| Project/Area Number |
23K02391
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 09040:Education on school subjects and primary/secondary education-related
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| Research Institution | Hiroshima University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
宮里 智恵 広島大学, 人間社会科学研究科(教), 教授 (70646116)
大池 真知子 広島大学, ダイバーシティ&インクルージョン推進機構, 教授 (90313395)
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| Project Period (FY) |
2023-04-01 – 2027-03-31
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| Project Status |
Granted (Fiscal Year 2023)
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| Budget Amount *help |
¥4,680,000 (Direct Cost: ¥3,600,000、Indirect Cost: ¥1,080,000)
Fiscal Year 2026: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2025: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2024: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2023: ¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
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| Keywords | intercultural education / teaching strategies / peace education / community learning / professional development / Intercultural education / Non-negotiable values / Belonging and identity / Religious diversity / Teacher education |
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| Outline of Research at the Start |
The research tackles the issue of perceived homogeneity in education by providing inter-intracultural experiences to pre-service teachers. We analyse data gathered through adapted CEDAR (Communities Engaging with Difference and Religion) activities to highlight the significance of shared experience in establishing new relationships and the efficacy of such experiential learning on intercultural competency. We will clarify what tools we need to help teachers acquire the mindset and social muscles to facilitate interactions with and between diverse pupils and stimulate their self-affirmation.
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| Outline of Annual Research Achievements |
Public schools in Japan are facing the challenge of accommodating students from diverse racial, cultural, and social backgrounds. One significant hurdle is negotiating between differing religious and moral values, especially when educators lack proper training in diversity. To address this issue, researchers have partnered with colleagues from the international educational organization CEDAR (Communities Engaging with Difference and Religion). Together with collaborators from the the Insitiute for the Promotion of Interculturalism in Education and the Research Center for Diversity and Inclusion at Hiroshima University, they aim to develop new teaching strategies based on CEDAR pedagogy. These activities underwent two phases of testing: an intensive training course in peace education for pre-service and in-service teachers, and a three-day intercultural workshop entitled "わしらの中のよそもん、よそもんの中のわしら" (Seeing them in us, Seeing us in them) that welcomed participants from various backgrounds, including teachers, community members, city officials, welfare supporters, and other public stakeholders. Due to the success of the above activities, the researchers gathered data to analyze the efficacy of CEDAR pedagogy in altering teachers' cultural assumptions and sensitivity in diverse learning settings. This analysis will help researchers adapt activities and develop new teaching strategies for teacher education in diversity, intercultural education, and peacebuilding.
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| Current Status of Research Progress |
Current Status of Research Progress
1: Research has progressed more than it was originally planned.
Reason
From April to September 2023, the Principal Investigator (PI) and the Co-Investigators (Co-I and Co-II) collaborated on conducting CEDAR activities and interviews with pre-service and in-service teachers in the context of joint multidisciplinary classes and an intensive peace education course. In January 2024, the PI, Co-I(2), and RCs organized a three-day, two-night workshop that used the CEDAR pedagogy adapted for the Japanese context. The workshop had participants from various fields, including teachers, community members, city officials, welfare supporters, and other public stakeholders. During the workshop, the PI and Co-I(2) collected data through qualitative participant observation methods and questionnaires. Furthermore, PI and Co-I(2) facilitated post-workshop meetings to exchange insights and furnish activity materials aimed at enhancing the intercultural aptitude of concerned experts and community members.
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| Strategy for Future Research Activity |
The purpose of this study is to evaluate the effectiveness of the CEDAR pedagogy and to adapt it to different educational settings. Specifically, the focus is on how this pedagogy impacts pre-service teachers' assumptions and acquisition of intercultural skills, a crucial aspect of their development. From April to June of 2024, the PI and Co-I will analyze the data garnered from a workshop. Until November 2024 they will compare the results with the CEDAR activities carried out in classrooms. This comparative exercise will allow them to devise efficient teaching strategies that can be implemented in classrooms, schools, and other educational settings. From October 2024 to June 2025, the PI and Co-Is will develop teaching material based on the research results.
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