反差別の授業の構築に向けて : 「青い目茶色い目」の授業の社会学的考察をとおして

概要

論文の詳細を見る
Japanese anti-discrimination education is often criticized because it has failed to link Japanese pupils' anti-discriminatory ideas to their anti-discriminatory practices. It suggests the necessity to study not only our idea of discrimination but also our practice of discrimination. This paper aims to clarify the structure of the discrimination as a practice and to get some suggestions for constructing anti-discrimination education. I examine Jane Eliot's anti-racism experimentation titled "A Class Divided" at the elementary school. It offers a key to attaining our purpose. First, I consider what discrimination is and define it as exclusion and accusation. Exclusion is not to accept a person as a member of a situation who intersubjectively constructs the reality of the situation. Exclusion is carried out in two ways. One is discriminator's forcible application of a different norm from his own to other people. The other is to neglect other people's peculiarity. Accusation is to accuse the exclusion of being unfair. Secondly, I analyze the structure of exclusion and show that it consists of three types. The structure restricts our daily practices. Whenever we discriminate other people on purpose or not, we unconsciously fall into the structure of exclusion. The structure is, as it were, a cultural machinery to interpret the everyday world. Thirdly, I describe the feature of non-discriminatory practice. Not to exclude other people, we should respect them for their differences and apply of the same norm as ours to them at the same time. Lastly, through these considerations, I offer some view points for constructing anti-discrimination education. The most important point is that it is necessary to enhance pupils' sensitivity to their structural restriction on their practices.
1996-03-31

著者

藤田武志
東京大学大学院

反差別の授業の構築に向けて : 「青い目茶色い目」の授業の社会学的考察をとおして

スポンサーリンク

概要

著者

関連論文

スポンサーリンク