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引入西方国家的理论和情况作为先进的例子。另一方面，人们对文化、族群等关键术语的概念本身关注较少。因为这些术语从一开始就被视为已知的。因此，我们试图从理论上重新审视以下几点。1)多元文化教育被等同于多民族教育。2)文化和族群的概念是什么？除此之外，我们还从性别、代际、阶级、地域的角度关注文化差异，这在日本是很少被关注的。在重新审视这些理论框架的同时，我们也试图通过历史的、深思熟虑的和实践的方法，在几个国家作为我们各自的研究领域，研究由跨文化接触引起的教育和儿童养育的变化。经过这些复查和研究，我们做了最后的报告。本报告由以下两部分组成。1)通过对日本研究较少的俄罗斯和拉丁美洲研究的重新审视，提出了多元文化教育研究的几种观点。此外，我们还根据欧洲一体化的趋势，迅速分析了欧洲国际交往的趋势。在分析这个问题时，我们关注的是是否存在欧洲中心主义。2)在第一部分国外理论案例研究的基础上，我们通过思考、实践和历史的研究来审视日本的教育。3)综上所述，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.