past two decades have witnessed a rapid increase of immigrant population in U.S. schools. Little is known, however, about factors that promote cross-cultural experiences, academic achievement, and/or challenges of Black African immigrant youth, which is particularly significant today in the midst of the current social and political discourse over the influence of immigration in U.S. schools. Sixty Ghanaian-born immigrant students were recruited and interviewed. Analyses, which draw from in-depth interviews and observations, revealed that resilience to succeed, teacher and parent support, positive school environment, past histories including educational experiences, and challenging factors of racism, classism, xenophobia, acculturative stress, changes in curriculum, language, and cultural discrimination emerged as the major factors that largely influenced academic achievement of these learners. This article discusses the implications of these findings for educators who are tasked to render better educational settings for Black African immigrant students to succeed in U.S. schools.
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Long, Hoyt. "Performing the Village Square in Interwar Japan: Toward a Hidden History of Public Space." Journal of Asian Studies 70, no. 3 (August 2011): 754–77. http://dx.doi.org/10.1017/s0021911811000891.
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Histories of public space generally assume a strong correlation between the health of a nation's civil society and the vibrancy of its public sites, in so much as the latter provide an observable venue for free assembly and popular protest. This essay, while not opposing such a view, offers a corrective to the kind of history it encourages, wherein public space appears politically relevant only at its most visible moments. Framing the analysis is Japanese provincial writer Miyazawa Kenji (1896–1933) and his “Poran no hiroba” (Poran's Square), which survives as a piece of school theater and an evolving prose narrative about a rural youth who reclaims for his agrarian community a site of shared assembly. By interrogating public space as an object of the literary and theatrical imagination, specifically in the context of interwar rural Japan, the author argues that its less visible aspects have much to tell us about its relation to civil society, both perceived and actual, in the waning years of “Imperial Democracy.”
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Kumakura, N., H. Ito, T. Mori, T. Saito, E. Kurisu, A. Asaka, Y. Sasaki, et al. "Attitude Change Towards Mental Illness during Nursing Education —-A Cross-cultural Study of Student Nurses in Korea, Republic of China and Japan." Asia Pacific Journal of Public Health 6, no. 3 (July 1992): 120–25. http://dx.doi.org/10.1177/101053959200600301.
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This is an initial report of a cooperative project by colleagues in Korea, the Republic of China (Taiwan) and Japan, involving the measuring of attitudes toward mental illness. The discussion mainly revolves around the influence of mental health education in nursing on attitudes towards mental illness. The subjects' attitudes were assessed by Wig's profiles. The attitudes of freshmen who had just entered nursing schools and seniors who had already finished clinical training in psychiatry were compared to measure the attitude change during the course of nursing education, if any. Non-medical students sewed as a control group. As a result, a seemingly “negative and pessimistic” attitude was demonstrated in the senior student nurses. The findings are examined and discussed.
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Hata, Takayuki, and Masami Sekine. "Olympic Education as an Intergenerational Relation of the Third Degree." Physical Culture and Sport. Studies and Research 47, no. 1 (December 1, 2009): 103–10. http://dx.doi.org/10.2478/v10141-009-0037-6.
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Olympic Education as an Intergenerational Relation of the Third DegreeThe 30th anniversary meeting of the Japanese Society for the Philosophy of Sport and Physical Education was held in September 2008. It has been over 30 years since this society was established. Nevertheless the tendency and recent trend in sport philosophy in Japan have not been conveyed abroad. The good reason behind this may be the language barrier between English and Japanese. This makes it difficult to spread the activities on sport philosophy in Japan throughout the world. The question arises as to whether sport philosophy in Japan has the same trend and tendency as sport philosophy in Western countries. We would like to report on sport philosophy in Japan, especially on its characteristics and future perspectives, in order to contribute toward the international development in this field. Sport was introduced into Japan from Western countries in the Meiji period when a national isolation policy in the Shogunate Government of the Edo period finished. The Japanese accepted and have been developing it as a means of school physical education. This fact shows why sport philosophy in Japan has its origins not in sport as culture but in sport in physical education at school. The Japanese philosophy of sport society was not founded by philosophers. It was founded and has been administered by experts in teaching sport and physical education. They recognized several reasons why sport philosophy widened its object from school physical education to sport as the cultural and public phenomenon in the 1960s. Competitive sport was recognized with Japan taking the opportunity of staging the Olympic Games in Tokyo in 1964. This happened because the nation was strongly interested in the competitive sport, and in particular in the Olympic Games. The object of sport philosophy came to be taken for the social meaning of this competitive sport. Also, the change of the Japanese mind structure from common consciousness to self-consciousness, which was affected by the understanding of the human being in the Western culture, made sport a certain action of personal meanings. We would like to suggest a future perspective of the sport philosophy in Japan.
Dissertations / Theses on the topic "Public schools – Japan – Cross-cultural studies"
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Asakura, Naomi. "Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2519.
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This thesis discusses the current Japanese language (nihongo) education for immigrant students at public schools in Japan and provides recommendations through the study of language policy and the comparison of bilingual education in the United States. The current situation of a decreasing birth rate and increasing aging population in Japan has led to the acceptance of more foreign workers. Due to this change, language education in Japan has increasing development. The focus of chapter 1 is on the theories of language policy. This paper particularly focuses on the ideas of Wright (2004), Neustupný (2006), Spolsky (2004), and Cooper (1989), and discusses similarities and differences between them. By applying these theories to language policy in Japan, chapter 1 shows how language policy changed throughout Japanese history. Chapter 2 discusses the current environment surrounding immigrant students. It includes a description not only of the expanding population of foreign students, but also the history of Japanese language education and the laws related to it. This chapter also presents the present movement of language policy in Japan and how the movement affects Japanese language education for language minority students. Chapter 3 compares bilingual education in the United States to bilingual education in Japan, and makes three suggestions to improve Japanese language education at public schools in Japan, particularly addressing the classification of language levels for immigrant students, teaching styles, and the limitation of qualified bilingual teachers.
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Martin, Damion R. "Culture and crisis communication : the use of intercultural communication in public relations crisis management planning." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/787.
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This study set out to explore how multinational corporations incorporated the issue of culture into the planning process for crisis management. The research used a case study method with unstructured interviews conducted via email, phone and in person, and focused on the U.S. and Japan. Four of the interview subjects were established public relations professionals with experience in both countries, and one subject is a professor of intercultural communications in Japan. All interviews were transcribed and approved by the interview subjects before being analyzed and catalogued into themes. Those themes were then reviewed compared to the intercultural communications theoretical framework of power distance, high-context vs. low-context communications, and individualism vs. collectivism.
Results revealed three main themes, including differences in PR between Japan and the United States, belief that culture should play a more substantial role in crisis communications, and actual use of culture in crisis communications. Responses showed that, regardless of a collective belief that culture should play a substantial role in crisis r;;- management, intercultural communication components often take over in emergencies.
In conclusion, while all interview subjects saw value in cultural response, the broad scope of what that entails made it an impractical endeavor. Further, responses showed that the planning stage is not the most effective place to integrate culture into crisis communication. Research did suggest, however, that an updated PR model, adapted from the R.A.C.E. method, that incorporates elements of cultural communication consideration between the Action Planning and Communication stages could beneficial.
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"Cyberbullying among Children in Japanese and American Middle Schools: An Exploration of Prevalence and Predictors." Master's thesis, 2011. http://hdl.handle.net/2286/R.I.8947.
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abstract: ABSTRACT Cyberbullying has emerged as one of educators' and researchers' chief concerns as the use of computer mediated communication (CMC) has become ubiquitous among young people. Many undesirable outcomes have been identified as being linked to both traditional and cyberbullying, including depression,truancy, and suicide. America and Japan have both been identified as nations whose youth engage frequently in the use of CMC, and may be at a potentially higher risk to be involved in cyberbullying. Time spent using CMC has been linked to involvement in cyberbullying, and gender and age have, in turn, been linked to CMC use - these may play significant roles in determining who is at risk. In order to assess the effects of nationality, gender, and age on cyberbullying involvement among Japanese and American middle school students, a survey exploring these factors was developed and carried out with 590 American and Japanese middles school students (Japan: n = 433 and America: n = 157). MANOVA results indicated that that Americans tend to both use CMC more and be more involved in cyberbullying. In addition, Japanese involvement increased with age, while American involvement did not. There were minimal differences between Americans and Japanese with regards to traditional bullying.Dissertation/Thesis
M.A. Educational Psychology 2011
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Pitfield, Doreen Jennie. "Public opinion on sentencing in Pretoria." Thesis, 1997. http://hdl.handle.net/10500/15792.
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Summaries in English and AfrikaansThe study explores the beliefs and wishes of respondents in Pretoria concerning crime seriousness and criminal sentencing in South Africa. It is suggested that in a democracy, the legal system must reflect the values of the individual citizen if it is to achieve a legitimacy based upon the concepts of moral consent and universality, and argues that this can only be achieved when all citizens have a voice. The study undertakes and reports on a survey of 400 units, across race divisions in and around the City of Pretoria by initially emulating, and thereafter extending, the British Crime Survey. The thesis offers seven chapters divided into two primary components. The first component, chapters one to four, systematically debate the historical/theoretical foundations of sentencing practice (both globally and in respect of South Africa), and identifies the inherent problems faced by contemporary criminal justice systems. The study utilises sentencing literature to provide an in-depth appraisal of theoretical paradigms and, thereafter, evaluates the successes and failures of various sentencing options. The second component, chapters five to seven, unpack the Pretorian research in relation to various other foreign research surveys, and culminates by offering a South African sentencing guide (severity index) based upon the research findings. The findings identify the people of Pretoria to be punitive. Respondents are shown to regard rape and driving whilst over the legal alcohol level causing the death of an innocent victim as the most serious crimes, followed by deliberate murder, selling illegal drugs and terrorism. Percentage differential between these "most serious" crimes is negligible. Many respondents indicate long prison sentences or the death penalty for these specific offences. Overall, Blacks prefer imprisonment whilst Whites are shown to be more conservative and more amenable to other sentencing options. Gender differences in relation to seriousness and sentence scores are slight, but females and the older age group are noted to be more fearful of being victimised even though this fear is not supported by actual victimisation rates. The study justifies the motivation fot the inclusion of public opinion into sentencing policy by recording a 72 percent positive response to people involvement in the sentencing of offenders.
Hierdie navorsing verken respondente in Pretoria se menings en verwagtinge aangaande die erns van misdaad en vonnisoplegging in Suid·Afrika. Die uitgangspunt is dat die regsplegingstelsel veronderstel is om die waardes van die gemeenskap te reftekteer, gebaseer op die konsepte van morele eenstemmigheid en universaliteit, en argumenteer dat dit binne 'n demokrattese bestel slegs kan realiseer as alle inwoners inspraak daarin het. Die navorsing en rapportering gaan oor 'n opname van 400 eenhede in en om die stad Pretoria oor rassegrense heen. Die Britse misdaadopname het as vertrekpunt gedien vir die ontwikkeling van die opname. Die tesis bestaan uit sewe hoofstukke wat verdeel is in twee hoofkomponente. Die eerste komponent, hoofstukke een tot vier, debatteer sistematies die histories/teoretiese begrondings van die vonnisopleggingspraktyk (beide globaal en ten opsigte van Suld-Afrika), en identifiseer die inherente probleme waarmee kontemporere strafregsplegingstelsels gekonfronteer word. Die navorsing gebruik vonnisopleggingsliteratuur om 'n in-diepte beoordeling te maak aan teoretiese paradigma om die sukses en mislukking van die verskillende vonnisopleggingaopsies te evalueer. Die tweede komponent, hoofstukke vyf tot sewe, behels die navorsing in Pretoria in vergelyking met verskeie ander buitelandse navorsingsondersoeke en bereik 'n hoogtepunt deur 'n Suid-Afrikaanse vonnisopleggingsgids (ernsindeks) voor te hou, gebaseer op die navorsingsbevindings. Die navorsingsbevindings identlfiseer respondente van Pretoria as strafgeorienteerd. Respondente beskou verkragting en bestuur van 'n motor terwyl die persoon se alkoholbloedinhoud oor die wettige perk is en die dood van 'n onskuldige slagoffer veroorsaak, as die ernstigste misdade. Dit word gevolg deur opsetlike moord, die handel in onwettige dwelmmiddels en terrorisme. Persentasie afwykings tussen die "ernstige" misdade is onbeduidend. Menige respondente is van mening dat lang termyne van gevangenisstraf of die doodsvonnis vir hierdie misdade toepaslik is. Oorhoofs gesien, verkies Swartmense gevangesetting, terwyl blankes meer konserwatief maar ook meer ontvanklik blyk te wees met betrekking tot ander vonnisopsies. Genderverskille in verhouding tot die erns- en die vonnistellings is gering, maar vroue en die ouer ouderdomsgroepe vertoon groter vrees vir viktimisasie, alhoewel hierdie vrees nie ondersteun word deur werklike viktimisasieratio's nie. Hierdie navorsing onderskryf die motivering vir die oorweging van die gemeenskapsmening in formulering van vonnisopleggingsbeleid met die resultaat dat 72 persent respondente gemeenskapsbetrokkenheid in die vonnisoplgeging voorstaan. '
Criminology and Security Science
D. Litt. et Phil. (Criminology)
Books on the topic "Public schools – Japan – Cross-cultural studies"
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Schools and students in industrial society: Japan and the West, 1870-1940. Boston: Bedford Books, 1998.
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Jimenez, Emmanuel. Public and private secondary education in developing countries: A comparative study. Washington, DC: The World Bank, 1995.
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Sherington, Geoffrey. The comprehensive public high school: Historical perspectives. New York: Palgrave Macmillan, 2005.
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Religion in secular education: What, in heaven's name, are we teaching our children? Leiden: Brill, 2014.
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James, Estelle. Why is there proportionately more enrollment in private schools in some countries? Washington, DC (1818 H St., NW, Washington 20433): Country Economics Dept., World Bank, 1993.
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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.
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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.
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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.
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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.
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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.
Find full textBook chapters on the topic "Public schools – Japan – Cross-cultural studies"
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Kayama, Misa, Wendy L. Haight, May-Lee Ku, Minhae Cho, and Hee Yun Lee. "Research Program." In Disability, Stigma, and Children's Developing Selves, 109–21. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190844868.003.0006.
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Chapter 5 presents the authors’ methods and discusses some challenges encountered. Data were collected from 103 educators of children (ages 6 to 12 years in first through sixth grades) at 43 public elementary schools in seven cities in four countries: Japan, Taiwan, South Korea, and the U.S. The authors purposely selected research sites and participants to yield data on a range of cultural understandings and responses to disabilities. Semi-structured, audio-recorded individual interviews lasting 20 to 60 minutes were conducted in participants’ native languages in private spaces such as conference rooms, offices, and classrooms after school. Interviews were inductively coded within each cultural group, and then common issues and their cultural nuances were identified in cross cultural analyses.
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Sato, Yukiko, Stefan Brückner, and Maja Pušnik. "A Cross-Cultural Newspaper Content Analysis: Smart Cities in Japanese and Slovenian Newspapers." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2020. http://dx.doi.org/10.3233/faia200833.
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The realisation of smart cities has attracted much attention in recent years from private and governmental actors, as a means to make cities more efficient, climate friendly and socially inclusive through the use of modern technology. However, few studies examine how smart cities are framed and understood within the public sphere. The aim of this study is to compare how domestic smart city initiatives are reported in the news of their respective countries, and to clarify the differences and similarities in media content. In this paper, we present the initial findings of our planned long-term comparative news content analysis. As a first step, we analysed national newspaper articles published between 2011 and 2019 in Japan and Slovenia. Our corpus consists of 41 Japanese and 20 Slovenian articles, written in relation to domestic smart city initiatives. In total, we identified 14 themes, five of which were common in both countries, while the remaining nine appeared exclusively in the news of one country. Our conclusions indicate that the news in both countries differ in what application domains of Smart Cities are discussed (e.g. natural resources and energy, transportation and mobility). We establish a procedure for further cross-cultural analyses, necessary to understand how smart cities are framed in the public sphere. Thereby, we contribute to further discussion on the nature and definition of smart cities and how they are communicated.