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  1. 0 資料タイプ別
  2. 30 紀要・部局刊行物
  3. 東京大学大学院教育学研究科紀要
  4. 55
  1. 119 教育学研究科・教育学部
  2. 東京大学大学院教育学研究科紀要
  3. 55

デボラ・マイヤーの進歩主義教育 : セントラル・パーク・イースト小学校の設立期までを中心に

https://doi.org/10.15083/00030967
https://doi.org/10.15083/00030967
cd5ca4fe-c72a-48a7-a59b-c0f8d00b8be1
名前 / ファイル ライセンス アクション
edu_55_30.pdf edu_55_30.pdf (1.3 MB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2016-06-15
タイトル
タイトル デボラ・マイヤーの進歩主義教育 : セントラル・パーク・イースト小学校の設立期までを中心に
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 10.15083/00030967
ID登録タイプ JaLC
その他のタイトル
その他のタイトル Deborah Meier's Work on Progressive Education : Focusing on the Period Before and During the Founding of Central Park East Elementary School
著者 橘髙, 佳恵

× 橘髙, 佳恵

WEKO 68192

橘髙, 佳恵

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著者別名
識別子Scheme WEKO
識別子 68193
姓名 KITTAKA, Yoshie
著者所属
著者所属 東京大学大学院教育学研究科教職開発コース
抄録
内容記述タイプ Abstract
内容記述 This paper focuses on Deborah Meier, a progressive U.S. educator. It aims at clarifying how her work and philosophy evolved, focusing on the period before and during the founding of Central Park East Elementary School. The three findings of this research are as follows.  First, Meier developed a socialist perspective as she grew up in a politically active family, and from early on she had an analytical perspective on racial and class inequality within U.S. society. As she began teaching as a public school teacher in the inner city, her socialist perspective enabled her to see the intellectual capacity of minority children. Meier was convinced that it was public schools, not minority children, that needed transformation.  Second, Meier is a unionist, and she considers unionism an essential basis for teachers to pursue their professional rights. It is essential that the teachers be permitted to exercise their professional judgments if they are to improve their teaching practices and better support their students ’ learning. Even though there had been serious conflict between teachers and minority parents, collaboration seemed possible around the purpose of supporting their children's learning.  Third, Meier founded Central Park East Elementary School, and despite its first two difficult years, the school was developing and education for democracy was being pursued. Meier states that through being with the adults who are involved in collaborative and intellectual decision making, children acquire the habit of democracy. Through her years of work on school reform, Meier came to think that in order to save public education, there should be various experiments with new forms of public education systems.  These three findings show that, for Meier, democracy implies that every person is endowed with the right to exercise one's intellectual capacity.
書誌情報 東京大学大学院教育学研究科紀要

巻 55, p. 347-356, 発行日 2016-03-31
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
出版者別名
The Graduate School of Education, University of Tokyo
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