紀要論文

<研究ノート>日本人性の問い直しとしての多文化教育とは

<Review> What is multicultural education as a reexamination of “Japaneseness”?

jpn

13493043

https://doi.org/10.15002/00026754

法政大学キャリアデザイン学部

20

117

133

2023-03

Version of Record

As globalization leads to multiculturalism both within and outside of a country, one of the most important challenges is to live together with people who are different. In order to overcome these challenges and promote multicultural conviviality, a change in the consciousness of the majority will be required. The purpose of this paper is to discuss a framework for multicultural education that will interrogate Japaneseness and seek to change the consciousness of the Japanese as a majority. In the dominant discourse of Japan = Japanese = Japanese culture, Japaneseness (being Japanese) functions as an invisible cultural practice, a perspective from which to view oneself, others, and society, and a structural privilege. On the other hand, foreigners or non-standard Japanese living in Japanese society were treated as if they did not exist in the majority-centered Japanese narrative and did not have a voice as a minority. Therefore, it can be said that the challenge is to question the majority nature of Japanese people, to question the social meaning of being Japanese, and to open up a Japanese society consisting of ethnocentrism as a majority to multiculturalism. To this end, the framework of multicultural education will require (1) the cultivation of a critical eye to demythologize the Japanese narrative, (2) the excavation of multicultural narratives and an understanding of their diversity, and (3) the retelling of new multicultural Japanese narratives.

Article

AA11961954