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エスニック・マイノリティの子どもと就学前教育・保育 : 多文化共生を考える
https://doi.org/10.15083/00076433
https://doi.org/10.15083/000764333e788d20-0372-45a9-a2f0-4247d49068eb
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
edu_57_33.pdf (1.1 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 | エスニック・マイノリティの子どもと就学前教育・保育 : 多文化共生を考える | |||||
| 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 | 10.15083/00076433 | |||||
| ID登録タイプ | JaLC | |||||
| その他のタイトル | ||||||
| その他のタイトル | Early Childhood Education and Care for Ethnic Minority Children in Multicultural Japan | |||||
| 著者 |
長江, 侑紀
× 長江, 侑紀 |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 152822 | |||||
| 姓名 | NAGAE, Yuki | |||||
| 著者所属 | ||||||
| 著者所属 | 東京大学大学院教育学研究科比較教育社会学コース | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This article discusses ethnic-minority children in early childhood in multicultural Japan, and raises a question regarding their quality of childcare and equity of educational opportunities. Organisation for Economic Co-operation and Development (OECD) reported that “Starting Strong” series influence on international childcare policy, where the aim is to develop a higher quality Early Childhood Education and Care (ECEC) system, and to promote a social inclusion. These series ware introduced as a response to the increasing issues of global wealth disparity and educational challenges of children, especially from ethnic/immigrants background. Japan is evidently facing this issue without considering ethnic minority children. We review ethnic minority children issues addressed in ECEC from various perspectives, such as its practice and policy in Japan referring to multiculturalism, and current ECEC policies. Although Japanese attempts to include ethnic minority children in the practices to meet the needs of various types of family, its policy barely considers the matter of children's ethnical/cultural diversity in contrast to socioeconomic policy. While an updated policy of ECEC shows an eagerness to educate children before entering school, it was motivated by Human-capital theory and fail to notice the issues. Hence, it implies that ethnic minority children are likely to encounter futher challenges. This article suggests that Japanese ECEC policy includes an ideology for social inclusion, accounting for ethnic minority children. | |||||
| 書誌情報 |
東京大学大学院教育学研究科紀要 巻 57, p. 389-397, 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 | ||||||
| The Graduate School of Education, University of Tokyo | ||||||
