2022 年 31 巻 p. 29-41
Economic inequality is growing, and the problem of child poverty is becoming more serious. The various challenges faced by children in difficult socioeconomic conditions tend to manifest in schools as problems of “disruption” and “low academic performance.” This study examines the case of Ikuno Minami Elementary School with the aim of clarifying a process by which schools facing such difficulties may engage in curriculum improvement. Over the past 10 years, this school has managed to overcome various “disruptions” and raise academic performance.
The improvement process of Ikuno Minami Elementary School included the following three phases: First, from 2011 to 2013, a policy was widely understood and practiced whereby a consistent response was applied to various problematic behaviors in children. In addition, a sense of normality was fostered by enhancing human rights education. As a result, “disruption” subsided, and a “safe and secure” school environment was realized.
Then, from 2014 onward, research and development were carried out to pursue Japanese language education that fosters “the power of words.” An instructional strategy was developed for stories and explanatory texts to foster reading and communication abilities through a series of “small steps,” such as annotating in the text or visualizing its contents. At the same time, the school endeavored to “create a place where every individual can shine” by developing relationships among children in various subjects and events and by ensuring that each child has the opportunity to play an active role.
Finally, since the 2017 school year, a unique educational program called “Education for Living” has been developed, based on the findings of child trauma research. “Education for Living” consists of “Abuse Prevention Education,” “Life Story Work (Therapeutic Education),” and “Education for Understanding People with Disabilities.” By dealing with topics that tend to be directly related to children’s “psychological trauma,” the program aims to ensure that children have the knowledge to solve “life’s difficulties” and foster values that lead to resilience.
The process followed by Ikuno Minami Elementary School provides an example of one school’s process of curriculum improvement. The improvement efforts were gradually phased in, indicating that it is important that improvement measures are introduced according to the readiness of the school. In each phase, the school was able to become more inclusive and empowering by adopting a spiral approach to subject education and life guidance that meets the needs of children. Based on the actual conditions of the children and careful research of teaching materials, teachers reevaluated the kind of “academic abilities” students should develop, and implemented classes that foster “awareness” that is necessary for children to overcome any difficulties they may face. At the same time, they endeavored to ensure a fun and fulfilling school life. This helped overcome the severe “disruption” and improved academic performance.