著者

丸山 剛史 橋本 啓 石井 和也 桑島 英理佳 小柏 香穂理 竹井 沙織 Tsuyoshi MARUYAMA Kei HASHIMOTO Kazuya ISHII Erika KUWAJIMA Kahori OGASHIWA Saori TAKEI

出版者

宇都宮大学教育学部

雑誌

宇都宮大学教育学部教育実践紀要 (ISSN:24333506)

巻号頁・発行日

no.5号, pp.323-376, 2018-08

著者

竹井 沙織 小長井 晶子 御代田 桜子 TAKEI Saori KONAGAI Akiko MIYOTA Sakurako

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.65, no.2, pp.85-95, 2019-03-31

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The purpose of this paper is to clarify the dilemma of guaranteeing both “learning” and a “place of belonging” in a study support project, taking into consideration the logic of “education” and the logic of “inactivity.” This research illustrates what aspects of “learning” and a “place of belonging” were present in the project in X City. The findings of this study are as follows; The aim of the study support project in X City included support for study as well as an emphasis on creating a “place of belonging.” The logic of “education” and the logic of “inactivity” crossed intentions of supporting for “learning” and “place of belonging” in the project. Program supporters struggled to address the gap between the two logic behind their behavior. For example, where a child is guaranteed a “place of belonging,” the logic of “inactivity” prevailed. However, since the program was a study support project, an emphasis on learning suggests the importance of study, motivation, and empowerment. Consequently, supporters felt conflict between the logic behind desiring to promote “education” and that of allowing “inactivity.” How to address the underlying logical conflict between the logic of “education” and the logic of “inactivity” suggests the need to set goals that include “learning” and “place of belonging.”

著者

竹井 沙織 小長井 晶子 御代田 桜子

出版者

一般社団法人 日本教育学会

雑誌

日本教育学会大會研究発表要項

巻号頁・発行日

vol.77, pp.333-334, 2018