サブサハラ・アフリカ教育研究におけるシティズンシップ論の二重性

―アフリカにおける二つの公共（publics）に着目して―

抄録

  Since the 1980s, citizenship has become a major interest among education thinkers. At the same time, citizenship education also became people’s interest as means to create good citizens. Many countries have worked on citizenship education in their national curricula and in their studies and research, as well as have Sub-Saharan African countries (hereafter Africa), many of which face the issue of democratization and nation building.

  Until now, however, discourses in African education are scattered broadly in the academic field. Furthermore, much literature on African education is based on the international agenda of development. This paper aims to reinterpret the discourse of citizenship in studies of African education by reflecting thoughts and findings from the long discussion of citizenship in the field of political science in order to attain a different understanding of educational studies in Africa.

  This study focuses especially on Multiple Citizenship discussed by Heater (2002). He points out difficulties that citizens face to hold multiple and shifting identities. As for Africa, Ekeh (1975) and Ndegwa (1997) discussed duality of citizenship in the complex African society. According to these authors, there are two public realms in Africa that have different characteristics. The first is named Primordial Public, which is based on Ethnic Citizenship. It has the same moral imperatives as the private realm and is based on primordial ties such as ethnic groups, emphasizing communities. Their rights and benefits are secured by obligations and the participation of each citizen to define, establish and sustain the political community. On the other hand, the second realm, named Civic Public, is based on National Citizenship and can be described as liberal. Newly independent African countries installed liberal democracy, which bestows on a person the status of a citizen as an individual member of the modern state. Citizens are to be morally autonomous and such status does not demand citizens to perform duties to retain rights or membership in the political community. Therefore, it is said that Civic Public lacks the generalized moral imperatives operative in the private realm. In the end, Ekeh and Ndegwa explain that this duality is the cause of corruption or ethnic conflict, that citizens behave to gain profit from the Civic Public based on National Citizenship to restore the Primordial Public based on their Ethnic Citizenship. In this paper, citizenship discourse in African studies will be discussed referring to this duality.

  To start with, documents are collected through three databases: ERIC, ProQuest Dissertations and Theses and CiNee. Collected documents fulfill two conditions: The research area of Sub-Saharan Africa and the major topic of Citizenship and Education. From an overview of 39 papers from 12 different countries, three things can be pointed out: Firstly, scholars focus on various educational practices under their own interpretation of citizenship education due to the scarcity of Citizenship Education; secondly, most researchers are Africa-oriented, which could mean that the majority of the works analyzed in this paper are “African educational studies that could be attained outside of Africa written by African scholars”; and lastly, that published journals include not only educational studies but also other studies such as psychology and anthropology, which reflects the interdisciplinary nature of the concept of citizenship.

  Analyses are made on the content of the concept of citizenship and the aim/ issue of the discussion. Regarding content, discussions could be categorized into two main foci: Those that emphasize a sense of belonging, which is often explained as patriotism, responsibility and the act of participation in the public sphere; second, a concentration on so called (View PDF for the rest of the abstract.)