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

在日本，关于多元文化教育的研究大多倾向于介绍西方国家的多元文化教育理论和情况，作为先进的范例。另一方面，对文化和族裔群体等关键术语的概念本身却很少给予关注。因为这些项从一开始就被认为是已经给定的。因此，我们试图从理论上重新审视以下几点：（1）多元文化教育与多民族教育一样被理解;（2）文化和民族的概念是什么？此外，我们还从性别、世代、阶级、地域等角度关注了在日本很少被关注的文化差异。我们也尝试以历史的、思想的、实践的方法，在几个国家作为我们各自的研究领域，研究跨文化接触所引起的教育和儿童养育的变化，作为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）通过对俄罗斯和拉丁美洲的上述问题的重新审视，提出了在日本研究较少的多元文化教育研究中的几个观点。此外，我们迅速分析了欧洲国际交流的趋势，以适应欧洲一体化。在分析这一问题时，我们关注的是是否存在欧洲中心主义。2）以第一部分的外国理论案例研究为基础，通过思想性、实践性和历史性的研究，对日本的教育进行了考察。3）最后，通过对关键术语的概念本身的重新审视，我们可以清楚地看到从未被想象过的不同情况。

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.