Schools Countervail Against Exclusion

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  • 「排除」に対抗する学校
  • 「 ハイジョ 」 ニ タイコウ スル ガッコウ

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Abstract

The purpose of this paper is to describe schools which oppose exclusion on a practical level. Japanese teachers tend to ignore the socioeconomic backgrounds of students because they believe that they have to treat all students in the same way. As a result, students at risk are often excluded from their school because of poor achievement and a low self-image. Some schools in the Kansai district, however, have given students who risk exclusion special treatment regarding Dowa education and human rights education. The teachers have built up sympathetic human relations in classes and have improved achievement scores by putting the students at risk at the center of practices. They have also taught their students practical lessons to enhance daily life survival of the students. Schools which oppose exclusion could be conceptualized as giving citizenship education. Citizenship education has four dimensions, as below. 1) education as a human right, 2) education about human rights, 3) education in or through human rights, 4) education for human rights. The teachers engaging in citizenship education based on human rights collaborate with their students, parents, and residents, including minorities, in order to change their school and society.

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