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授業実践における「生徒の声」の可能性と課題 : ヘンリー・ジルーと多文化教育を手がかりに
https://doi.org/10.15083/0002003514
https://doi.org/10.15083/0002003514f8a5a946-4d5b-483b-945b-40d6cffb6b93
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
edu_61_32.pdf (358.9 KB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2022-04-08 | |||||||||
| タイトル | ||||||||||
| タイトル | 授業実践における「生徒の声」の可能性と課題 : ヘンリー・ジルーと多文化教育を手がかりに | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | The Potentiality and Challenge of “Student Voice” in Lessons : Focus on Henry Giroux and Multicultural Education | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.15083/0002003514 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 著者 |
植松, 千喜
× 植松, 千喜
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| 著者所属 | ||||||||||
| 言語 | ja | |||||||||
| 値 | 慶應義塾大学教職課程センター | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | There are two purposes of this study. One is to review the concept of “student voice” in critical pedagogy by Henry A. Giroux. In this review, this paper refers to Elizabeth Ellsworthʼs critique of critical pedagogy. The other is to refine the action of “listening” to voice. To “listen” to the student voice is not just listening to studentsʼ narratives. As Ellsworth pointed out, educators need to be aware of the privileged nature of the act of listening to voices. Educators will need to be reflectively aware of social contexts and various power relations, and be willing to question their own values so that they can be aware of the existence of oppressions they cannot recognize. However, how teachers should act in order to “listen” to student voice in critical pedagogy is not an easy question. This study shows that descriptions of multicultural educational practices way provide clues to this question, because the standpoint of multicultural education can overlap with the that of critical pedagogy and the descriptions describe the struggles and hesitations of individual teachers in “listening” to student voice. | |||||||||
| 言語 | en | |||||||||
| 書誌情報 |
ja : 東京大学大学院教育学研究科紀要 en : Bulletin of the Graduate School of Education, the University of Tokyo 巻 61, p. 365-373, 発行日 2022-03-30 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 13421050 | |||||||||
| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AN10516641 | |||||||||
| 出版者 | ||||||||||
| 出版者 | 東京大学大学院教育学研究科 | |||||||||
| 言語 | ja | |||||||||
| 出版者 | ||||||||||
| 出版者 | Graduate School of Education, The University of Tokyo | |||||||||
| 言語 | en | |||||||||
