Permalink : http://hdl.handle.net/2115/82178

JaLCDOI : 10.14943/b.edu.138.77

KEYWORDS : 多文化共生社会;学校;順機能／逆機能;在日ブラジル人;アイヌ民族;Multicultural symbiotic society;School;Eufunction/dysfunction;Brazilians in Japan;Ainu people

　本稿では，多文化共生社会の構築にとって学校が持つ順機能／逆機能を，在日ブラジル人とアイヌ民族をめぐる学校のあり方から検討した。その結果，第1に，教師やエスニック・マイノリティの子どもの生活面における共生のレベルに，順機能と逆機能の両面が見出された。教師が差別を助長してしまう面がある一方，エスニシティの違いを意識しない交流も進んできている。また，第2に，システム面の共生のレベルでは，逆機能の側面が強く表れていた。エスニシティの違いによって進学機会を均等に保障するような「デュアルなシステム共生」も必要となる。そして，第3に，エスニック・マイノリティの子どもが，位置取りを強制されるという問題もみられた。「同化」であっても「異化」であっても，エスニック・マイノリティとの差異を固定的にしてしまうという問題が見出された。この問題を回避するためには，可変的で流動的な差異を基盤に据えることが求められる。
　The number of foreign residents began to increase after the Lehman Shock, and at present, approximately 3 million people are living in Japan. With the increase in the number of foreign residents, the construction of a multicultural symbiotic society has become an even more important issue. In this context, the function of schools cannot be ignored. So, this paper examines the eufunctions/dysfunctions of schools for the construction of a multicultural symbiotic society focusing on schools concerning the Brazilian and Ainu peoples in Japan. As a result, firstly, I found both eufunctions and dysfunctions in terms of the level of living symbiosis for teachers and ethnic minority children. While there are aspects of teachers that promote discrimination, there has been progressed in interactions that are not aware of ethnic differences. Secondly, the dysfunction aspect was strongly expressed at the level of systemic symbiosis. A "dual systemic symbiosis" that guarantees equal opportunities for education based on ethnic differences may be necessary. And thirdly, there was also the issue of ethnic minority children being forced to take a stand. Whether it is "assimilation" or "dissimilation," the problem was found to be one of fixing the differences between ethnic minorities and majorities. To avoid this problem, it is necessary to build on a foundation of variable and fluid differences.