WEKO3
アイテム
エスニック・マイノリティの子どもに対する教師の表象
https://doi.org/10.15083/00031447
https://doi.org/10.15083/0003144775456a04-52ad-47ab-a431-a743da5d2a0a
名前 / ファイル | ライセンス | アクション |
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KJ00004259197.pdf (1.2 MB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2008-10-14 | |||||
タイトル | ||||||
タイトル | エスニック・マイノリティの子どもに対する教師の表象 | |||||
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 | 10.15083/00031447 | |||||
ID登録タイプ | JaLC | |||||
その他のタイトル | ||||||
その他のタイトル | Japanese Teachers'Ways of Representing an Ethnic Minority in the Classroom | |||||
著者 |
金井, 香里
× 金井, 香里 |
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著者別名 | ||||||
識別子 | 123424 | |||||
識別子Scheme | WEKO | |||||
姓名 | Kanai, Kaori | |||||
著者所属 | ||||||
著者所属 | 学校教育開発学コース | |||||
抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | Based on an in-depth field research conducted at two public primary schools located in the Kanagawa Prefecture, this article explores two Japanese teachers'ways of representing an ethnic minority(i. e., a ""newcomer"" and a ""second generation newcomer"" respectively). It has been pointed out in the former studies that the cultural differences of ethnic minorities are invisible in the Japanese schools and that teachers tend to treat the difficulties/failures these minorities go through as individual issues, i. e., his/her own personality and/or the family circumstances, rather than social issues. It is true that teachers have such a tendency. However, it is necessary to analyze how such attribution occurs in the teachers'thinking processes because it is also true that the teachers must have obtained some information of ethnic minorities'cultural/historical backgrounds such as nationality, birthplace, the parents'home country, etc. In this article, it is analyzed how the knowledge about the backgrounds of an ethnic minority influences a teacher's cognition of the behaviors of the child's. For the analysis, the author focuses on the two modes of representation in a teacher's thinking: one mode of representation concerns individual characteristics of a child; the other informations about the child's cultural/historical backgrounds. In conclusion, it is suggested that teachers use strategically the knowledge of ethnic minorities'backgrounds(i. e., nationality) in the daily interaction with the children in the classroom. | |||||
書誌情報 |
東京大学大学院教育学研究科紀要 巻 43, p. 245-254, 発行日 2004-03-10 |
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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 | |||||
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 | 370 | |||||
主題Scheme | NDC | |||||
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 |