Narrative Styles Used in History Education and their Benefits in Terms of the Socializing Function of Education
| Project/Area Number |
22530905
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Sociology of education
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| Research Institution | University of Tsukuba |
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Principal Investigator |
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| Project Period (FY) |
2010 – 2012
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| Project Status |
Completed (Fiscal Year 2012)
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| Budget Amount *help |
¥2,600,000 (Direct Cost: ¥2,000,000、Indirect Cost: ¥600,000)
Fiscal Year 2012: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2011: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2010: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | 歴史教育 / 歴史教科書 / 博物館 / 語り口 / 社会化 / 沖縄 / 共生 / 共に生きる力 |
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| Research Abstract |
This study focuses on descriptive frameworks (narrative styles) used in history education delivered in the settings of school and social education, and analyzes the benefits of such descriptive frameworks on learners at different stages of socialization. In particular, the study collected variations of the styles adopted for narrations of Okinawan history and sorted them according to the objectives and results of various history education programs. Based on this, a discussion is included that examines the validity and limitations of, as well as alternatives to, the descriptive framework of "national history," which is often the premise of school history education.
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Report
(4 results)
Research Products
(15 results)
