社会科教育研究においてナショナル・アイデンティティはどのように語られてきたか : 文化的多様性の尊重と国民統合に着目して

How has National Identity been Discussed in Social Studies Research?: Focusing on respect for cultural diversity and national integration

両角 遼平

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

The purpose of this study was to clarify how social studies education research has debated over the formation of national identity. By organizing the development of previous studies, three issues were noted. First, developmental and practical studies have consistently denied national identity as essentialism. Second, there has been an overemphasis in practice on the transformation from essentialism to constructivism. Third, in the framework that captures the relationship between social studies education and national identity, "essentialism" and "civic identity" have been emphasized. By overcoming these challenges, we have proposed four positions of "mobilization," "dismantling," "participation," and "criticism" as a framework for capturing national identity education in social studies education. By taking this framework as a viewpoint, I clarified that Japanese social studies education research has been limited to the demand for "participation" while advancing the discussion from "mobilization" to "dismantling.

Social studies

National identity

Cultural diversity

National integration

社会科教育

ナショナル・アイデンティティ

文化的多様性

国民統合

日本語

広島大学大学院人間社会科学研究科

Graduate School of Humanities and Social Sciences, Hiroshima University

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