An Examination of Responsive Student Teaching Practices to Children's Narratives in the Process of Disaster Trauma Recovery

2022 Fiscal Year Final Research Report

• Project/Area Number: 19K02798
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09040:Education on school subjects and primary/secondary education-related
• Research Institution: Mukogawa Women's University
• Principal Investigator: UEDA Koshun 武庫川女子大学, 教育研究所, 嘱託研究員 (30509865)
• Project Period (FY): 2019-04-01 – 2023-03-31
• Keywords: 災害トラウマ / ナラティブ的探究 / 応答的生徒指導 / 援助意識の形成

Outline of Final Research Achievements

The Great East Japan Earthquake shattered the foundations of the children's sense of individual existence, including the sudden death of family members, the severing of relationships with friends, and the loss of the landscape of their community and life history. Teachers used narratives that included feelings that could not be verbalized, with the aid of pedagogical methods such as painting, dioramas, physical expression, life spelling, and community learning, to get at the inner workings of the children's trauma. The key to responsive practice was the teacher's awareness of his or her own narrative, which led to a "self-internalization" (Hegel) of the idea of educational practice. In other words, it created a "feeling of survival guilt" (Valent) in the helpers, which made them respect the child and make their understanding multilayered. Being supported by teachers and peers rewrote the child's narrative into a restorative one.

Free Research Field

臨床教育学

Academic Significance and Societal Importance of the Research Achievements

災害から受けた児童生徒のトラウマは、教師や親・援助者がその内実を理解する知識と姿勢によって、そして仲間たちからの心の理解と受容によって回復過程をたどることができる。生徒指導はこの回復過程に応答し教科学習やその他の学習として構成されなければならないことを東日本大震災被災地での教育実践の探究や教師・保護者、生徒へのインタビューから明らかにした。震災トラウマに限らず虐待・いじめなどによるトラウマに対しても、心理的ケアと同時に教科学習と「心」の問題を連結させた実践の開拓が必要となる。そのために教師の援助職者としての生存罪責感情や援助思想・精神の「内化」「外化」の螺旋的意識形成が問われる。