抄録
This study aims to clarify the manifestation of exclusion in attempts of inclusion, and how multi-dimensional inclusion of children could be achieved in learning-support activities outside schools. These activities are carried out by 1） junior high school students who voluntarily want to attend them, and 2） learning-support volunteers who are in their 20s to 90s. The data were collected through fieldwork and interviews. An analysis shows that volunteers avoided intervening into children's needs which did not explicitly appear, and they continued concentrating on children's learning-support. They sometimes adjusted the extent of children's inclusion. This adjustment meant that on one occasion they listened to children's anxiety, and on another occasion they intentionally would not ask children about their needs for support. The collaborative places where volunteers from various ages and backgrounds were gathered enabled various kinds of approaches for children's inclusion; for example, inclusion of children through transforming the structure of the learning-support activities. On this structural transformation, volunteers planned children would not be always regarded as the subjects of support, but they would instead be regarded as "supporters". We cannot completely achieve inclusiveness for children even if we make abundant web of inclusion for children. Volunteers, therefore, have to consider the probability that children might not be included by any web of inclusion, and flexibly transform the web of inclusion for children. In this situation, they come and go between the concept of "learning" and "caring", and try to continuously produce or guarantee collaborative places where children can spend their time with other children and volunteers.
