文献一覧: 添田祥史 (著者)

11 0 0 0 東アジアと日本の識字教育の20年 : 研究・実践・政策・交流のこれまでとこれから (特集東アジア社会教育研究20年)

著者: 岩本陽児棚田洋平添田祥史
出版者: 東京・沖縄・東アジア社会教育研究会
雑誌: 東アジア社会教育研究 (ISSN:13487272)
巻号頁・発行日: no.20, pp.39-48, 2015

https://ci.nii.ac.jp/naid/40020697678

6 0 0 0 IR 生活保護受給者の生活現実と就労者自立支援プログラム : 事例研究:58歳・男性Aさん

著者: 添田祥史
出版者: 北海道教育大学
雑誌: 釧路論集 : 北海道教育大学釧路分校研究報告 (ISSN:02878216)
巻号頁・発行日: vol.42, pp.33-39, 2010

2023-02-23 20:00:14
6 + 14 Twitter

https://ci.nii.ac.jp/naid/110008767346

2 0 0 0 夜間中学をめぐる動向と論点整理 (特集「学校」を越える)

著者: 添田祥史
出版者: 日本教育学会
雑誌: 教育学研究 = The Japanese journal of educational research (ISSN:03873161)
巻号頁・発行日: vol.85, no.2, pp.196-205, 2018-06

https://ci.nii.ac.jp/naid/40021611557

2 0 0 0 OA 識字実践における親密圏に関する一考察

著者: 添田祥史
出版者: 九州大学
雑誌: 飛梅論集 : 九州大学大学院教育学コース院生論文集
巻号頁・発行日: vol.8, pp.37-52, 2008-03

This paper aims at reconsidering the learning activities taking place in a literacy practice context focusing on the concept of "intimate sphere". In the last years, relations of mutual support in life are taking a new turn, beyond family ties, toward the creation of a new intimate sphere. An analysis of literary practice from this point of view wields possibilities unseen by previous research. We aim to provide a new analytical standpoint for research in the field of literacy practice. According to our analysis, literacy practice appears to be an important support factor for the learner in everyday life. In a literacy practice context, intimate sphere is a "place to find an intimate other", a "place where to reconsider the value of one's life", a "place where to share feelings and experiences". Moreover, it appears that the intimate sphere which is created around literacy practice has the following four characteristics: 1. Through the right to literacy learning, it may be possible to meet the needs for friendship and solidarity, which can seldom be guaranteed by institutions. 2. Factors unrelated to practice like opportunities to chat or meet with friends may stimulate lasting participation of learners. 3. Literacy practice class seen as a "relatively safe space" implies freedom from its historical premises like norms or rules about the way practice has to be. 4. Under such point of view, literacy practice is endowed with the possibility of reform from the inside. This last point raises essential questions concerning the future of literacy practice and literacy learning research as well.