2019 Fiscal Year Final Research Report

A Study of "Education for Living Together" as a National Curriculum: A Case of the Republic of South Africa

Research Project

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Project/Area Number	19K20981
Project/Area Number (Other)	18H05789 (2018)
Research Category	Grant-in-Aid for Research Activity Start-up
Allocation Type	Multi-year Fund (2019) Single-year Grants (2018)
Review Section	:Education and related fields
Research Institution	Hyogo University of Teacher Education
Principal Investigator	SAKAGUCHI Masayasu 兵庫教育大学, 学校教育研究科, 講師 (00819427)
Project Period (FY)	2018-08-24 – 2020-03-31
Keywords	「共生教育」 / ナショナル・カリキュラム / 南アフリカ共和国 / Life Orientation / フィールドワーク / 教育省 / 公立学校 / 高等学校段階の教員
Outline of Final Research Achievements	The purpose of this study was to discuss implementations of “education for living together” as a national curriculum. In doing so, it focused on a case of the Republic of South Africa (RSA). Specifically, for example, the semi-structured interviews which were conducted in 2019 in the Province of the Western Cape in RSA with those who were related to Life Orientation in the Further Education and Training band (e.g. educators)　were employed as the method of study. From the analysis of the researches, for example, this study discussed that when setting the national standard for “education for living together,” it was important to have spaces for diverse contexts, and it suggested that educators’ miscellaneous experiences were one of the keys to effective implementations of such education. This study also mentioned a hypnosis that people’s perception towards RSA as a “developing county” may be related to the strength of the “national standard.”
Free Research Field	教育社会学
Academic Significance and Societal Importance of the Research Achievements	本研究の成果の学術的意義と社会的意義は、これまで多文化社会における「共生教育」に関する研究が、「先進的」とされてきた欧米社会を対象としたものがほとんどであった中で、そのような社会とは異なる歴史的背景を有する南アフリカ共和国を事例として、主に次の知見を導き出した点にある。すなわち、人々の政治的マジョリティに対する見解や同国を「発展途上国」と捉える認識と「ナショナルな基準」の強弱との関連の仮説などを示しつつ、既存のナショナル・カリキュラムとしての「共生教育」を議論する際の新たな知見を提示した点である。