外国にルーツをもつ子どもの学習保障にむけた学校と地域組織の連携

― 権力関係を前提としない連携の構築に着目して ―

抄録

  Collaboration between schools and community organizations such as non-profit organizations is expected to guarantee learning for children with social difficulties. However, the asymmetrical relationship between them has been noted. Strengthening this collaboration may transform community organizations into schools. Furthermore, children with social difficulties may be excluded from the community organization’s support, which is supposed to include them. Accordingly, the purpose of this study was to clarify the process of establishing collaboration between schools and community-based educational spaces without assuming power relations and to examine the kind of support to guarantee learning for immigrant children through such collaboration, from the perspectives of both teachers and the community organization’s staff.

  The results revealed three conditions are imperative to realize collaboration without assuming power relations: an open discussion in the early stages of collaboration, a recognition that learning in schools is incomplete and a key person to promote collaboration. Establishing such leads to comprehensive learning support and employing the advantages of community organizations’ characteristics. Significantly, the interpretation of guaranteeing learning for immigrant children has been transformed beyond the scope of traditional school education through collaboration without assuming power relations. Furthermore, it is suggested that the direction of collaboration between schools and community organizations is also expected to influence the emphasis on guaranteeing learning.