帰国生徒の受け入れにおける公正さをめぐって――実績のある受け入れ高校を事例に――

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  • 稲田 素子
    立教大学文学部　兼任講師　異文化間教育・海外帰国児童生徒教育

書誌事項

タイトル別名
  • Equity in Accepting Students Returning from Overseas: Cases from High Schools that Have Successfully Accepted Returning Students
  • 特定課題研究 帰国生徒の受け入れにおける公正さをめぐって : 実績のある受け入れ高校を事例に
  • トクテイ カダイ ケンキュウ キコク セイト ノ ウケイレ ニ オケル コウセイ サ オ メグッテ : ジッセキ ノ アル ウケイレ コウコウ オ ジレイ ニ

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<p>This paper examines the following: 1) whether or not the initial goal of equity (substantial equality) is achieved when returning students are accepted back into school at senior high school level; and 2) what kind of conflicts, choices and common understanding are shared by schools accepting returning students in terms of equity in day to day practices. This study is based on interviews with teachers in charge of returning students at schools with a long history of accepting such students, as well as information taken from school handbooks for returning students.</p><p>First of all, the study showed that a certain level of equity was achieved institutionally, with an increasing number of private high schools accepting returning students since 1980 and showing a degree of consideration for these students. However, little forethought for equity has been given in terms of the selection of high schools, with schools and guardians having fairly liberal strategies for accepting students. Many schools accepting these students give them the same examinations and the same instruction as regular students; such practice makes no guarantee of equity for returning students.</p><p>Secondly, this study identified the following conflicts, choices and common points of understanding shared by schools successfully accepting returning students in terms of equity in day to day practices: 1) agreement to put time and energy into maintaining multiplicity in the system for entrance examinations and tuition; 2) optimum support for the differences and needs of individual students; 3) accepting a diverse range of students and continuing to provide instruction on that basis; 4) allocating educational resources to all returning students regardless of whether or not they have good English proficiency, international qualities or good academic grades. 5) passing down the unique consensus, which was from interaction among teaching staff accumulated as a part of school culture and school environment, becomes an issue.</p><p>Equity in accepting students returning from overseas at senior high school level is not a matter that can be dealt with at institutional level, but an issue that must be constantly checked on through specific interaction with relevant educational practitioners.</p>

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