著者

金井 香里

出版者

東京大学

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.47, pp.451-460, 2008-03-10

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Based on an in-depth field research conducted in a public primary school located in the Kanagawa Prefecture, this article explores a teacher's experienced dilemmas in coping with some difficulties a "newcomer" student goes through in school/classroom. It has been pointed out in former studies that a Japanese teacher tends to take into little consideration different cultural/historical backgrounds of newcomer students in coping with difficulties they go through, which leads them to academic failure(low academic achievement, dropouts etc.). In actuality, however, the teacher does consider different cultural/historical backgrounds of "newcomer" students somehow. Although the teacher attempts to cope with the students'difficulties in consideration of their backgrounds, his/her treatment at times causes preventing them from studying in school/classroom. Through an analysis of a teacher's experienced dilemmas in her classroom practice, the author illuminates why the teacher's treatments cause preventing a "newcomer" student from studying in classroom/school while she attempts to take into much consideration the student's cultural/historical backgrounds.

著者

金井 香里

出版者

東京大学

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.43, pp.245-254, 2004-03-10

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Based on an in-depth field research conducted at two public primary schools located in the Kanagawa Prefecture, this article explores two Japanese teachers'ways of representing an ethnic minority(i. e., a "newcomer" and a "second generation newcomer" respectively). It has been pointed out in the former studies that the cultural differences of ethnic minorities are invisible in the Japanese schools and that teachers tend to treat the difficulties/failures these minorities go through as individual issues, i. e., his/her own personality and/or the family circumstances, rather than social issues. It is true that teachers have such a tendency. However, it is necessary to analyze how such attribution occurs in the teachers'thinking processes because it is also true that the teachers must have obtained some information of ethnic minorities'cultural/historical backgrounds such as nationality, birthplace, the parents'home country, etc. In this article, it is analyzed how the knowledge about the backgrounds of an ethnic minority influences a teacher's cognition of the behaviors of the child's. For the analysis, the author focuses on the two modes of representation in a teacher's thinking: one mode of representation concerns individual characteristics of a child; the other informations about the child's cultural/historical backgrounds. In conclusion, it is suggested that teachers use strategically the knowledge of ethnic minorities'backgrounds(i. e., nationality) in the daily interaction with the children in the classroom.

著者

金井 香里

出版者

東京大学

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.45, pp.235-244, 2006-03-10

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Based on a field research conducted in a diverse classroom in a public primary school in the Kanagawa Prefecture, this article explores what kind of strategies a teacher adopts in order to resolve the dilemmas he encounters in coping with the issues of "newcomer" students in the classroom. It has been pointed out in a former study that Japanese teachers tend to have a peculiar way of dealing with issues of "newcomer" students : they eliminate rather than make the most of the cultural differences of the students'(datsu-bunmyakuka) ; they treat each "newcomer" student as a member of the homogeneous population in the classroom/school (doshitsuka) ; and they treat the difficulties/failures the students go through as individual issues, i.e., his/her own personality, rather than social issues (kojinka). Teachers seemingly have such tendencies. However, they encounter dilemmas, considering hard situations a "newcomer" student is in due to his/her own cultural/historical background. Through an analysis of a teacher's narratives as well as the teacher-student (s) interactions, the author illuminates why the teacher adopts strategies which may be expressed as kojinka or doshitsuka while he considers the hard situations the "newcomer" student is in due to his own cultural/historical background.

著者

金井 香里

出版者

一般社団法人日本教育学会

雑誌

教育學研究 (ISSN:03873161)

巻号頁・発行日

vol.68, no.2, pp.181-191, 2001-06-30

著者

佐藤 学 秋田 喜代美 西端 真理子 塚田 美紀 浅井 幸子 金田 裕子 金井 香里 川本 隆史

出版者

一般社団法人日本教育学会

雑誌

教育學研究 (ISSN:03873161)

巻号頁・発行日

vol.68, no.1, pp.98-99, 2001-03-30

著者

金井 香里

出版者

日本カリキュラム学会

雑誌

カリキュラム研究 (ISSN:0918354X)

巻号頁・発行日

no.10, pp.113-124, 2001-03

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The influx of "newcomer" children into classrooms in Japanese public schools brought Japanese teachers to deal with the difficulties and problems these children face in learning and participating in classroom communication. The teachers tend to regard the children's difficulties and problems in classroom as the children's handicap in the Japanese language and so to focus their own efforts on improving the children's language ability. The teachers' treatment helps the children adapt to the life in classroom somehow. However, it has been pointed out somewhere (Tsuneyoshi, R. 1998) that such a way of treating "newcomer" children functions in a way to situate them in a lower position or even marginalize them in classroom. The stress on improvement of "newcomer" children's language ability is observed not only in teachers' practice in classroom but also in the current research trend. Researchers have focused on improving the children's Japanese ability in addressing the issues on "newcomer" children learning and participating in classroom. It should be noted, however, that the "hidden" issue in classroom would not be addressed if the research focuses only on the children's language ability. In other words, there is some limitation in the current way of teachers' practice in multicultural classroom as well as the current research trend. In this paper, the author attempts to show a theoretical framework to conduct case studies on teachers' role in Japanese multicultural classroom. As the author's interest is in the way teachers deal with various cultural differences, either implicit or explicit, in a communication process, and the effects of teachers' treatment on the relationship between "newcomer" children and other children in classroom, the concept of border is referred to. The concept has been developed by some sociolinguists and educational anthropologists in the United States (i.e. McDermott, R. P. & Gospodinoff, K., Erickson, F. etc). According to them, a border is an arbitrary line formed by somebody along some cultural difference. A person is treated differently, depending on which side of the border he/she is located in. The author's discussion is twofold. First, the aspect of implicit/covert/invisible culture as well as explicit/overt/visible culture (Hall, E. 1959) is important in exploring teachers' cognition and treatment of cultural differences in classroom. Teachers tend to deal with "newcomer" children's explicit cultural traits (e.g. language). Yet, even a slight difference in implicit culture (e.g. standards of judgment according to which one's own behavior is shaped and the other's evaluated) may have a great effect on the "newcomer" children learning and participating in classroom communication. Furthermore, such difference may cause some conflict or tension between the "newcomer" children and other children. Second, the concept of border helps to analyze the influence teachers' treatment of cultural differences has on the children in classroom. Teachers' treatment of various differences among children means the formation of and the arrangement of borders. It is emphasized that in the teaching practice are formed not a few borders, which a teacher attempts to arrange. A teacher's treatment of cultural differences in classroom possibly has such an influence on the children that the teacher has not expected, i.e., some children may form a culture border and locate the "newcomer" children beyond the border. In conclusion, the author suggests that for exploring teachers' role in multicultural classroom, case studies need to be conducted with the theoretical framework shown in this article.