- 著者
-
角田 仁
- 出版者
- 異文化間教育学会
- 雑誌
- 異文化間教育 (ISSN:09146970)
- 巻号頁・発行日
- vol.36, pp.26-39, 2012
<p><i>Yakan teijisei koukou</i> (part-time evening high schools), a part of Japan's system of post-secondary education, have recently seen changes in their student body. Specifically, they are experiencing an increasing diversity of students, particularly those with foreign backgrounds. This changing composition of the student body raises the question of educational equity.</p><p>In this paper, I highlight two cases of <i>yakan teijisei koukou</i> in the Tokyo metropolitan area: School A (1997–2006) and School B (2000–2011). The following questions are addressed: As these schools accepted foreign students in need of Japanese language assistance, how did the school staff discuss the issue, and what measures did the schools take? How did the schools negotiate the change? I find that, although educators and parents tend to focus on Japanese language class when the matter of language assistance is discussed, students of foreign backgrounds will benefit from assistance in all educational activities. These include the school curriculum, everyday learning activities, student guidance, and student evaluations. In considering this issue, I interviewed educators and parents</p><p>in search of common perspectives about what education at <i>yakan teijisei koukou</i> should be.</p><p>I also point out some problems. For example, neither school had a clear educational policy regarding students in need of Japanese language assistance. Furthermore, there were little, if any, changes in the way administrators dealt with school management. Also, despite the staff members' willingness to face the changes in the composition of the community and student body, they had few opportunities for teacher trainings or lesson studies. While foreign students in need of Japanese language assistance gradually adapted to <i>yakan teijisei koukou</i>, I find that the current discussion regarding educational equity is dependent on the context and is thus changing. The state of the community and students, perspectives and competences of school staff, leadership of school management, educational activities, and school management are all intertwined factors that affect the discussion of equity.</p><p>This paper concludes with a discussion of what equity is in the context of education for students who need Japanese language assistance. It considers the current circumstances, including problems at <i>yakan teijisei koukou</i>, with the aim of striving toward multicultural coexistence (<i>tabunka kyousei</i>).</p>