Historical Study of National Integration and Education in American Cultural Plural Society

美国文化多元社会民族融合与教育的历史研究

• 批准号: 05301033
• 负责人: NAKAMURA Masako
• 金额: $ 4.16万
• 依托单位: Obirin University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Co-operative Research (A)
• 财政年份: 1993
• 资助国家: 日本
• 起止时间: 1993 至 1995
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-05301033/
• 关键词: National Integration; American Education; Cultural Pluralism; Multiculturalism; Multicultural Education; Gender and Education; Ethnicityand Education; Race and Education; マルチカルキュラリズム

Four groups were organized to pursue this co-operataive research. First group (Educational Thougts) focused on examining concepts of "culturalization." "national integration, " "public education, " and compared those concepts in contexts of American Revolution and present.Second group (Education Administration) examined cases of 19th century and present time, focusing on "ethnichity" and "religion." In examining the "public-ness" of American public schools, which are non-sectarian but Christian, we found out that : (1) conflicts between Irish immigrants (Catholics) and Protestants are of ethnicity rather than religious doctrines ; (2) "rights of parents" are usually put forward in protests of minorities. These insights are important to pursue the study of education and identity politics.Third group(Higher Education) focused on "gender" and the role of higher education in mational integration, and through this research, the theme of "students and culture" was recognized as an important subject.Fourth group(Educational Practices), in examining controversies and practices of multicultural education, focused on "public-ness" and "authenticity" in American education.In the stage of concluding this co-operative research, two problems were recognized as calling for further, careful consideration : one is the problem of using socially-constructed concepts such as "gender, " "ethnichity" and "race" as framesof research ; the other is the problem of conceiving "multiculturalism" as confined within national border.

组织了四个小组进行这项合作研究。第一组（教育专家组）集中审查“文化化”的概念。第二组（教育管理）考察了世纪和当代的案例，重点是“种族”和“宗教“。在考察美国公立学校的“公共性”时，我们发现：（1）爱尔兰移民（天主教徒）与新教徒之间的冲突是种族冲突，而不是宗教教义;（2）“父母的权利”通常是在少数民族的抗议中提出的。这些见解对教育和身份政治的研究很重要。第三组（高等教育）的重点是“性别”和高等教育在民族融合中的作用，通过这项研究，“学生与文化”主题被确认为一个重要主题。（教育实践），在审查多文化教育的争议和做法，在结束这项合作研究的阶段，有两个问题被认为需要进一步仔细考虑：一是将社会建构的“性别“、“族群”、“种族”等概念作为研究框架的问题，二是将“多元文化主义”视为局限于国界的问题。