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多文化主義教育言説の逆説 : エスノメソドロジー的視座からの一考察

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  • The paradox of multiculturalism as an educational discourse : From the ethnomethodological perspective
  • タブンカ シュギ キョウイク ゲンセツ ノ ギャクセツ : エスノメソドロジー テキ シザ カラノ イチ コウサツ

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The paper considered on the unconcisous logic and the presuppositions of multiculturalism as an educational discourse. Based on the analysis of discourse of the characteristic advocates of multicultural education, J. Banks, and the speech of teacher and pupils during lesson in the Japanese ordinary classroom, the author argued that although multiculturalism as a discourse suggests itself as a critics of education from a viewpoint of justice and equality in terms of racial/ethnic or other kinds of social background, it hides and makes invisble the societal nature of educational practice itself and its commitment to inequality or injustice. It was called "paradox" in this paper. The author thought that this invisiblizing operation treats social categories of people in school not as inner generative events but as the outside events that pervade "pure" school events. And the interactionist viewpoint inspired by ethnomethodology and conversation analysis can help to overcome such a methodological difficulties.


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