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知的障害児との交流における健常児の集団カテゴリー意識を規定する条件
https://doi.org/10.15083/00076431
https://doi.org/10.15083/0007643122b8c608-2892-4e40-89c4-dde752a5410a
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
edu_57_31.pdf (1.6 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2018-12-05 | |||||
| タイトル | ||||||
| タイトル | 知的障害児との交流における健常児の集団カテゴリー意識を規定する条件 | |||||
| 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 | 10.15083/00076431 | |||||
| ID登録タイプ | JaLC | |||||
| その他のタイトル | ||||||
| その他のタイトル | Non-Disabled Students’ Conditions for Group Categorization in Interactions with Students with Intellectual Disabilities | |||||
| 著者 |
楠見, 友輔
× 楠見, 友輔 |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 152818 | |||||
| 姓名 | KUSUMI, Yusuke | |||||
| 著者所属 | ||||||
| 値 | 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 study aims to clarify the conditions which effect the formation of non-disabled students’ consciousness of their group categorization within the process of interschool interactions with students with intellectual disabilities. I focused on the theories of the dual categorization model and social identity complexity, and approached non-disabled students’ consciousness using a qualitative analysis. Interviews, using a stimulated-recall procedure, were conducted with ten high school students who had participated in the interschool interactions. I took each segment in the transcripts of interviews which contained word(s) representing ingroup or outgroup and classified them into two codes: the consciousness of superordinate group identity and the subgroup identity. I clarified that the consciousness of group categorization depends neither on the type of activities nor simply on the time sequence, but rather on the situations within the interaction processes. This analysis produced three conditions which effected the classification of the two group identities: membership group consciousness, differentiation, and friendship. Moreover, I also clarified that there seemed to be less consciousness of superordinate group identity in the comments on the whole experience of the interactions. This suggests that in depth reflection of their own interaction experiences is important for reducing bias toward students with intellectual disabilities through the formation of dual categorization. | |||||
| 書誌情報 |
東京大学大学院教育学研究科紀要 巻 57, p. 369-380, 発行日 2018-03-29 |
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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 | |||||
| 著者版フラグ | ||||||
| 値 | publisher | |||||
| 出版者 | ||||||
| 出版者 | 東京大学大学院教育学研究科 | |||||
| 出版者別名 | ||||||
| 値 | The Graduate School of Education, University of Tokyo | |||||
