| Budget Amount *help |
¥1,500,000 (Direct Cost: ¥1,500,000)
Fiscal Year 2002: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 2001: ¥1,000,000 (Direct Cost: ¥1,000,000)
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| Research Abstract |
"Education for International Understanding" is commonly taken up as a theme in "Integral Education" in elementary or Junior high schools.
However, a common problem is that such programs that have been practiced so far are apt to lack a viewpoint of multicultural education which foster students' ability to live together and cooperate equally with others from a different cultural background.
First this problem is examined, from the following points. 1) event oriented approach, 2) culturally oriented, or tourist approach, 3) cultural essentialism.
Designing a curriculum that overcomes these points is the primary theme of this study. It is advocated that the construction of multicultural education curriculum is indispensable to education for international understanding ; the aim of which is set on the point of coming to know the individual as unique.
The original plan for class exercises was put into practice in a different manner through the action-research as performed in some elementary schools. It is significant to integral education that each child's learning becomes authentic ; that the children's learning is realized on the horizon of their lives. This is also key to multicultural education.
In the second part of this study the curriculum revision process at the Kameyama part-time high school is examined.
Examination of new school subjects designed in that school is introduced as an available device for altering entire school curriculum to having the multicultural cohabitation.
In the third part of this study, the assessment of the education for the resident foreign students made by the educational committee of Mie Prefecture, in December 2000, is examined to make clear the specific educational task in this region, not for the resident foreign students but for all the students in Japanese school.
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