社会教育職員の事業実践にみる社会的包摂へのアプローチ

抄録

This study explores approaches to social inclusion that are reflected in the practices of social education staff, including those working in Kominkan. Drawing on interviews with six staff members involved in initiatives such as youth-participatory learning courses, social education classes for young adults with disabilities (Shogaisha Seinen Gakkyu), and a Dementia Cafe, this study extracted principles and methods of practices that contribute to social inclusion. Four approaches emerged from an analysis of the narratives: (1) social inclusion as an emergent rather than predetermined goal; (2) careful and context-sensitive engagement with minority-related themes; (3) transformation of conflict and tension into learning opportunities; (4) the creation of safe and equitable learning spaces, along with the roles staff play in sustaining them. These insights illustrated how learning practices emerge from the learning needs rooted in the everyday lives of people living in the area, including minorities, and how they foster mutual learning, relationship-building, and the creation of meaningful connections within the community. What emerges is a vision of inclusive community formation through learning, in which social education staff play a quiet yet essential role in fostering connection and belonging.