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北海道大学大学院教育学研究院紀要 = Bulletin of Faculty of Education, Hokkaido University >
第127号 >

北海道大学での私の教育的取組みの内容と理念 : アイヌ的な要素が沢山ある環境の中の先住民族教育学,異文化間理解教育,質的研究法

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Title: 北海道大学での私の教育的取組みの内容と理念 : アイヌ的な要素が沢山ある環境の中の先住民族教育学,異文化間理解教育,質的研究法
Other Titles: Content and Philosophy of My Teaching at Hokkaido University : Indigenous Education, Intercultural Understanding and Qualitative Research Amidst an Environment Imbued with Ainu Elements
Authors: ゲーマン, ジェフ1 Browse this author
Authors(alt): Gayman, Jeff1
Keywords: 先住民族(教育)学
Indigenous Studies
Indigenous Higher Education
Japan’s Indigenous policies
IndigHigher education for the Ainu people
Educational praxis
Issue Date: 20-Dec-2016
Publisher: 北海道大学大学院教育学研究院
Journal Title: 北海道大学大学院教育学研究院紀要
Volume: 127
Start Page: 77
End Page: 90
Abstract: This paper sets out to describe the author’s educational undertakings as an Associate Professor serving in the School of Education and teaching content-based classes in English for general education programs for undergraduates at Hokkaido University, a tertiary institution located in the very center of Ainu country. While purportedly to do with the author’s teaching at Hokkaido University, the mainstay of the article actually deals with the characteristics of tertiary education for Indigenous peoples, as summarized by Barnhardt (1992), and as experienced by the author during his Master’s Degree coursework at the University of Alaska, Fairbanks, in 2004~2005. In short, tertiary education for Indigenous peoples tends to blur the boundaries between university and community by imbuing university education with traditional Indigenous knowledge and traditional Indigenous teaching practices, especially in the form of whole-person education under the tutelage of Elders, and through extensive community-based learning. It tends to be committed to the needs of the community, and can often center around community-participatory research approaches. Indigenous education at the tertiary level also often tends to seek to create a congenial environment for Indigenous students leaving the comfort of their families and communities for the first time. The author has striven to replicate such conditions amongst the students under his tutelage by inviting numerous Ainu guest teachers to speak at the university, by providing as many opportunities as possible for his graduate students to engage in fieldwork by attending local Ainu community events, and by providing a role model of himself doing service to the Ainu community. On the intercultural education front, he disseminates information as much as possible about public Ainu events to mainstream students, as well as by teaching students about the unique rights of Indigenous peoples as victims of processes of colonization and assimilation. The precarious state of current Ainu policy and possibilities for change via citizen activism are also touched upon.
Type: bulletin (article)
Appears in Collections:北海道大学大学院教育学研究院紀要 = Bulletin of Faculty of Education, Hokkaido University > 第127号

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