中国帰国児童の主体的な関係性の構築を目指して

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  • 高橋 朋子
    近畿大学　日本語教育センター　講師　社会言語学

書誌事項

タイトル別名
  • Reconsidering the Educational Practices for Chinese Returnee Students
  • チュウゴク キコク ジドウ ノ シュタイテキ ナ カンケイセイ ノ コウチク オ メザシテ

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抄録

<p>This article discusses the children of “newcomers,” in particular, the children of Chinese returnees who were born in Japan. By investigating actual cases, this study clarifies that there is a limit to the educational practice focusing only on the roots of these children. It will also suggest in detail, how schools should implement their educational practices and orientation while focusing on the rearrangement of relationships surrounding Chinese children. The author has conducted field work in an elementary school. The children, who came to Japan when they were at the age for middle school, were actively separated from other children. This school not only provides Japanese language support but also helps them maintain their identity as “children with roots in China.” However, these practices do not satisfy the feelings of the foreign children who were born in Japan or that of their parents. Repellence, resistance, and sometimes abandonment and indifference have been observed at this school.</p><p>While maintaining the “boundary” as a group with roots in China, these children are required to respect individual diversity, recognize the flexible identity with generational gap in mind, and break the current boundary and make a new one. The kind of support that focuses on the “route” rather than the “roots” of these children includes learning how to overlap their identities with these changes, how to get them actively involved, and how to empower them. There is no universal way to continue living with the newcomer children. The emphasis is on the fact that it should be built in the process of getting closer to each other with respect. Building a school-specific or region-specific framework is desirable.</p>

収録刊行物

  • 異文化間教育

    異文化間教育 37 (0), 15-31, 2013-03-31

    異文化間教育学会

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