学校現場での「公正」をめぐる実践知の必要性

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  • Necessity of Considering “Equity” as a Changeable Concept in Schools
  • 特定課題研究 学校現場での「公正」をめぐる実践知の必要性
  • トクテイ カダイ ケンキュウ ガッコウ ゲンバ デ ノ 「 コウセイ 」 オ メグル ジッセン チ ノ ヒツヨウセイ

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<p>Our research will examine the concept of “equity” in education. However, considering “equity” to be a fixed conception will not solve the problem of children who have different cultural backgrounds.</p><p>What does this view point imply? “Equity” cannot be separate from the concept of “human rights”, and hence it has two implications:</p><p>1. The problem can be dealt with concretely.</p><p>2. We can discuss how to provide guidance to students who live in a multicultural society.</p><p>In schools, how does one identify the problems of foreign students? If culture is not considered as something that is changeable, then it is not possible to perceive the real problems.</p><p>E.W. Said has pointed out the features of culture as follow:</p><p>One ought again to remember that all cultures impose corrections upon raw reality, changing it from free-floating objects into units of knowledge. ...therefore cultures have always been inclined to impose complete transformation on other cultures, receiving these other cultures not as they are but as, for the benefit of the receiver, they ought to be.</p><p>(Orientalism, Vintage Books, 1979, p. 67)</p><p>The concept of “equity” has been built into this relationship. Therefore we need to be conscious of the following three questions:</p><p>1. Why has it been determined that the measurement should be equity?</p><p>2. What views of society, education, and children support the concept of “equity” in schools?</p><p>3. Does consistency exist in a concept of “equity”?</p>

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