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広島大学東千田キャンパスおよび広島大学旧理学部1号館敷地内に分布する石碑の属性と建立目的
No full textThe purpose of this research is to clarify the distribution, attributes, contents of inscriptions, purpose of erection, etc. of all stone monuments on Hiroshima University’s Higashi-Senda Campus and the grounds of the former Faculty of Science Building No. 1, which have not been researched prior to this study. The purpose of this research was to create a resource for those who wish to learn about the history of Hiroshima University and its predecessors, as well as the damage caused by the atomic bomb dropped on Hiroshima on 6 August 1945. Seven stone monuments were identified during this study; five on the Higashi-Senda Campus, and two on the grounds of the former Faculty of Science Building No. 1. The attributes of the seven monuments were as follows: Hiroshima Women's Higher Normal School (1), Hiroshima University of Letters and Science (2), Hiroshima University of Letters and Science and Hiroshima Higher Normal School together (2), and Hiroshima University (2). The content of the inscriptions and the purpose of their establishment were all related to the schools that preceded Hiroshima University. These results indicate that all the stone monuments on the sites were derived from or related to the schools that were the predecessors Hiroshima University
檜山洋子氏インタビュー : 広島大学初代学長、森戸辰男の子として
No full textMs. Yoko Hiyama was born in Nishinomiya City, Hyogo Prefecture, on January 22, 1935. She is the eldest daughter of Tatsuo Morito (1888–1984), the first president of Hiroshima University, and his wife, Kishiko. This testimonial record is composed of episodes from the perspective of Yoko Hiyama, who spent time with Tatsuo Morito's family before the Second World War. The content of the records covers Tatsuo Morito's work, friendship, family and hobbies, with a large proportion of the content related to Hiroshima University. The interviews in this testimonial record are a compilation of questions asked to Ms. Yoko Hiyama by the questioner, Rebun Kayo, o n multiple occasions since 2021
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
No full textThe 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
校内研修を担う教師教育者にはいかなる役割が求められるのか : 2名の高等学校教員へのインタビュー分析を通して
No full textThis study analyzes interviews with two high school teachers to clarify what role they play as teacher educators responsible for in-service training. The characteristics of the roles played by the two teachers as teacher educators are twofold. First, they have become "coaches" in the sense of mentors and companions. Second, they are "curriculum developers" for in-service training. Both two teachers were also organizing horizontal relationships while connecting teachers and organizing vertical relationships with a view to future school development. We posit such a role as "organizer". Teacher educators who organize in-service training are required to play two roles as organizers. First, they are vertical organizers who plan in-service training, establish it as an institutional and organizational effort, and pass it on. Secondly, they are horizontal organizers who develop fellow teachers through in-service training, establish it as an independent initiative, and disseminate educational theories, teaching techniques, and philosophies. The role of the organizer also suggests the possibility of designing an in-service training curriculum that incorporates the aspects of placemaking and people development
「withitness」を踏まえたインクルーシブな学級経営の創出（２） : 小学校教師による教室での状況認識の実際
No full textThe purpose of this study was to identify the specifics of situational awareness in the classroom by elementary school teachers. In the lower grades, based on their approach to children's growth, they emphasized the accumulation of diverse experiences by each child and the sharing of diverse experiences by the whole class. In the middle grades, based on the close relationship with the children's growth, emphasis was placed on the promotion of awareness of the existence of oneself and others. In the upper grades, they emphasized awareness of the speaker and listener during presentations, awareness as a member of the class, and learning from each other. In the special-needs classes, the teachers took into consideration the characteristics of each child, created an original environment, and emphasized the further development of interests
Toni Morrison’s Beloved and Colson Whitehead’s The Underground Railroad: The Trajectory of the Neo-Slave Narrative
No full textアダプテーションと〈文化の盗用〉 : 寺山修司『草迷宮』とヴァレンティノのＣＭ炎上をめぐって
No full textCultural appropriation occurs when individuals from one cultural background appropriate elements of another culture. In the context of adaptation, the process of integrating and transforming one work into a new creation is often viewed favorably. However, the introduction of the perspective of cultural appropriation does not always draw positive evaluations. If adaptation is perceived as a form of cultural appropriation, there are instances where it should be stopped. So, is there anything that separates adaptation from cultural appropriation? This article delves into the cultural appropriation discourse sparked by Valentino’s web commercial, which was an adaptation of Shuji Terayama’s film Kusa-meikyu (Grass Labyrinth) (1979). The conclusion highlights the interplay between interpreting a work as an adaptation and interpreting it as a form of cultural appropriation
越境ある学びをつくるカリキュラム・デザイン : 「光輝（かがやき）」の実践研究を通して
No full textThe purpose of this research is to develop the abilities required to adapt to a highly competitive and globalized diverse society. The educational curriculum for this purpose has been organized into three dimensions. The three dimensions are dynamic sensitivity, resilience, and cross-sectional knowledge. By organizing the curriculum around the abilities that make up the three dimensions, it is possible to transcend the boundaries of disciplines and subjects. In addition, we aim to develop abilities through a 12-year integrated curriculum that transcends the types of schools, kindergarten, elementary and junior high schools