多文化社会における相互文化的対話に向けた歴史教育内容構成の特質 : 欧州評議会の“Shared Histories for Europe without Dividing Lines”の場合

The Characteristics of the History Education Content structure for Intercultural Dialogue in a Multicultural Society: The Case of the Council of Europe’s “Shared Histories for Europe without Dividing Lines”

Kawaguchi Hiromi

Murakami Haruto

Okai Misaki

Murakami Masatatsu

Shuto Keishin

Shode Nanase

Tanaka Ryouto

学校教育実践学研究

Hiroshima journal of school education

[ISSN] 1341-111X

[NCID] AN10491493

The aim of this article is to elucidate the characteristics of the content structure of the history curriculum “Shared Histories for Europe without Dividing Lines”, developed by the Council of Europe for intercultural dialogue in a multicultural society. After the analysis, this study showed that social history was selected as the main scope of the curriculum. In addition, the following two principles were found in the learning process of the unit. (i) relativising the learners’ values that reflected by each nation from the perspective of European “shared values”. (ii) relativising the European values from the non-European perspectives. Comparing the previous studies, this study showed the more concrete contents and learning process. This study also have a potential to provide a new perspective on history education curriculum as multicultural education in Japan.

Intercultural Dialogue

Council of Europe’s Curriculum

History Education

jpn

広島大学大学院人間社会科学研究科附属教育実践総合センター

Center for School Education Research and Development, Graduate School of Humanities and Social Sciences, Hiroshima University