異文化間教育と「臨床の知」―「文化的多様性」の実践に向けて

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  • Intercultural Education and “Clinical Knowing”: Education Practice in and for “Cultural Diversity”
  • イブンカ カン キョウイク ト 「 リンショウ ノ チ 」 : 「 ブンカテキ タヨウセイ 」 ノ ジッセン ニ ムケテ

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<p>This paper describes the purpose of selecting the theme of this special issue of “Intercultural Education” No.35, and briefly introduces contents.</p><p>In the face of globalization, the fields of education have been forced to address new concerns caused by cultural diversity. To cope with this situation, intercultural education, which can be considered to be an academic area realized by the interaction between practice and theory, should be developed with field-generated knowledge gained in education practice. The rich results of field-oriented research are integral for further development of intercultural education. However, to date, the number of field reports published in this journal has been limited. Taking this issue seriously, we chose as our theme discussion of how research and practice in intercultural education should be related to each other and developed mutually in terms of “clinical knowing” for realization of “cultural diversity” in education practice.</p><p>This special issue consists of five commissioned articles and one contributed article. Three of the articles address theories and methodologies, and the other three are field reports (one of which is contributed). The theoretical articles address: (1) intercultural education and “clinical knowing,” (2) the methodology of field-oriented research, and (3) teachers’ learning and professional development based on “clinical knowing.” The three field reports focus on (1) education practice in Korean language class, (2) the employment and training of foreign staff in an NPO, and (3) self-help group activities to support Japanese students returning from study abroad programs.</p>

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