WEKO3
アイテム
オーストラリアにおける人権問題と人権教育
http://hdl.handle.net/10105/2654
http://hdl.handle.net/10105/265488f62e33-99bc-498f-b988-35e2178209cc
| 名前 / ファイル | ライセンス | アクション |
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NUE35_1_213-229.pdf (957.3 kB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
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| 公開日 | 2010-04-19 | |||||||
| タイトル | ||||||||
| タイトル | オーストラリアにおける人権問題と人権教育 | |||||||
| 言語 | ||||||||
| 言語 | jpn | |||||||
| 資源タイプ | ||||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 著者 |
福田, 弘
× 福田, 弘
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| 著者(ヨミ) | ||||||||
| 姓名 | FUKADA, Hiroshi | |||||||
| 著者別名 | ||||||||
| 姓名 | フクダ, ヒロシ | |||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | Educational field of Japan suffers today from various problems, especially from those concerning bullies among students, and prevalent teachers' corporal punishment against students. These problems are basically human rights problems, just like the "Buraku" discrimination problem. In order to tackle these problems, it seems that human rights education in schools should be more activated and improved in various ways. There is incidentally a world wide concern for improving and acivating the human rights education in schools. The recent endeavour of the Council of Europe in this field is remarkable. And the curriculum development of human rights education in Australia, undertaken by the Human Rights Commission, is to be most highly evaluated among many of the sorts in the world today. This paper will analyse: (1) the background of the trend of emphasizing and improving the human rights education in schools in Australia, (2) the basic thoughts of the Commission's program "Teaching for Human Rights", and (3) the concrete teaching materials and strategies suggested in the program. (1) The Aboriginese and Islanders problems in Australia, as well as non-European immigrants problems, have a long history. The situation, however, has changed since 1970s. New democratic policies which allow their own identities and rights to Abonginese and Islanders, as well as those which give educational aides to a great extent to them, are remarkable these ten years. The change of the immigration policy in 1979, which brought the so-called "White Australia" policy substantially to an end, is also to be mentioned. This democratic trend which goes against the discrimination and racism seems to be the background of the human rights education program. (2) The program "Teaching for Human Rights" does not try to indoctrinate knowledges about human rights in any way, but adopts action-based, affective strategies, in order to let students experience themselves the human rights, to analyse them in all their complexity, and to act upon these experiences. For this purpose, it uses those experiences-centered materials, and students-involving activities for lessons. It emphasizes the importance of the democratic and free atmosphere of the class, as well as that of the school, and suggests concrete devices to produce such an atmosphere. This coincides with new trend in moral education, which stresses the significance of the "hidden-curriculum". Concrete strategies used in classes, such as games, dramatization, roleplaying, discussion and so on are also sugesstive. (3) The curriculm includes ten human rights issue-areas, such as human rights, human rights and the law, life, and so on, and each unit has a few focal questions and several further questions to deal with. The materials are constructed so well that students can easily be involved with interest. Up-to-date topics such as space-project, and familiar things such as waste-paperbin, potatoes and so on, are freely used. | |||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | This program has many merits mentioned above, and will contribute much to the improvement and activating the human rights education in schools, which is needed globally today. There are, however, a few points to be mentioned about this program. It is true that students experiences-centered curriculum and strategies have great merits in teaching for human rights, but in such an approach, the teachers' roles are very important and difficult. Concerning this point, however, there is little special mention and remedy in the program. This has also to do with the question of how to connect a cognitive approach, which gives fundamental knowledges about human rights and democracy, for instance, and actionbased, affective approach. This is not argued fully either. But as a whole, "Teaching for Human Rights" program of Australian Human Rights Commission is full of ideas and suggestions, which will surely give a great impact to Japanese teachers and educationists, as well as to the educational fields of many countries. | |||||||
| 書誌情報 |
奈良教育大学紀要. 人文・社会科学 巻 35, 号 1, p. 213-229, 発行日 1986-11-25 |
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| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 05472393 | |||||||
| 書誌レコードID | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AN00181081 | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | VoR | |||||||
| その他のタイトル | ||||||||
| その他のタイトル | Race Problems and Human Rights Education in Australia | |||||||
| 出版者 | ||||||||
| 出版者 | 奈良教育大学 | |||||||
