「文化」の適応と維持から見る日本型多文化共生社会―ニューカマー児童・生徒を教える教師へのインタビュー調査―

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  • 髙橋 史子
    東京大学大学院教育学研究科附属学校教育高度化センター　助教　社会学・教育社会学

書誌事項

タイトル別名
  • Japanese Model of a Multicultural Society: An Analysis of Adaptation and Maintenance of “Culture” ―Interview Analysis of Schoolteachers for Newcomer Children―
  • 「 ブンカ 」 ノ テキオウ ト イジ カラ ミル ニホンガタ タブンカ キョウセイ シャカイ : ニューカマー ジドウ ・ セイト オ オシエル キョウシ エ ノ インタビュー チョウサ

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<p>This article aims to describe a nature of multicultural society in Japan by analyzing the recognition of schoolteachers for newcomer children about the adaptation and maintenance of “culture”. It argues that Japanese school culture is culturally assimilative and ignores ethnic differences of children (Tsuneyoshi, 1998 etc), Further, it highlights that the people in Japan exclude ethnic minorities and try to maintain the “pure” Japaneseness by favoring the idea of maintaining diverse culture (Nagayoshi, 2011 etc). Castles (2004) states that multiculturalism is an idea that expects the minorities to adapt to certain key values, while guarantees the equal rights with the majority without giving up the maintenance of the minorities’ culture. The result of the analysis indicates that many schoolteachers expect the minorities to follow the “rules” embedded in daily lives of the majority, in addition to the values expressed by the law, and expect them to maintain their “culture” such as first languages, food customs and traditional events, unless they break the “rules”. Such dimensions of “key values” (Castles, 2004) may be one of the characteristics of Japanese multicultural society and a new expression of cultural nationalism in Japan.</p>

収録刊行物

  • 異文化間教育

    異文化間教育 44 (0), 33-46, 2016-08-31

    異文化間教育学会

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