この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/54777
広島大学大学院人間社会科学研究科紀要. 教育学研究 4 号
2023-12-22 発行
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
Abstract
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.
About This Article
著者キーワード
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
権利情報
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