災害リスクとペダゴジー──東日本大震災後の被災地の教育課題の変化を捉える

DOI Web Site オープンアクセス

書誌事項

タイトル別名
  • Disaster Risk and Pedagogy: Understanding the Changes in Educational Issues in the Disaster-Stricken Areas after the Great East Japan Earthquake
  • 災害リスクとペダゴジー : 東日本大震災後の被災地の教育課題の変化を捉える
  • サイガイ リスク ト ペダゴジー : ヒガシニホン ダイシンサイ ゴ ノ ヒサイチ ノ キョウイク カダイ ノ ヘンカ オ トラエル

この論文をさがす

抄録

The aim of this paper is to clarify how the schools that suffered the effects of the Great East Japan Earthquake have transformed their pedagogy, in relation to the response to disaster risk. After the traditional risks in the immediate aftermath of the disaster had settled, many teachers were concerned about the modern type risks, i.e. that the disaster might have hampered children's growth and development. Although de-context-oriented Pedagogy, which is test-oriented pedagogy, was dominant, context-oriented Pedagogy, which tackled the earthquake issue, took prominence for a while after the earthquake. However, it has become increasingly difficult to maintain this, and modern type risks are now dealt with only outside the formal curriculum. The direct cause of this was the movement of teachers who took the lead in tackling the earthquake problem to other schools, but more fundamentally, this was due to the social context created by education and social policies: （1） emphasis on psychological responses and the attribution of psychological risks to school counselors; （2） weakening of teachers' discretion due to educational reforms since the 1990s; and （3） weakening of local communities due to delays in reconstruction policies. Finally, the condition for reviving the context-oriented pedagogy is shown.

収録刊行物

関連プロジェクト

もっと見る

詳細情報 詳細情報について

問題の指摘

ページトップへ