自主夜間中学の開設過程における支援者の当事者性の獲得

―福岡よみかき教室のボランティアの同和教育運動をめぐる教師経験に注目して―

抄録

  This study aims to examine how volunteer teachers developed a sense of responsibility during the establishment of voluntary evening junior high schools in Fukuoka City, with a focus on their engagement with the Dowa education movement and its connections to issues of discrimination and Zainichi Korean communities. Utilizing semi-structured interviews, this study explores the experiences of these teachers. Findings indicate that, historically, it was rare for Japanese teachers to participate in the learning environments of first-generation Zainichi Koreans. However, through community-based activities, participants reflected on their roles and embraced literacy education as a shared foundation. They supported not only Zainichi Koreans but also other residents with unmet educational needs, demonstrating that their sense of responsibility emerged not solely from engagement with a specific group but through addressing broader community educational demands. These findings suggest that the development of responsibility among volunteer teachers is rooted in practical engagement with learners’ needs, underscoring the interplay between social education initiatives and personal reflection in fostering inclusive educational practices.