A Study of Korean Minority Education 1970-Present : Evaluating Thirty Years of Research and Practice

1970年至今朝鲜少数民族教育研究:三十年研究与实践的评价

• 批准号: 13610328
• 负责人: NAKAJIMA Tomoko
• 金额: $ 1.92万
• 依托单位: Poole Gakuin University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2001
• 资助国家: 日本
• 起止时间: 2001 至 2003
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-13610328/
• 关键词: education of Korean minority; educational practice; textual analysis; education of new-comer children; 在日韓国・朝鮮人教育; 実践記録; 教育権

The purpose of this study is to examine the outcomes and issues in educational Practice of Korean minority since 1970. A total of 724 practice reports which have been presented in the National Convention Education for Foreigners in Japan(Zenkoku Zainichi Gaikokujin Kyoiku Kenkyu Kyogikai) during the last 24 years are analyzed. The foci of analysis are as follows :1)The logics behind promoting Korean ethnicity in Japanese schools ; 2)The Practice of identifying a real name ; 3)The location of Japanese within the education for Korean minority ; 4)The logics behind decisions to guaranteeing career opportunity for Korean students ; 5)The effects of contact with Korean minorities outside the school on Japanese teachers ; 6)Personal narratives of Japanese teachers who encounter Korean minority ; 7)The status and recognition of Korean teachers ; 8)Recognition of new-comer education.In addition to eight individual analyses listed above, the overall characteristics and issues of education for K … More orean minority are identified and summarized.The results reveal a unique mechanism underlying the education of Korean Minority. Firstly there is a cognitive framework to perceive Korean residence as the result of colonial rule and/or place them in a category as a discriminated ethnic minority. This results in a fixed positionality for both the Japanese and the Korean groups, and it also determines any relationship between the two groups living in Japan. For example Japanese teachers stereotypically perceive that all Korean students have their real(Korean) name and wish to be identified by the names, but this cannot be assumed. As the Korean community becomes more diverse, the cognitive frameworks need to reflect change.In the area of the education for new-comer children, the practice and research in Korean-Japanese education has criticizing the total assimilation and emphasizing the value of diverse personal background. Further study is necessary to develop a shared, approach and methodology for the overall improvement of education. Less

本研究的目的是考察1970年以来朝鲜族教育实践的成果和问题。本文分析了24年来在日本的外国人教育全国会议（Zenkoku Zainichi Gaikokujin Kyoiku Kenkyu Kyogikai）上提交的724份实践报告。分析的重点是：（1）在日本学校宣传朝鲜族的逻辑;（2）确认真实的姓名的做法;（3）日语在朝鲜族教育中的地位;（4）保障朝鲜族学生就业机会的决策背后的逻辑;（5）在校外与朝鲜族接触对日语教师的影响;（6）在日本学校宣传朝鲜族的逻辑。6）日本教师与朝鲜族接触的个人叙述; 7）朝鲜族教师的地位与认可; 8）对新来者教育的认可。 ...更多信息 朝鲜族教育的研究结果揭示了朝鲜族教育的独特机制。首先，有一种认知框架将朝鲜人的居住视为殖民统治的结果和/或将他们视为受歧视的少数民族。这导致了日本人和韩国人群体的固定位置，也决定了生活在日本的两个群体之间的关系。例如，日本教师刻板地认为所有韩国学生都有他们的真实的（韩国）名字，并希望通过名字来识别，但这不能假设。随着韩国社会的多元化，韩国人的认知框架也需要反映变化。在新来韩国的儿童教育方面，韩日教育的实践和研究对完全同化的做法进行了批判，强调了个人背景多样化的价值。有必要进一步研究，以便为全面改善教育制定共同的方针和方法。少

项目成果

Tomoko Nakajima: "'Integrated Study' and Education of Foreign Residents in Japan"Intercultural/Transcultural Education. vol.17. 26-37 (2003)

中岛智子：“在日本的外国人的‘综合学习’和教育”跨文化/跨文化教育。

中島智子: "「総合的な学習」と在日外国人教育"異文化間教育. 17. 26-37 (2003)

中岛智子：“日本外国人的‘综合学习’和教育”跨文化教育。17. 26-37 (2003)

中島智子: "「総合的な学習」と在日外国人教育"異文化間教育. 17号. 26-37 (2003)

中岛智子：“居住在日本的外国人的‘综合学习’和教育”跨文化教育，第 17 期，第 26-37 期（2003 年）。