Who is the“ Persons with disabilities” for teachers? : A case study of social studies teacher at a Japanese high school

インクルーシブ教育が進められる中で、「合理的配慮」や「授業のユニバーサルデザイン」が注目されるようになった。しかしながら、それら実践や研究は「方法の目的化」に陥りやすく、子どもの困難を生み出す教師の「教育観」が省みられることはほとんどない。それゆえに、本研究ではA市B高校の社会科教師であるC先生を事例に、教師の教育観によって「障害者」が生じる構造を描き出す。なお、本研究では障害の「社会モデル」に関する知見を踏まえ、教育における「障害」を教師の「教育観」と「子どもの状態」の間で生じる問題と捉えている。 調査については、2019年6月の2週間の間、C先生と調査者の対面による約30分間のインタビュー調査と、夜間コース再履修クラスの２週間の授業観察を実施した。分析の結果、C先生が教育を行う上で子どもに対し感じる課題は、発達障害などの障害名と共に語られるものではなく、C先生の「教育観」を基準にみとることができるものであることが明らかとなった。このような「教育観」を視野に入れた「障害」認識は、より幅広いインクルーシブ教育実践の可能性を開く。While the inclusive education was advanced, “reasonable accommodation” and “Universal design of classes” would be noticed. However, these practices and research are prone to“ objectification of the method” and rarely neglect the“ view of education” of teachers who create children’s difficulties. Therefore, this study picked up a case of C, a social studies teacher of B high school in A city, and focused on how she perceive the definition of “handicapped person”. To analyse the data, we uses the frameworks “social model” and thus “disability” could be interpreted as a problem which arises between“ view of education” and“ condition of the child” of the teacher. On the investigation, we conducted 30 minutes face-to-face interview with C and classrom observation of the night course retaking class for two weeks. As a result of the analysis, it became clear that the problem which teacher C sensed for the child in the education was not told with the failure name such as developmental disorder, and it was possible to look at“ view of education” of teacher C as a standard. Such “disablity” recognition with a view to“ view of education” opens the possibility of wider inclusive education practice

Academic Society as a ‘place’ to Connect Educational Researchers and Practitioners: In the case of academic society relate to social studies education

This study examines on the role and meaning of academic societies as a “place” for connecting researchers and practitioners. We picked up two academic societies related to social studies education and from the changes in the way they handle their research frameworks. Throughout examining the previous literatures related to these two societies, there are two major findings. The first is that research frameworks could provide the standards for deciding good/bad research. Some frameworks can establish common standards for researchers and practitioners, while others could be designed to clarify the different roles of researchers andpractitioners. Secondly, there are research frameworks serve as indicators for organizing existing research works. This can be an administrative and intuitive framework, or it can be a topical or thematic framework in the context of academic trends

How to plan and conduct Japanese history lesson aiming to promote historical inquiry: A case of “Sekkanseiji To Insei”

This study proposes the Japanese history lesson plan integrating active historical inquiry by student themselves. Historical inquiry has been regarded as an important strategy to history education fostering democratic citizenship. However, the previous studies in Japan did not seem to clarify the characteristics of historical inquiry and how to apply in the classroom because most of them focused only on the motivation of students. We established the three principles to develop the lesson plan; 1） Procedural concepts are shown to the students explicitly; 2） Various resources is necessary for making diverse historical resources; 3）various activities for promoting active learning by students should be prepared. After conducting the lessons, we found that students actively engaged the class and develop their own historical interpretation. At the end of study, we proposed the future possibilities for bigger reform of history curriculum

A Japanese History lesson for understanding diversity

This study proposes the Japanese history lesson aiming for promoting deeper understanding diversity because the previous studies in relation to historical inquiry in Japan did not mention about connection with diversity. After conducting the lessons, we found that students mentioned the differences of people’s value between past and present based on the social structure and notions. At the end of study we suggested the reform of history education have more possibilities to develop democratic citizenship

Concept-based teaching and learning for reconstructing the meaning of peace: a practice of integrated study in Hiroshima Global Academy

The aim of this study is to design the peace education unit, which support the students to achieve the two goals: (1) to reconstruct their own notions of peace, and (2) to acquire interdisciplinary concepts and apply them to find and describe the (non-)peaceful situations in our usual life. Therefore, we developed and implemented a concept based inquiry unit (18 class hours) at Hiroshima Global Academy (HiGA) middle school by contextualize the previous unit plan into the integrated learning program on “Global Justice.” As a result, we could choose the six concepts explaining a nonviolent but threatening the peaceful governance, human relation, and agency, demonstrate the social examples to apply them, and set a controversy defining the criteria of peace. The first outcome of this study is that we show the curricular-instructional gatekeeping adjusting to the school context of HiGA. The second is to find the relations between the students' learning of peace concepts and the reconstruction of peace notion

社会正義志向のインクルーシブ社会科カリキュラムの構築 : 高等学校公民科でのアクション・リサーチを通して

内容の要約博士(教育学)Doctor of Philosophy in Education広島大学Hiroshima Universit

Chlamydia trachomatis serovar L2 infection model using human lymphoid Jurkat cells

Chlamydia trachomatis L2 invasively attacks lymphatic and subepithelial tissues of the genital tract during the formation of primary lesions. This subsequently results in lymphadenopathy, and suggests a greater propensity for systemic dissemination. However, whether lymphocytes are a potential vehicle cell for the dissemination of this infection remains unknown. We therefore assessed the growth properties of C. trachomatis L2 in lymphoid Jurkat cells compared with those observed in epithelial HeLa cells. Both cells supported the growth of C. trachomatis with a similar increase in infective progenies. Enriched human-blood lymphocytes also supported the C. trachomatis growth as well as Jurkat cells. Bacteria infecting the Jurkat cells were more susceptible to antibiotics (doxycycline, azithromycin, ofloxacin) than those in HeLa cells. Of the sphingomyelin biosynthesis inhibitors tested, both myriocin and fumonisin B1 significantly inhibited bacterial growth in both cells types. A Jurkat cell mutant that impaired bacterial growth was established using ethylmethanesulfonate treatment. DNA microarray analysis with real-time reverse transcription-polymerase chain reaction revealed that the mutant cells over-expressed granzyme K gene. Immunofluorescence staining also indicated that granzyme K irregularly over-expressed among the mutant cells as compared with that of the wild cells, suggesting a possible mechanism refractory to C. trachomatis infection. Thus, we concluded that C. trachomatis L2 could infect Jurkat cells with lymphoid properties, providing a new tool for studying C. trachomatis dissemination to tissues via lymphocyte movement