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過疎地域における自律的地域づくりにむけた地域住民の協同形成 : 新潟県十日町市山間部集落・枯木又の取り組みを事例に
吉田, 弥生
Permalink : http://hdl.handle.net/2115/76406
JaLCDOI : 10.14943/b.edu.135.1
KEYWORDS : 過疎地域;地域づくり;協同;エコ・ミュージアム;生活文化;Depopulated areas;Community development;Cooperation;Eco-museum;Livelihood culture
Abstract
本稿は，過疎地域において自律的な地域づくりにむけた住民の協同が内発的に生成・発展する条件の考察を目的とする。
そのために，第一に，岩崎（2010）の「場の教育」論で示された「諸事象の自分事化」を可能とする学習の内実の検討，第二に，「場の構造」を作り変える学習実践の展開論理の検討を行った。対象事例に，「枯木又エコ・ミュージアムの会」が結成に至る過程を取り上げた。
分析の結果，自己や地域をまなざす空間軸の視点の拡張によって，地域資源をほりおこす視点が形成されること，時間軸の視点の拡張によって，地域づくりの当事者性が形成されることが明らかとなった。鍵となる条件は，住民自身の生活に即した学習だった。
以上の学習から住民の多様性や固有性を学び合う意義が確認され，誰もが対等に参画できる地域づくりの必要性が導かれた。そのために，客体化した人々のエンパワメントが求められ，それこそが住民の協同形成の契機だと考えられる。
The aim of this paper is to consider the condition of producing cooperation for depopulated area’s community development by people. For this project, this study grasps the facts of learning of “Personalization of phenomena” suggested by Masaya Iwasaki(2010), and the logic of the practice for restructuring “structure of the field” suggested by him. In this paper, I focus on the process of forming organization for the purpose of community development, “Karekimata Eco-museum Group” in Tokamachi, Niigata. Through the analyses, two main conclusions are indicated, as follows. Firstly, expanding a perspective on the self and the community spatially gains a fresh perspective to find local resources. Also, expanding a perspective on them temporally encourages people’s independence as the actor of community development. These are produced by learning corresponded to reality of people. Secondly, these learning lead people to know a significance of diversity and identity by learning from each other. Additionally, lead people to share the vision of community development which everybody can participate as equals. For such occasions, people need to empowerment objects like peripheral people. This is the moment of forming cooperation for depopulated area’s community development.
The aim of this paper is to consider the condition of producing cooperation for depopulated area’s community development by people. For this project, this study grasps the facts of learning of “Personalization of phenomena” suggested by Masaya Iwasaki(2010), and the logic of the practice for restructuring “structure of the field” suggested by him. In this paper, I focus on the process of forming organization for the purpose of community development, “Karekimata Eco-museum Group” in Tokamachi, Niigata. Through the analyses, two main conclusions are indicated, as follows. Firstly, expanding a perspective on the self and the community spatially gains a fresh perspective to find local resources. Also, expanding a perspective on them temporally encourages people’s independence as the actor of community development. These are produced by learning corresponded to reality of people. Secondly, these learning lead people to know a significance of diversity and identity by learning from each other. Additionally, lead people to share the vision of community development which everybody can participate as equals. For such occasions, people need to empowerment objects like peripheral people. This is the moment of forming cooperation for depopulated area’s community development.
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