Jun Sakamoto | Hosei University (original) (raw)
Videos by Jun Sakamoto
A documentary video of children from Shirakata Elementary School in Fukushima, Japan sending a vi... more A documentary video of children from Shirakata Elementary School in Fukushima, Japan sending a video letter to Chandikadevi Elementary School in the mountains of Nepal. The two schools have experienced a major earthquake. The children of Fukushima decided to encourage the children of Nepal.
Director : Hiroyasu Okazaki
Music : Ayeka
Production : Mainichi Engasha, 2016
19 views
Papers by Jun Sakamoto
生涯学習とキャリアデザイン, Oct 2024
Considering the academic definition of digital transformation and the United Nations concept of d... more Considering the academic definition of digital transformation and the United Nations concept of digital transformation, Kagawa University can be regarded as one of the best practices of digital transformation in Japan.
First, it is a bottom-up agile development based on problem solving in the field, rather than organizational digitalization based on unilateral decisions by the top organization. This is in line with the United Nations' concept of digital transformation. Second, it adopts a "whole-of-organization" approach that includes all organizations and employees of the university. This includes students, making it an inclusive approach. Third, it functions as a civic movement, leading to solutions not only for universities, but also for local communities and other civil society organizations. It includes hands-on activities and "Kadai DX Boot Camp" and has the character of community education.
Yaegashi, director of the Kagawa University Research Center for Digital Transformation Initiative, points out that digital transformation involves the "democratization of technology". It refers to "a state in which technology is not only available to a few large companies or companies in specialized fields but can be used by everyone. It is "citizen development," meaning that even non-engineers can develop systems. We can learn a lot from Kagawa University's digital transformation policies and initiatives.
メディア情報リテラシー研究=The Japanese Journal of Media and Information Literacy, Sep 2024
Digital citizenship education is becoming increasingly popular in Japan. However, most of the cur... more Digital citizenship education is becoming increasingly popular in Japan. However, most of the current practices are classroom-based, and there are few practices that transcend subject areas or involve participation in society. Digital citizenship is often seen as a substitute for information morality, and the perspective of digital citizenship education as citizenship education is often lacking.
I believe that ESD is the most effective way to bridge the gap between digital citizenship education and citizenship education. UNESCO's education policy in the digital age is changing rapidly, and ESD, global citizenship education and digital citizenship and media and information literacy policies are being integrated.
UNESCO's Global Citizenship Education in the Digital Age: Guidelines for Teachers, published in 2024, aims to integrate global citizenship education with digital citizenship education and ESD. It integrates these frameworks and provides teachers with self-assessment tools, learning objectives and lesson plans. These trends indicate that the integration of global citizenship education, digital citizenship education and ESD has moved from the theoretical stage to the practical stage. In the future, it will be necessary to share new trends in digital citizenship education in various fields and to accumulate practice and research in Japan.
メディア・リテラシー教育研究委員会報告書, Jul 25, 2008
東アジアの情報・コンピュータ教育―現状と課題, 1993
生涯学習とキャリアデザイン, Mar 2024
This note raises issues that need to beconsidered regarding the policy and theoretical background... more This note raises issues that need to beconsidered regarding the policy and theoretical background of “Practical Research on Foreign Language Education for Intercultural Understanding and Exchange Using Video Exchange Systems,” as well as the concept of global digital citizenship. I then examined the OECD’s concept of “global competence” as a concept that could contribute to its evaluation.Then, I should consider how the situation of digitalization in developing countries should be considered and how it might affect this study.
Nepalese society is becoming increasingly digitized, even in the mountainous areas, butthis does not mean that the living environmentis improving. There are many social issues in Nepal that are related to the SDGs, such asis sues surrounding water resources,environmental sanitation, energy, and poverty.The combination of intercultural exchange and ESD must lead to the development of global ESD. Global digital citizenship is a new concept to be pursued for this purpose.
The Japanese Journal of Media and Information Literacy , Mar 2024
This document is an incomplete essay intended to provide the cultural and political context behin... more This document is an incomplete essay intended to provide the cultural and political context behind the disinformation problem in Japan and the government's efforts to address it. The disciplined nature of the Japanese people is one aspect of their conformist culture. On the other hand, they have not developed sufficient critical thinking skills. Japan's disinformation problem is related to such a conformist culture. Despite calls for media literacy education, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) faces opposition from influential figures, which hinders its implementation. The educational system's emphasis on conformity over critical thinking has resulted in outdated "information morality education." Local governments and the Ministry of Internal Affairs and Communications (MIC) are striving to implement digital citizenship policies, but conservative opposition persists.
法政大学キャリアデザイン学部紀要, Mar 2024
The purpose of this paper is to clarify the relationship between digital citizenship education an... more The purpose of this paper is to clarify the relationship between digital citizenship education and ESD （Education for Sustainable Development）, which is also a UNESCO education program, in order to question the nature of ESD in the digital age. To this end, I will first clarify UNESCOʼs perception of digital education today, and then review the formation process and theory of UNESCOʼs digital citizenship education policy. Around 2010, UNESCOʼs concept of digital citizenship was seen as the ability to use technology to participate in civil society. However, after the launch of the UN 2030 Agenda for Sustainable Development in 2015 and the UNESCO Education 2030 Framework for Action the following year, the concept became more detailed. Furthermore, UNESCO placed digital citizenship education in the mainstream of education for a sustainable future, rather than as part of ICT education. In Japan, digital citizenship education should be a foundation of ESD, one of UNESCOʼs education policies. And Japan needs to adopt UNESCOʼs Digital Citizenship Competency Framework, which includes five domains, as a theoretical framework.
ESD研究, Dec 2023
Today, the challenges of the digital world, such as disinformation, hate speech, and conspiracy t... more Today, the challenges of the digital world, such as disinformation, hate speech, and conspiracy theories, are a major crisis for democracy. UNESCO's recommendation "Citizenship Education in the Global Digital Age" recognized the need to address these crises and raised the need to invest in digital citizenship education(DCE), which encompasses Media and Information Literacy (MIL). The need for DCE is also being discussed in Japan. And it has been partially adopted by the government and local governments in their education policies. However, in school education, “Information morals education” is being implemented based on the current Courses of Study, and there is no equivalent to DCE. Under these circumstances, the most rational way to develop "creators of a sustainable society," which is the goal of the Courses of Study, is to integrate DCE and ESD, and to promote MIL as one component of DCE. The Ministry of Internal Affairs and Communications has already introduced MIL and DCE into its policies. In the future, Japan is expected to further expand and disseminate ESD integrated with DCE as an educational policy and practice that includes not only formal education but also informal education.
生涯学習とキャリアデザイン, Oct 2023
The digitization of school education has garnered significant attention in Japanese educational p... more The digitization of school education has garnered significant attention in Japanese educational policy research. However, there is a dearth of studies that review foreign research on this topic. This paper introduces “Learning to live with Datafication: Educational Case Studies and Initiatives from Across theWorld”( 2022) by Pangrazio and Sefton-Green,and assesses its implications for educational policy research in Japan.
Pangrazio et al. define datafication as “the process in which actions and behaviors are transformed into data that can be recorded,categorized, or even exploited by governments and private companies.” Datafication is not limited to schools; it affects society as a whole and is frequently linked to social inequality.While Japanese education policy research typically concentrates on government and business community educational policy documents, Pangrazio et al. emphasize the need to comprehensively understand whatʼs happening in schools by considering the impact of adoption, usage, and interpretation by a broader range of social actors. They also stress the importance of a childrenʼs rights perspective in the digital world.
In Japan, the digital citizenship education movement has prompted initiatives at school sites to address the digitalization of education.This phenomenon should be a focal point for future educational policy research.
メディア情報リテラシー研究, Sep 25, 2023
The relationship between information morality education and digital citizenship education will be... more The relationship between information morality education and digital citizenship education will be examined from the following three perspectives. The first is the inclusion of digital citizenship education and information morals education. The second is the relationship between digital citizenship education and citizenship education. The third is the relationship between digital citizenship education and subject education.
The concept of digital citizenship is much broader than information morals. Moreover, the concept is included in Japan's Basic Act on the Formation of a Digital Society, which was enacted in 2021. In addition, based on the example of citizenship education in the United Kingdom, citizenship education includes morals education.
However, that moral education must lead to active citizenship, not passive citizenship. And digital citizenship education is a concept that integrates other UNESCO programs such as ESD （Education for Sustainable Development）, Global Citizenship Education, and Media and Information Literacy. Japan needs to introduce digital citizenship education into its future education policy.
Gi釘h9c mon Thiもtkも叩nghi p chi ngiin g9n trong vong 2 gia, nhung co thもnoi gia h9c da giup sinh vi... more Gi釘h9c mon Thiもtkも叩nghi p chi ngiin g9n trong vong 2 gia, nhung co thもnoi gia h9c da giup sinh vien nh n ra di€u gi do qua vi c ban chfrt mon h9c do d t cau hoi vさ"each 曲g". Va thong qua vi c tµ 庫m tra, sinh vien da co thもtµnhin nh n l i ban than.
A documentary video of children from Shirakata Elementary School in Fukushima, Japan sending a vi... more A documentary video of children from Shirakata Elementary School in Fukushima, Japan sending a video letter to Chandikadevi Elementary School in the mountains of Nepal. The two schools have experienced a major earthquake. The children of Fukushima decided to encourage the children of Nepal.
Director : Hiroyasu Okazaki
Music : Ayeka
Production : Mainichi Engasha, 2016
19 views
生涯学習とキャリアデザイン, Oct 2024
Considering the academic definition of digital transformation and the United Nations concept of d... more Considering the academic definition of digital transformation and the United Nations concept of digital transformation, Kagawa University can be regarded as one of the best practices of digital transformation in Japan.
First, it is a bottom-up agile development based on problem solving in the field, rather than organizational digitalization based on unilateral decisions by the top organization. This is in line with the United Nations' concept of digital transformation. Second, it adopts a "whole-of-organization" approach that includes all organizations and employees of the university. This includes students, making it an inclusive approach. Third, it functions as a civic movement, leading to solutions not only for universities, but also for local communities and other civil society organizations. It includes hands-on activities and "Kadai DX Boot Camp" and has the character of community education.
Yaegashi, director of the Kagawa University Research Center for Digital Transformation Initiative, points out that digital transformation involves the "democratization of technology". It refers to "a state in which technology is not only available to a few large companies or companies in specialized fields but can be used by everyone. It is "citizen development," meaning that even non-engineers can develop systems. We can learn a lot from Kagawa University's digital transformation policies and initiatives.
メディア情報リテラシー研究=The Japanese Journal of Media and Information Literacy, Sep 2024
Digital citizenship education is becoming increasingly popular in Japan. However, most of the cur... more Digital citizenship education is becoming increasingly popular in Japan. However, most of the current practices are classroom-based, and there are few practices that transcend subject areas or involve participation in society. Digital citizenship is often seen as a substitute for information morality, and the perspective of digital citizenship education as citizenship education is often lacking.
I believe that ESD is the most effective way to bridge the gap between digital citizenship education and citizenship education. UNESCO's education policy in the digital age is changing rapidly, and ESD, global citizenship education and digital citizenship and media and information literacy policies are being integrated.
UNESCO's Global Citizenship Education in the Digital Age: Guidelines for Teachers, published in 2024, aims to integrate global citizenship education with digital citizenship education and ESD. It integrates these frameworks and provides teachers with self-assessment tools, learning objectives and lesson plans. These trends indicate that the integration of global citizenship education, digital citizenship education and ESD has moved from the theoretical stage to the practical stage. In the future, it will be necessary to share new trends in digital citizenship education in various fields and to accumulate practice and research in Japan.
メディア・リテラシー教育研究委員会報告書, Jul 25, 2008
東アジアの情報・コンピュータ教育―現状と課題, 1993
生涯学習とキャリアデザイン, Mar 2024
This note raises issues that need to beconsidered regarding the policy and theoretical background... more This note raises issues that need to beconsidered regarding the policy and theoretical background of “Practical Research on Foreign Language Education for Intercultural Understanding and Exchange Using Video Exchange Systems,” as well as the concept of global digital citizenship. I then examined the OECD’s concept of “global competence” as a concept that could contribute to its evaluation.Then, I should consider how the situation of digitalization in developing countries should be considered and how it might affect this study.
Nepalese society is becoming increasingly digitized, even in the mountainous areas, butthis does not mean that the living environmentis improving. There are many social issues in Nepal that are related to the SDGs, such asis sues surrounding water resources,environmental sanitation, energy, and poverty.The combination of intercultural exchange and ESD must lead to the development of global ESD. Global digital citizenship is a new concept to be pursued for this purpose.
The Japanese Journal of Media and Information Literacy , Mar 2024
This document is an incomplete essay intended to provide the cultural and political context behin... more This document is an incomplete essay intended to provide the cultural and political context behind the disinformation problem in Japan and the government's efforts to address it. The disciplined nature of the Japanese people is one aspect of their conformist culture. On the other hand, they have not developed sufficient critical thinking skills. Japan's disinformation problem is related to such a conformist culture. Despite calls for media literacy education, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) faces opposition from influential figures, which hinders its implementation. The educational system's emphasis on conformity over critical thinking has resulted in outdated "information morality education." Local governments and the Ministry of Internal Affairs and Communications (MIC) are striving to implement digital citizenship policies, but conservative opposition persists.
法政大学キャリアデザイン学部紀要, Mar 2024
The purpose of this paper is to clarify the relationship between digital citizenship education an... more The purpose of this paper is to clarify the relationship between digital citizenship education and ESD （Education for Sustainable Development）, which is also a UNESCO education program, in order to question the nature of ESD in the digital age. To this end, I will first clarify UNESCOʼs perception of digital education today, and then review the formation process and theory of UNESCOʼs digital citizenship education policy. Around 2010, UNESCOʼs concept of digital citizenship was seen as the ability to use technology to participate in civil society. However, after the launch of the UN 2030 Agenda for Sustainable Development in 2015 and the UNESCO Education 2030 Framework for Action the following year, the concept became more detailed. Furthermore, UNESCO placed digital citizenship education in the mainstream of education for a sustainable future, rather than as part of ICT education. In Japan, digital citizenship education should be a foundation of ESD, one of UNESCOʼs education policies. And Japan needs to adopt UNESCOʼs Digital Citizenship Competency Framework, which includes five domains, as a theoretical framework.
ESD研究, Dec 2023
Today, the challenges of the digital world, such as disinformation, hate speech, and conspiracy t... more Today, the challenges of the digital world, such as disinformation, hate speech, and conspiracy theories, are a major crisis for democracy. UNESCO's recommendation "Citizenship Education in the Global Digital Age" recognized the need to address these crises and raised the need to invest in digital citizenship education(DCE), which encompasses Media and Information Literacy (MIL). The need for DCE is also being discussed in Japan. And it has been partially adopted by the government and local governments in their education policies. However, in school education, “Information morals education” is being implemented based on the current Courses of Study, and there is no equivalent to DCE. Under these circumstances, the most rational way to develop "creators of a sustainable society," which is the goal of the Courses of Study, is to integrate DCE and ESD, and to promote MIL as one component of DCE. The Ministry of Internal Affairs and Communications has already introduced MIL and DCE into its policies. In the future, Japan is expected to further expand and disseminate ESD integrated with DCE as an educational policy and practice that includes not only formal education but also informal education.
生涯学習とキャリアデザイン, Oct 2023
The digitization of school education has garnered significant attention in Japanese educational p... more The digitization of school education has garnered significant attention in Japanese educational policy research. However, there is a dearth of studies that review foreign research on this topic. This paper introduces “Learning to live with Datafication: Educational Case Studies and Initiatives from Across theWorld”( 2022) by Pangrazio and Sefton-Green,and assesses its implications for educational policy research in Japan.
Pangrazio et al. define datafication as “the process in which actions and behaviors are transformed into data that can be recorded,categorized, or even exploited by governments and private companies.” Datafication is not limited to schools; it affects society as a whole and is frequently linked to social inequality.While Japanese education policy research typically concentrates on government and business community educational policy documents, Pangrazio et al. emphasize the need to comprehensively understand whatʼs happening in schools by considering the impact of adoption, usage, and interpretation by a broader range of social actors. They also stress the importance of a childrenʼs rights perspective in the digital world.
In Japan, the digital citizenship education movement has prompted initiatives at school sites to address the digitalization of education.This phenomenon should be a focal point for future educational policy research.
メディア情報リテラシー研究, Sep 25, 2023
The relationship between information morality education and digital citizenship education will be... more The relationship between information morality education and digital citizenship education will be examined from the following three perspectives. The first is the inclusion of digital citizenship education and information morals education. The second is the relationship between digital citizenship education and citizenship education. The third is the relationship between digital citizenship education and subject education.
The concept of digital citizenship is much broader than information morals. Moreover, the concept is included in Japan's Basic Act on the Formation of a Digital Society, which was enacted in 2021. In addition, based on the example of citizenship education in the United Kingdom, citizenship education includes morals education.
However, that moral education must lead to active citizenship, not passive citizenship. And digital citizenship education is a concept that integrates other UNESCO programs such as ESD （Education for Sustainable Development）, Global Citizenship Education, and Media and Information Literacy. Japan needs to introduce digital citizenship education into its future education policy.
Gi釘h9c mon Thiもtkも叩nghi p chi ngiin g9n trong vong 2 gia, nhung co thもnoi gia h9c da giup sinh vi... more Gi釘h9c mon Thiもtkも叩nghi p chi ngiin g9n trong vong 2 gia, nhung co thもnoi gia h9c da giup sinh vien nh n ra di€u gi do qua vi c ban chfrt mon h9c do d t cau hoi vさ"each 曲g". Va thong qua vi c tµ 庫m tra, sinh vien da co thもtµnhin nh n l i ban than.
日本教育メディア学会研究会論集, Jun 13, 2015
ジルー「新しい教育社会学における再生産と抵抗の理論」翻訳, 1984
1984年の海老原治善ゼミ（学芸大学大学院）で使用されたヘンリー・ジルー「新しい教育社会学における再生産と抵抗の理論： 一つの批判的分析 」共同翻訳原稿 Henry A. Giroux (... more 1984年の海老原治善ゼミ（学芸大学大学院）で使用されたヘンリー・ジルー「新しい教育社会学における再生産と抵抗の理論： 一つの批判的分析 」共同翻訳原稿
Henry A. Giroux (1983)
Theories of Reproduction and Resistance in the New Sociology of Education: A Critical Analysis
Presentation manuscript of the UNESCO Global MIL Week 2018 in Lithuania, October 25, 2018
REPORT：令和４年度ユネスコスクールオンライン意見交換会, 2023
法政大学教職課程年報, Mar 2023
「法政大学教職課程センター主催 キャリアデザイン学部協賛・ シンポジウムキャリアデザイン学部高野良一 最終講義を兼ねて学校の組織と学習環境をデザインする─ 民主主義・シティズンシップ・本質的な問... more 「法政大学教職課程センター主催 キャリアデザイン学部協賛・ シンポジウムキャリアデザイン学部高野良一 最終講義を兼ねて学校の組織と学習環境をデザインする─ 民主主義・シティズンシップ・本質的な問いを焦点に ─」の一部
Presentation at the UNESCO World Higher Education Conference: May20, 2022 Pillars for the Interna... more Presentation at the UNESCO World Higher Education Conference: May20, 2022
Pillars for the International Media and Information Literacy Institute: Futures of Literacy
日本教育メディア学会第28回年次大会発表集録, 2021
In Japan, with the implementation of the GIGA school policy, digital citizenship education has be... more In Japan, with the implementation of the GIGA school policy, digital citizenship education has been attracting attention. Common Sense Education's digital citizenship curriculum, which is used in 70% of public schools in the US, includes news and media literacy materials. This presentation will report on the process and social background that led to the inclusion of media literacy in the digital citizenship curriculum, the content (from elementary school to high school), characteristics, and examples of media literacy learning in digital citizenship education, and the background of media literacy education theory in the United States. Then, we will have a discussion for the spread of digital citizenship and media literacy education in Japan.
関東教育系ゼミナール大会社会科教育分科, 1981
埼玉大学歴史教育協議会 場所：千葉大学
能力・発達・学習分科会レポート, 1981
第27回全国教育系学生ゼミナール大会（1980年度） 能力・発達・学習分科会レポート 埼玉大学教師をめざす会
第26回関東教育系学生ゼミナール大会能力発達学習分科会レポート, 1982
第26回関東教育系学生ゼミナール大会能力発達学習分科会@学芸大学 埼玉大学教師をめざす会
日本教育学会第79回大会発表要旨集, 2020
日本教育学会第79回大会
日本教育メディア学会第27 回年次大会発表集録, 2020
日本教育メディア学会第27回年次大会発表要旨
JLA夏季研究集会報告書, 2014
2014年度日本図書館協会学校図書館部会夏季研究集会記念講演
学校図書館研究事業報告書, 2018
講演「フェイクニュースとオンライン情報評価」記録(2018/6/30) 法政大学付属第二中学高等学校図書館 主催 東京私立中学校高等学校協会
生涯学習とキャリアデザイン, 2022
第107回全国図書館大会図書館利用教育分科会基調講演記録
This is the speech manuscript for UNESCO Global MIL Week 2021(speaking on behalf of the Ministry ... more This is the speech manuscript for UNESCO Global MIL Week 2021(speaking on behalf of the Ministry of Foreign Affairs of Japan), Plenary Session: Leave no one behind in media and information literacy: Mobilising resources for real impact, October 26, 2021.
メディア情報リテラシー研究, 2020
本稿は2019 年8 月21 日に開催された神奈川県教育委員会主催学校司書研修講演の記録である。同教育委員会の許可を受けて掲載する。「フェイクニュース」（偽情報）が氾濫するソーシャル・メディア時... more 本稿は2019 年8 月21 日に開催された神奈川県教育委員会主催学校司書研修講演の記録である。同教育委員会の許可を受けて掲載する。「フェイクニュース」（偽情報）が氾濫するソーシャル・メディア時代における学校図書館と学校司書の役割について、情報リテラシーおよびメディア・リテラシーに関する最新の情報とともに解説した。なお、読みやすいように修正を加えるとともに、質疑応答および講演中に上映した動画等の解説を省いている。
子どもと教育, 1999
インタビュー記事「テレビゲームのファンタジーも共有しよう」
メディア情報リテラシー研究, Sep 27, 2024
The Japanese Journal of Media and Information Literacy
メディア情報リテラシー研究, Mar 29, 2024
特集：デジタル時代の異文化交流と外国語教育
デジタル・シティズンシップ教育最前線, Sep 25, 2023
This study revealed changes in students' perceptions of the class through the practice of teachin... more This study revealed changes in students' perceptions of the class through the practice of teaching media literacy in the age of AI. As a result, in the 2021 academic year, students believed that it is important to compare multiple media outlets in order to make a decision about what to report from the media. On the other hand, the FY2022 results suggested that students learned the importance of literacy in not being misled by fake news and hoaxes. Thus, the results suggest that students recognize the importance of effectively using new media such as generative AI and developing the ability to critically analyze them as social conditions change. In addition, an examination of how perceptions of "negative attitudes toward AI artifacts" differed by affiliation revealed that the teaching group had more negative attitudes toward AI artifacts than the management information group. Furthermore, we examined what kind of notes each university
メディア情報リテラシー研究, Feb 13, 2023
特集 メディア情報リテラシー新時代
メディア情報リテラシー研究, 2022
特集 インクルーシブなメディア教育とデジタル・シティズンシップ （第2回韓日メディア情報リテラシーフォーラム）
メディア情報リテラシー研究, 2021
特集：鈴木みどりとメディア・リテラシー研究：今日的意義、そしてこれから
メディア情報リテラシー研究, 2021
特集：東日本大震災10年とメディア情報リテラシー
メディア情報リテラシー研究, 2020
特集：COVID-19時代のメディア情報リテラシー
メディア情報リテラシー研究, 2020
特集：デジタル時代のシティズンシップ教育
メディア情報リテラシー研究, 2019
特集：デジタル資本主義とメディア・リテラシー Media education in the age of digital capitalism
MIL+ESD Handbook, 2016
この小冊子は平成27年度「福島ESDコンソーシアム」の活動成果の一部として、須賀川市立白方小学校とネパールのチャンディカデビ小学校のビデオレター交流プロジェクトの経過と背景にある考え方を紹介し... more この小冊子は平成27年度「福島ESDコンソーシアム」の活動成果の一部として、須賀川市立白方小学校とネパールのチャンディカデビ小学校のビデオレター交流プロジェクトの経過と背景にある考え方を紹介したものです。
「福島ESD コンソーシアム」は、法政大学が日本ユネスコ国内委員会・文科省の「グローバル人材の育成に向けたESD の推進事業」として、これに賛同する福島大学や福島県内の教育委員会、ユネスコスクール、ユネスコ協会、企業等が構成する組織です。「グローバル人材育成」に向けて、ユネスコのESD にメディア情報リテラシー(MIL) プログラムを組み合わせています。本コンソーシアムはユネスコのMIL プログラムを採用する日本で最初の団体です。そのために本コンソーシアムはユネスコ本部およびバンコク、北京、カトマンズの各事務所と協力しながら事業を進めています。
本書は二部に分かれています。前半は実践の様子で撮影された写真で構成されています。そして後半では本コンソーシアムを支えるユネスコのMIL+ESD プログラムとビデオレタープロジェクトについての解説になっています。
平成27 年度の福島ESD コンソーシアムの事業は、須賀川市立白方小学校と只見町立朝日小学校にタブレットを10 台ずつ貸与し、それらを使って児童が映像作品の作り方を学ぶところから始まりました。そのようにして身につけたスキルをESD の学習活動に用いることができるようになりました。そして次のステップは海外の小学校との交流です。
白方小学校が選んだ交流相手は４月に大地震によって大きな被害を受けたネパールの山奥の小学校でした。同じ震災を経験した児童がビデオレターを交換しました。見たこともないネパールの山奥の様子を想像しながら、白方小学校の児童はどんなメッセージを伝えようとしたのでしょうか。そして、それを見たネパールの児童はどんな返信ビデオレターをつくり、白方小学校の児童はそれをどのように受け止めたのでしょうか。こうして遠く離れた二つの学校の新しい学びが始まりました。
社会教育研究, 2019
長岡智寿子著 『ネパール女性の社会参加と識字教育』 (明石書店、 2018 年 2 月、 228 ページ、 3600 円＋税) 評者はユネスコのメディア情報l)テラシ ー (MIL) 教育プログ... more 長岡智寿子著 『ネパール女性の社会参加と識字教育』 (明石書店、 2018 年 2 月、 228 ページ、 3600 円＋税) 評者はユネスコのメディア情報l)テラシ ー (MIL) 教育プログラムの実践と研究に携わっており、 そ の研究対象としてネパ ー ルも含まれている。本書 の著者とは基礎教育保障および調査対象としての ネパ ー ルを介した研究上の関わりがある。とりわ け評者が関心を持ったのは、 識字教育およびEFA (万人のための教育プログラム)と MIL との間をつ なぐ理論 的なかすがいを見いだすことであった。 その点で、 本書は理論のみならず研究方法の開発 にとってもきわめて示唆に富んでいる。そして何 よりも長年にわたるネパ ー ルでの地道なフィ ー ル ドワ ー クに基づく筆者の研究活動の集大成であり、 それだけに強い説得力を持っている。 本害は 2004年に大阪大学に提出した博士論文と 8つの論文をもとにしつつ、 大幅に加筆修正をし たものである。本書は以下の7つの章から成り立 っている。 第1章 開発政策における識字教育 第2章 ネパ ー ル：文化的・社会的背景 第3章 ネパ ー ルの教育開発政策の動向 第4章 ノンフォ ー マ］レ教育プログラムについて 第5章 学習者の生活世界への接近～インタビ ュ ー 調生を踏まえて ～ 第6章 女性、 識字と開発をめぐる事例研究～ グロ ー バリゼ ー ションの下での生涯学 習～ 第7章 再考：女性が文字を学ぶこと 第1章から第4章までは、 開発政策と識字教育 をめぐるネパ ー ルの歴史と現状を整理しつつ、 筆 者の基本的な立場と研究方法を明らか にしてお り、 第5章では筆者によるネパ ー ルでフィ ー ルド 法政大学 坂本 旬 ワ ー クの成果がまとめられている。そして第6章 ではグロ ー バリゼ ー ション下のネパ ー ルの識字教 育に対する考察とロ ー カルラジオを活用した実践 について書かれており、 第7章が全体のまとめと なっている。 本書にとっても っとも重要な成果は第5章のフ ィ ー ルドワ ー ク調査およびその分析である。 筆者がネパ ー ルで調査を行うようになったのは 「識字クラスに参加した女性たちは学習活動をど のように捉え、 意味づ けているのだろうか」 (p．84)という問題意識である。 そして筆者の基本的な立場は「教育が人間の巷 本的な権利として欠かせないとする見解に異論は ないが、 国際社会の勢力に任せて新しい「近代矢0」 を過剰に押し付 けることには賛同できない」 (p．30)という言葉に端的に示されており、 開発 政 策が住民によって内面化、 受容されていくプロセ スに焦点を当てる必要性を説く。 ネパールの識字教育を取り巻く問題として、 約 60あるといわれる多民族・多言語が挙げられるが、 より大きな問題は社会の土台に根付くカースト制 度である。さらに女性にはジェンダ ー の問題がの しかかる。筆者は、 インタビュ ー 調壺を通して、 識字教育も上位カ ー ストと下位カ ー ストではその 問題のあらわられ方も異なることを示している。 上位カ ー ストの女性の場合は、 一定程度、 識字教 育による効果が現れるが、 下位カ ー ストの場合は 必ずしもそうではない。筆者は「概して、 低位カ ー スト層の女性たちの生活世界には文字文化が存 在しておらず、 加えて、 学習するという行為それ 自体が非H常的であるため、 日々の生活環境にお-117-書評
