抄録
This study addresses the manifestation of differences in comprehension, judgment, and
communication skills that create asymmetry and power relationships between learners with
and without disabilities within communities and adult education. Through case studies, I
reflect upon how to give meaning to practice and its appropriate handling.
The Kunitachi City Community Learning Center （Kominkan） “Coffee House” , treated
here as a case study, is characterized by the creation of learning opportunities for those with
intellectual disabilities, and the formation of a “Community of Practice” wherein people
with and without disabilities learn together. In this paper, I focus on the activities of the
“Executive Committee” as a forum for people with and without disabilities to be deeply
involved in the “Coffee House”.
The following conclusions are reached. First, even when aiming for equal communication
among diverse learners, differences in literacy inevitably emerge. Secondly, when said
differences come to the fore, emotional conflict causes learners stress: the question becomes
one of conflict resolution. Third, before learners encounter differences in individual ability,
the staff responsible for organizing community and adult education practices needs to have
an attitude of facing up to a “burdensome” learning process.
This investigation suggests that literacy can be understood as a meta and collective
literacy, functioning as a whole and differing among individuals, beyond and in addition to
the particular abilities of individuals.
