メキシコにおける二言語教育と住民の教育要求
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概要
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In Mexico the Spanish education for the indigenas (indigenous people) has continued from the colonial period. After the independence in 1821, it was in the 1920's that the Spanish education under the initiative of the State began to expand all over the country. And it has been propelled as one of the most important policies of Mexico in order to integrate the indigenas into the "Mexican society". In the schools the teachers used only Spanish and the indigenous languages were prohibited. The indigenas' particular cultures and languages were allowed to survive only on condition that the indigenas would become "Mexicans". In the second half of the 1960's, however, it was required as a new policy that the indigenas should preferably be involved in their own issues because of the severe criticism on the old policy made by the non-indigenas. ln the process of the change in this general indigenas policy, the bilingual education was introduced and institutionalized. Some studies in Japan criticize the Mexican bilingual education in that its aim is neither to conserve nor to reproduce the indigenas' languages and cultures, but to impose Spanish on the indigenas children through their other tangue. Other studies point out that the bilingual education has expanded the education to the areas where the school did not exist or the teachers did not want to go because of the economic or geographic conditions. And they also point out that the State's effort to diffuse education and the educational demands of the indigenas might go hand in hand. But in order to illustrate their argument more concretely, it is necessary to search what educational demands the indigenas had. According to some materials such as memoirs of the rural teachers, ethnographic studies, indigenas' petitions to the educational agencies etc., the indigenas has demanded the Spanish education for their children. Because the parents thought that the Spanish, as a official language, was a kind of important tool in order to survive in the Mexican sociey and to improve their own life. Apart from the conservation of their language, it is a realistic choice for the indigenas to acquire Spanish. The materials studied here are limited, so it is important to search the diversity of the inhabitants' educational demands from the various points of view such as gender, generation, social stratum, etc.
- 広島大学の論文
- 2002-12-31
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