著者

倉地 曉美

出版者

広島大学大学院教育学研究科日本語教育学講座

雑誌

広島大学日本語教育研究 (ISSN:13477226)

巻号頁・発行日

no.26, pp.1-7, 2016

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This study aimed to determine how globalization in education, which can be widely observed in Japanese universities, influences Japanese-language education programs and full-time faculty positions for those programs. This research was conducted via a postal survey to full-time instructors selected by referral sampling at 54 universities in Japan (national, public, and private universities). It was evident that globalization in education exerts a considerable influence on both Japanese-language education and faculty positions. The results of this study have a bearing on such questions as how overseas student education programs in Japan should be efficiently promoted. However, it is clear that the increasing workload on fulltime faculty should be reexamined and reduced. Full-time instructors are obliged to commit considerable time to other duties. Faculty are required to provide overseas students with necessary information to help them pursue their studies in a different cultural environment. Giving intercultural education to Japanese students is also an indispensable part of faculty duties. These issues demand further reconsideration and discussion.本研究は,基盤研究(B)『多文化にひらかれた大学教員の国境を越えたネットワーク形成に関する研究』(研究代表者:倉地曉美)の国際共同研究の一環として実施されたものである。2015年6月異文化間教育学会のケース・パネル(共同発表者:中山亜紀子,加藤鈴子)「グローバル化の大学の日本語教育への影響について」で,日本,米国,韓国で実施した研究成果を発表したが,本研究はその一部である。

著者

倉地 曉美

出版者

広島大学平和科学研究センター

雑誌

広島平和科学 (ISSN:03863565)

巻号頁・発行日

vol.23, pp.73-93, 2001

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In order to realize a just society in the new century, it is crucial for university students to cope with prejudice and their own xenophobia. Through the 19901s, this author has been addressing the importance of the new concept of intercultural learning as a means of realizing a just society. Intercultural learning only takes place when people of various cultural backgrounds interact with each other independently in order to overcome their own cultural prejudice. Students must actively participate in the creative process of producing new cultural values through intercultural dialogue with people from different cultural backgrounds instead of teaching and transmitting static aspects and homogenized images of cultural knowledge. This forces them to acquire mutually respected cultural values and behavioral styles for cultural adaptation. In order to facilitate this reciprocal cultural learning, it is important to educate transcultural mediators who can guide the passive and negative culture learners into intercultural dialogue. Using this concept, the author developed several courses to educate transcultural mediators. In this paper, the author analyzes how a college student copes with her initial xenophobia against overseas students and what the student learned by engaging in ethnographic fieldwork and case conferences required of her in an intercultural education course.

著者

倉地 曉美

出版者

広島大学

雑誌

広島平和科学 (ISSN:03863565)

巻号頁・発行日

vol.23, pp.73-93, 2001

---

In order to realize a just society in the new century, it is crucial for university students to cope with prejudice and their own xenophobia. Through the 19901s, this author has been addressing the importance of the new concept of intercultural learning as a means of realizing a just society. Intercultural learning only takes place when people of various cultural backgrounds interact with each other independently in order to overcome their own cultural prejudice. Students must actively participate in the creative process of producing new cultural values through intercultural dialogue with people from different cultural backgrounds instead of teaching and transmitting static aspects and homogenized images of cultural knowledge. This forces them to acquire mutually respected cultural values and behavioral styles for cultural adaptation. In order to facilitate this reciprocal cultural learning, it is important to educate transcultural mediators who can guide the passive and negative culture learners into intercultural dialogue. Using this concept, the author developed several courses to educate transcultural mediators. In this paper, the author analyzes how a college student copes with her initial xenophobia against overseas students and what the student learned by engaging in ethnographic fieldwork and case conferences required of her in an intercultural education course.