Re-examination of concepts concerning multicultural education -A study for education reform in the internationalized society-

在日本，大多数关于多元文化教育的研究都倾向于介绍西方国家的多元文化教育的理论和环境作为先进的范例。另一方面，对文化和族裔群体等关键关键术语的概念本身关注较少。因为这些条款从一开始就被视为已经给出的条款。因此，我们试图从理论上重新审视以下几点：1)多元文化教育被理解为与多民族教育相同。2)什么是文化和族群的概念。除此之外，我们还从日本很少涉及的性别、代际、阶级和地区的角度来关注文化的差异。在重新审视这些理论框架的同时，我们还试图通过历史的、思考的和实践的方法，研究几个国家在各自的研究领域中因跨文化接触而引起的教育和子女养育的变化。根据这些重新审视和研究的结果，我们做出了最后的报告。本报告由以下两部分组成：1)通过重新审视俄罗斯和拉丁美洲的上述观点，我们提出了对多元文化教育研究的几点看法，而日本的研究还很少。此外，我们还根据欧洲一体化迅速分析了欧洲国际交流的趋势。在分析这一问题时，我们把重点放在是否存在欧洲中心主义上。2)在第一部分国外理论案例研究的基础上，通过思考性的、实践性的和历史性的研究来考察日本的教育。这一部分旨在为日本的教育改革提供基础研究。3)在结语中，通过重新审视关键关键术语的概念本身，我们可以清楚地看到从未被可视化的不同情况。

In Japan, most studies on multicultural education have tended to introduce theories and circumstances of that in western countries as advanced examples. On the other hand, little attention has been given on the concept itself of crucial key terms such as culture and ethnic groups. Because these terms have been treated as already given ones from the beginning. Therefore, we have tried to re-examine following points theoretically.1) Multicultural education has been grasped as the same as multiethnic education.2) What is the concepts of culture and ethnic groups.Added to these points, we paid attention to the difference of culture from a viewpoint of gender, generation, class, and region that were seldom taken up in Japan.With re-examining these theoretical frameworks, we also have tried to study changes of education and child rearing caused by intercultural contact through historical, thoughtful, and practical approaches in several countries as our each research-fields.As the result of these re-examination and studies, we made the final report. This report consists of following two parts.1) We suggested several viewpoints for the study of multicultural education by re-examining points mentioned above in Russia and Latin America where few studies have been focused on in Japan. Moreover, we were quick to analyze trends of international exchanges in Europe in accordance with European integration. In analyzing this issue, we focused on whether there were Eurocentrism or not.2) By being based on the first part that were theoretical case studies of foreign countries, we examined education in Japan through thoughtful, practical, and historical studies. This part aimed fundamental studies for education reform in Japan.3) In conclusion, by re-examining the concept itself of crucial key terms, it is clear that we can see different circumstances that have never been visualized.