2008 年 44 巻 p. 41-50
In literacy learning and its practice in Japan, there is a strong interest in life review writing. The traditional model, based on the buraku liberation movement, may appear to have flaws in coping with the diversity of learners, the applicability of its practices and methods of model construction.
The objective of this article is to provide a new practice model, focusing on the narrative approach. The paper is based on analysis of records and interviews with the learners and facilitators who took part in the “Jibunshi Project” (Life Review Writing Project) of the Seishungakko using the Modified Grounded Theory Approach. We reached the following conclusions.
First, the fulfillment of the conditions that will permit the “disclosure” of the yet untold self-narrative of the learner is a fundamental, yet very difficult process.
Second, through the process of “disclosure” of the self towards the facilitator in charge, close relatives, other peers and the “response” to it, the self-narrative of the learner is enriching.
Third, such renewed self-narrative acts as a model story in practice and facilitates the accessibility of life review writing for other learners.