著者
鈴木 京子
出版者
北ヨーロッパ学会
雑誌
北ヨーロッパ研究 (ISSN:18802834)
巻号頁・発行日
vol.16, pp.103-113, 2020 (Released:2021-07-01)

現代の日本では急速に高齢化が進んでいる中で、高齢期になっても自立した生活を送るには男女ともに若いころから自立した生活を送ることが重要であることが指摘されている。しかし現状では高齢者の自立はどのように達成されるのかを分析する段階には至っていない。そこで本研究ではindependent(自立している、独立していると訳せる)であると言われているノルウェーの人々を対象にインタビュー調査を行い、自立を獲得していくプロセスを若年層と高齢層に分けて修正版グラウンデッド・セオリー・アプローチを用いて分析した。その結果、ノルウェーでは比較的若い時期に[自立](自分でできることをやること)と[自律](自分で決めること)がなされたうえで親から《独立》するという鍵概念がコア・カテゴリーとして浮上した。高齢者の場合にはその先にはキャリア人生があり、その後は子どもから自立した《独立》した老後の人生を送るという道筋が描けた。
著者
鈴木 京子
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.42, pp.59-74, 2015-08-31 (Released:2020-05-19)
参考文献数
16

This paper is an attempt to describe the process of personal growth caused by intercultural contacts experienced by Japanese teachers who were sent to overseas schools on the REX Program. Further, it refines the definition of the term ‘intercultural adaptation’. Twenty-six incumbent teachers who had taught Japanese at local schools in 8 different countries were interviewed. The Interpretive Approach was adopted because, in such a study, it is important to know how the interviewees understand and interpret their experiences. By using the Modified Grounded Theory Approach, the appraisals and emotions the interviewees had when they encountered cultural differences while abroad were analyzed and category analyses were done of how such appraisals and emotions contributed to their personal growth.As a result of their overseas experiences, the guest teachers showed two kinds of changes: “guests’ changes”, which are based on their positive appraisals and emotions towards their hosts’ cultural norms and practices, and “guests’ enforced changes”, which are based on their negative ones. It was also found that when the “guests’ changes” were coupled with “self-reflection”, these often led, first to the “deepening of human understanding”, then to a “sign of biculturalism”, and finally to a “setting of new goals”, which was a route to their “personal growth”. On the other hand, “guests’ enforced changes” did not lead to their “personal growth” unless the guests took their emotionally hard experiences as a “negative model” and changed it to a positive model. From the above, it was concluded that if guests expect to attain a “personal growth” from their overseas experiences, “guests’ changes” are the most important, and one consequently needs to be aware that there are two kinds of intercultural adaptations based on the guests’ appraisals and emotions.