The role of teachers and the practical strategy in family citizenship education.

本文旨在探讨教师在家庭公民教育中的角色定位及实施策略。本文由理论研究和案例研究两部分组成。在理论研究方面，首先，本文对日常生活中交织的“私人”和“公共”的界限提出质疑，并提出微观和宏观的政治问题作为讨论的问题。第二，教师的主体性。在个案研究中，运用戴维森的话语理论，从教师的地位角度分析家政学教育实践，探讨教师的角色和实践策略。教师的作用是构建对话和活动的框架。这是一个初级话语和次级话语动态互动的过程，学生获得了公民资格。第二话语的变化限制了教师的领导力，使她的话语受到批评。

The object of this paper is to explore the role of teachers and the practical strategy in family citizenship education. This paper consists of two parts: theoretical research and case studies. In the theoretical research,; First, the paper calls into doubt the boundary of "the private" and the "public" which are woven into daily life and brings up political matters, both micro and macro, as issues to discuss. Second, teachers' positionality is discussed. In the case studies, the role of teachers and the practical strategy are explored by analyzing educational practices covering home economics from the viewpoint of teachers' positionalilty applying Davison's Discourse theory. The teacher's role was to structure the framework of the dialogue and the activity. That was a process where the Primary Discourse and the Secondary Discourse had a dynamic interaction and the students acquired the eligibility for citizenship. The change in the Secondary Discourse consequently restrained the teacher's leadership and exposed her discourse to criticism.