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多文化教育としての識字
https://doi.org/10.15083/00029705
https://doi.org/10.15083/00029705d024ee55-de8d-4a2a-a212-de521d78885e
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ00000126047.pdf (1.0 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2006-03-23 | |||||
| タイトル | ||||||
| タイトル | 多文化教育としての識字 | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 資源タイプ | ||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||
| タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.15083/00029705 | |||||
| ID登録タイプ | JaLC | |||||
| その他のタイトル | ||||||
| その他のタイトル | Literacy as Multicultural Education | |||||
| 著者 |
矢野, 泉
× 矢野, 泉 |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 65102 | |||||
| 姓名 | Yano, Izumi | |||||
| 著者所属 | ||||||
| 著者所属 | 社会教育学研究室 | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | If literacy education is to reject simple assimilation into the dominant, literate culture, and instead include questioning of the oppressive structure of literate society, it should be aimed at the literate majority as well as the illiterate minotity. In terms of grade levels in literacy education, the illiterate minority are the literacy students and the literate majority are called co-learners. In this paper, literacy education is seen as sharing a common basis with multicultural education, which liberates the majority from their prejudices towards the majority. The minority and the majority co-exist in a multicultural society in which learning cultural relativism is related to self-fulfillment. Culture relativism is the attitude of accepting unknown cultures while respecting one's own culture. What is required of co-learners is to be conscious of the formation of such an attitude. If this does not happen, literacy education can is the final analysis be nothing more than assimilation education which brings the minority into the majority culture. In this paper, I have clarified various points which were not obvious in existing research, such as respect for illiteracy as one culture in a multicultural context, the need to view literacy relativistically as one value among many, and the possivility of a third culture emerging from the written culture of the co-learners and the oral culture of the literacy students. Looking at literacy education as a part of multicultural education provides an opportunity for verifying the significance of literacy education. | |||||
| 書誌情報 |
東京大学教育学部紀要 巻 34, p. 401-409, 発行日 1995-02-28 |
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| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 04957849 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN00162021 | |||||
| フォーマット | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | application/pdf | |||||
| 日本十進分類法 | ||||||
| 主題Scheme | NDC | |||||
| 主題 | 370 | |||||
| 日本十進分類法 | ||||||
| 主題Scheme | NDC | |||||
| 主題 | 801.03 | |||||
| 日本十進分類法 | ||||||
| 主題Scheme | NDC | |||||
| 主題 | 807 | |||||
| 出版者 | ||||||
| 出版者 | 東京大学教育学部 | |||||
| 出版者別名 | ||||||
| The Faculty of Education, University of Tokyo | ||||||
