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Amidst expectations surrounding the July 2009 release of a report by an unprecedented, “Panel of Experts on Ainu Countermeasures,” established by the Japanese Cabinet, the educational situation of Jap...an’s Indigenous Ainu people is on the verge of historic and dramatic change. Should educational policies and measures regarding Ainu Indigenous education change from the top-down as expected, bottom-up educational efforts fully based on local Ainu aspirations and understanding will also be necessary. Amidst such a situation, focus from within and without the Ainu community has increased on the initiatives of Nibutani Elementary School, located in the most highly Ainu-populated community in Biratori Town of Hokkaido Prefecture. This paper, through clarifying the relations between Nibutani Elementary and the community which surrounds it, and through illuminating the incorporation of cultural-based knowledge into the school’s initiatives, seeks to examine Indigenous place-based and cultural-based education in this highly Ainupopulated community. Meanwhile, based upon ethnographic accounts of the mutual educational and cultural relations between Nibutani Elementary and the surrounding community, it utilizes a framework of Indigenous Cultural-Based Education developed in the United States to analyze the current conditions and characteristics of cultural-based education in Nibutani to consider future prospects for Ainu Indigenous education in general. The paper finds that amidst a general situation of maintenance of a status quo in which Indigenous identity is avoided as a potentially controversial topic, and in which children’s schooling was by-and-by geared to mastering the minimum skills necessary for success in mainstream society, that on the one hand frequent and friendly interaction between Wajin (ethnic Japanese) teachers’ and local community members resulted in teachers’ assimilation of local communication and disciplinary modes, and that on the other proactive and enthusiastic incorporation of local Indigenous cultural knowledge into the curriculum by the school heightened community members’ enthusiasm for participating in school events as well as increased their pride in their Ainu identity. While due to current Japanese public educational restrictions Nibutani Elementary doesn’t rise up to standards of prioritizing Ainu political mores that could foster critical thinking conducive to transformation of mainstream society, it presents an informative case study of a place-based and cultural-based education initiative that will serve as a useful future reference for developing Ainu Indigenous education. Systematization of funding and logistical support for the development and application of similar research as part of the forthcoming recommendations of the Panel of Experts would exponentially expand the possibilities of such education.続きを見る
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Mendeley出力
tobiume_09_p067