| 研究課題/領域番号 |
23K02391
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| 研究種目 |
基盤研究(C)
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| 配分区分 | 基金 |
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| 応募区分 | 一般 |
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| 審査区分 |
小区分09040:教科教育学および初等中等教育学関連
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| 研究機関 | 広島大学 |
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研究代表者 |
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| 研究分担者 |
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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| 研究期間 (年度) |
2023-04-01 – 2027-03-31
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| 研究課題ステータス |
交付 (2023年度)
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| 配分額 *注記 |
4,680千円 (直接経費: 3,600千円、間接経費: 1,080千円)
2026年度: 1,170千円 (直接経費: 900千円、間接経費: 270千円)
2025年度: 910千円 (直接経費: 700千円、間接経費: 210千円)
2024年度: 650千円 (直接経費: 500千円、間接経費: 150千円)
2023年度: 1,950千円 (直接経費: 1,500千円、間接経費: 450千円)
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| キーワード | 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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| 研究開始時の研究の概要 |
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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| 研究実績の概要 |
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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| 現在までの達成度 (区分) |
現在までの達成度 (区分)
1: 当初の計画以上に進展している
理由
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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| 今後の研究の推進方策 |
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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