Departmental Bulletin Paper 在日外国人教育方針・指針と外国人児童生徒教育の課題<教育科学>

磯田, 三津子

65 ( 2 )  , pp.59 - 71 , 2016 , 埼玉大学教育学部
The number of foreign students is increasing in Japanese public schools. Therefore, teachers are expected to help students respect diverse ethnic cultures and histories, and make good relationships with another ethnic groups. From the 1970s until the present, local school districts in Japan have formulated various documents with the title The Educational Policy for a Foreign Resident in Japan (hereafter “the Policy”) as guidelines for realizing these goals. The aim of this paper is to investigate two topics. The first is to clarify the concept of foreign student education by means of analyzing the Policy. The subject of investigation focuses on 78 local government policies which were enacted after 1970. The second is to suggest issues and possibilities for curriculum design which adopt the concept of foreign student education. In order to discuss the second topic, I analyzed Kyoto City Teaching Plan (from grade 1 to 6) as an example of one school district that has accepted the concept of the foreign student education. The analysis of Kyoto City Teaching Plan (from grade 1 to 6) has been based on the theories of J. A. Banks (2013). The following two points have resulted from this paper: (1) the Policy places stress on the goal of eliminating from discrimination and prejudice against foreign students, forming ethnic identity of foreign students, and encouraging both Japanese and foreign student to engage in international understanding and interaction. (2) Based on theories of J. A. Banks, Kyoto City Teaching Plan (from 1 to 6) can be classified as the “contribution approach” by which students learn about ethnic heroes/heroines, and the “additive approach” which adds ethnic culture and history to dominant culture. In curricular development as accepting the concept of the Policy in the future, it is necessary not only to teach ethnic heroes/heroines, culture and history, but also to help students develop the critical thinking skills to recognize ethnic discrimination and prejudice, and consider ways to solve these problem.

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