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カリブ文学からみるポストコロニアリズムとエコクリティシズム
Get PDFポストコロニアリズムとエコクリティシズムという文学批評の分野は、これまで別々に 発達してきたものだが、近年では互いの視点を取り入れた研究が目指されている。その中 でもカリブ文学は、ポストコロニアリズムとエコクリティシズムを結びつけて分析をする のに最適な分野と言われている。というのも、帝国主義と環境問題は、共に最も貧しいも のを搾取しているという点で共通しているからであり、カリブ地域の文学は両者の影響を 強く受けているからである。本稿では、ポストコロニアリズムとエコクリティシズムにつ いて概説し、カリブ出身の思想家や作家が自然をどう捉えているかについてまとめ、ハイ チにおける文学作品がどのように人間と環境の搾取に対峙してきたかについて考察した。departmental bulletin pape
発達障害児に対する特別な配慮実践─授業場面の相互行為を中心に─
Get PDFThis paper examines how children regarded as having developmental disabilities become children with developmental disabilities by focusing on the practices for “special consideration” in the relationship between those special children and other children in the classroom. By studying learning scenes with teachers as the object of research, this paper clarifies the intended discipline in the classroom and observes mutual interaction for “special consideration” to be possibly performed. As a result of the analysis, the following three points are revealed. First of all, teachers perform “special consideration” by not cautioning a student for his or her problem behaviors such as running away from a classroom but approving “what he or she can do” in front of the class members; thus, such student can be eventually differentiated. Secondly, not all class members always expect practice of “supporting each other” based on teachers’ perspective on education. At last, when a class has more than one student with development disabilities, the relation with their parents as well as the characteristics of those children with special needs is necessarily for “special consideration” to be possibly performed. In addition, this study shows how “special consideration” especially for students with development disabilities becomes available in the classroom with other students with other problem behaviors; consequently, it also points out teachers’ struggle to practice their perspective on education and maintain classroom discipline.departmental bulletin pape
幼少期の第一、第二言語レキシコン処理と記憶における生物学的証拠に関する検証
Get PDFThis study examines the brain’s biological evidence in L1 and L2 lexical acquisition and memory. By developing the theory of absence of vocabulary labels suggested by Lenneberg, the study clarified the relationship between language acquisition and biological states of brain areas and size according to latest observation data. To raise accuracy and to reconstruct the problem based on previous studies, the study emphasized the following five new points. They are; brain areas related to language information, its compatibility and parallel relations with acquisition, correlations with already learnt L1, early L2 and late L2 learners’ biological and neurological limitations, and comparisons of collateral effects. Significant findings include divergence in general memory mechanism and linguistic memory mechanism, temporal dynamics of linguistic memory, increase in brain size, acquisitional stabilization and development through reinforcement rather than augmentation, and dissimilarity in language processing mechanisms between early and late L2 learners. Linguistic information constructed from infancy to childhood is based on phonological binding. Linguistic knowledge before the critical period of age 12 to 13 is at a developmental stage in grammatical and semantic web of cognizance, and as information, processing is proven to be different from grammatical processing, in terms of neurological dimension. Also, the existence of the web of meaning is seen to be related to the reason for the existence of L2 critical period.departmental bulletin pape
Localisation of Educational Innovations:The Case of the International Baccalaureate Diploma Programme
Get PDFThis paper explores how localisation of educational innovations occurs by examining the adoption and implementation of the International Baccalaureate Diploma Programme (IBDP) in local school contexts. The literature on the delivery of the three IB programmes (the Primary Years Programme, the Middle Years Programme and the Diploma Programme) suggests that school leaders would modify them in terms of educational content and curriculum delivery even though the IB organisation (IBO) provides schools with the same curriculum frameworks of international education. The findings of the research on the IBDP schools in New Zealand conducted by the author corroborated the literature. The study indicates that there were significant organisational variations among IBDP schools with regards to the modification of curriculum delivery structures. Four types of IBDP schools identified in the research were dual-pathway , modified dualpathway , add-on and IB-only schools. These distinctions in school types seem to be linked closely to how school leaders value, re-define and/or recontextualise the programme in terms of purpose and student selection, which may be illuminating the culture of each school community.departmental bulletin pape
知的障害教育の場への流れ込みの構造に関する考察─「 発達障害の子ども」に着目して ─
Get PDF本稿の主要な目的は、「発達障害の子ども」という存在に着目しながら、通常教育の場 （走路）を転出し、知的障害教育の場（走路）へと転入する子どもの増加の構造について 明らかにすることにある。 本稿で明らかになったことは、次の3 点である。第一に、近年の通常教育の場における 異質な他者への排他性の強まりで、発達障害の子どもが、通常教育の場に居場所を見出せ ないこと、第二に、中学卒業後、発達障害の子どもは、通級指導教室や特別支援学級など の個別抽出の形での補償教育を利用できないことを承知の上で、通常高校に進学するか、 特別支援学校に進学するかの選択に迫られること、第三に、昨今の通常高校においては、 卒業後に、安定的な就職を得ることが難しくなってきている反面で、知的障害特別支援学 校の高等部の方は、なんとか就職先とのパイプラインを維持しながら手堅い進路指導を続 けていること（ただし、福祉就労を含む）である。 これらの社会的文脈が複雑に絡み合う中で、発達障害の子どもの知的障害教育の場への 流れ込みという現象が生成されていることが考えられた。departmental bulletin pape
