| Project/Area Number |
15K13200
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Sociology of education
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| Research Institution | Nagoya University |
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Principal Investigator |
Yamada Shoko 名古屋大学, 国際開発研究科, 教授 (90377143)
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| Co-Investigator(Kenkyū-buntansha) |
服部 美奈 名古屋大学, 教育発達科学研究科, 教授 (30298442)
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| Project Period (FY) |
2015-04-01 – 2018-03-31
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| Project Status |
Completed (Fiscal Year 2017)
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| Budget Amount *help |
¥3,380,000 (Direct Cost: ¥2,600,000、Indirect Cost: ¥780,000)
Fiscal Year 2017: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2016: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2015: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Keywords | 伝統知 / 暗黙知 / 技能形成 / 口承文化 / 比較国際教育学 / アフリカ研究 |
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| Outline of Final Research Achievements |
In this study, life stories were collected from 30 apprentices and masters of informal sector workshops in a large traditional industry cluster in Kumasi, Ghana. Throughout the project period, these 30 people were regularly visited for follow-up study. Also, to untangle how knowledge is transmitted in the process of work, continual participant observation was conducted in a few workshops.
Besides, traditional chiefs and their interpreters were visited in Ashanti villages to collect ethnic histories which have been orally transmitted by interpreters of each clan. Such stories are analyzed as forms of education and knowledge transmissions across generations.
As a result of these studies, it is confirmed that the process of learning in traditional Ashanti society is contextualized and through problem-solving in the interactive processes, instead of following the logical structure of theoretical learning. It suggests a fundamental epistemological difference from school-based learning.
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