This research aims to provide data in order to contribute to the improvement of the quality of education in Japan in accepting students with parents of foreign nationality by making case studies of progressive multicultural classroom environments found in schools inside and outside Japan. For this purpose, we have conducted a study on how Japan and each of the other countries are accepting foreign elementary school children and creating a multicultural school environment in the process of improving its system. The study was successful in grasping the situation in the cities of Isesaki, Hamamatsu and Valencia, as well as in Sweden and Taiwan. Furthermore, the study was also successful in grasping the situation of the curriculum reform conducted by Aichi University of Education in an effort to adopting the multicultural coexistence environment.

This study has examined the forefront of the ongoing attempt to make public the achievements of historical research in Europe from the perspective of public history. Specifically, we have chosen the three media as the objects of research (i.e., books, movies, and museums), and we have continued dialogues with those involved in European history books, historical films, and history museums, and also continued communication with related researchers, in countries such as Germany, France, and Poland. The results of field visits and analyses of historical books and historical films were published as a research book in 2018, and are also presented at domestic as well as overseas academic conferences and meetings. As future prospects based on our examination of the experiences in Europe, we are trying to seek a solution to the problems regarding the possibility of the East Asian Common History Museum concept.

This study examines what historical approaches have been introduced in the school education of China, Turkey, Germany, and the United States in order to cope with the development of globalization since early modern times．
The process of formation and spread of modern historical education of these countries is rich in diversity depending on presence or absence of traditional historiography, the relationship between traditional and modern historiography, and the extent of the influence of globalization in each country. The views of the own country and the world presented in history education have been also diverse.
Recognizing such diversity, we can reconsider our views of the history of own country and the world that are assumed self-evident in each country, and it will be possible to make a realistic proposal on today's historical education reform from a broader perspective.

２年目の2013年度は、初年度の構築された研究体制に基づいて、研究計画を遂行した。9月には、剣持、近藤、西山、川喜田、吉岡のメンバー全員で、ポーランド、ドイツ、フランスの視察を行った。ポーランドでは、クラクフ、アウシュヴィッツを皮切りに、カトーヴィツェ、グリヴィーツェなどのシュレジエン地方を重点的に視察した。とりわけ、ポーランド・ドイツ国境地域における公共史の現状を、シロンスク大学教授カジマレク氏やシュレジェン歴史博物館準備室長のヨドリンスキ氏らと面談して詳しく話を聞くことができた。また、ドイツ側のゲルリッツにあるシュレジエン博物館も視察した。フランスでは、アネット・ヴィヴィオルカ氏の案内で、2012年秋に開館していたドランシー収容所記念館を始めとする、ユダヤ人迫害関連施設を視察した。
剣持は、2013年９月に福岡大学、2014年2月には静岡大学で、歴史認識をめぐるシンポジウムに参加し、同年３月14日にはレンヌ第2大

本研究は、グローバル化や国際化の進展に伴う人の国際移動及びそれに伴う多文化社会の変容と共生問題に焦点をあて、教育学の役割と課題を検討するとともに、比較教育研究の新たな研究モデルを開発することを目的とする。そこでは、留学、移民、難民、国際結婚、国際労働といった理由により越境する多様な人々を還流（migration）の主体ととらえ、彼らの滞在地および出身地、さらには経由地の社会と教育が相互にどのような影響を与えているかを検討する。また、国外だけではなく国内にも目を向け、多文化化・多様化する日本社会の変容にも留意し、フランス、ドイツ、トルコ、中国、韓国などの海外共同研究者とも連携を図りながら共同研究を進めている。
平成25年度は、本共同研究の第3年目としてmigrationの要因を精査し、人の国際移動と多文化社会の変容に関して類型化を行った。メンバーがそれぞれ基点とする国およびその関係国でのフォローアップ調査を実施し、言語

This research focuses on the history teaching in Germany, especially on its function as civic education for the low-achieving students. In particular, this research describes the historical development process of its educational function.
In this research I traced the historical background of the leading works of history education and the curriculum guidelines for the Hauptschulen in the State of North Rhine-Westphalia. The research results have clarified the following point. Namely, the attributes of the students composing the low-achieving layer vary before and after the introduction of foreign workers. The expectations of civic education that focused on the students in lower educational levels were placed in historical education only after the latter half of the 1970s.

Brazil, the Czech Republic, Germany and Italy have compulsory school attendance for all children up to a certain age, regardless of nationality. In Germany and Italy, this system is based on the notion that all resident children should be provided the minimum general education by the state. In Brazil and the Czech Republic the situation concerning the education of migrant children is even more complex. In all four countries the authorities face the common difficulty of identifying non-citizen children. On the contrary, China, South Korea, Taiwan, and Thailand as well as Japan, have no system of compulsory school attendance for children of non-citizens. This policy is based on the educational philosophy that the State is responsible for the provision of compulsory education only to country nationals. Each nation has established mechanisms to provide additional local language support, however effective systems to maintain the mother tongue of students are lacking.

This research project aimed to have a clear description of the development process and current policies of active citizenship education that has been promoted by the European Union and its member states. The following three viewpoints were devised to analyse education in ten member states of the EU, i. e. 1) fostering awareness that the EU and the member states share political power at an appropriate level, 2) promoting active participation in the local, national and European societies, and 3) reconsidering the category of citizens to include migrants from the point of view of social integration. This research project has already produced numerous scientific papers and books. The main results will be published as an academic volume in 2012.

今年度の主要な研究活動とその成果は以下の通り。
まずヨーロッパ各国の歴史教育において図像が占める役割に対する認識の変遷を確認するため,ドイツの国際教科書研究所において特にドイツとフランスの歴史教科書を例に,それがテキスト中心の構成から図像(およびグラフ・表)を重視した構成へと変化した時期を探った,その結果,初等教育と中等教育で転換期は異なり,まず初等教育で始まった変化が次第に中等教育に及ぶに到ったという展開が確認された。また,この調査の過程で,歴史教育と図像との関係には,従来の学習内容を前提として図像が教育方法論的な観点から注目・使用されるケースと,個々の図像そのものが新たに美術史的ないしメディア論的に価値を持つ学習内容として位置づけられるケースという二つの段階があり,時間とともに後者に分類されるケースが増えているという認識が得られた。
なお上記の国際教科書研究所とのあいだでは,日本の歴史教科書におけるヨーロ

The genocide, genocidal measures and forced migrations during and after World War II had primarily been addressed as issues of German history. However, in view of following facts, the issue have to be regarded as a European issue and be placed in the context of the international environment after World War II : (i) the exclusion and termination of minorities in the form of forced migrations and genocide was carried out in this historical period across Europe against various ethnic groups in various forms owing to various local circumstances and situations. (ii) The exclusion and termination of particular ethnic communities influenced the political, economic, and ethnic order in Central and Eastern Europe as a whole. (iii) The reconstruction of the collapsed order in Europe was the issue addressed in the postwar negotiation process, which attempted to coordinate among the varying interests of the relevant nations. Additionally, it is important that this issue be observed from a long-term perspective, because in the process of the extension of European integration in the post-Cold War era, the restoration of justice and reconstruction of historical memory with regard to the issue of

The aim of our research was to review following things in relation to European integration with to some degree comparative perspective ; the EU education policy, its implementing process in the EU member countries through Comenius programme, and the process of concretization of the benchmarks and the indicators.
Our final report consists of two main parts, research papers and research reports. In the former part, three papers deal with EU education policy. One of them analyses how the 5 benchmarks and 29 indicators to be comparable through them with transparency and efficiency was constructed. And it also presents the actual attainment and the perspective towards 2010. Another paper discusses a shift of education policy in terms of frameworks and implementation of the action programmes such as Socrates and Lifelong Learning Programme 2007.2013. In addition, the paper mentions that the Open Method of Coordination(OMC) acts as an important player in a policy area including education and OMC has a power of soft pressure on education policy in each member country.
The rest research papers are two German studies below and two higher education studies about the transition since the Bolog

A child intuition, sense of discovery, interest and self-confidence play an important role in solving the problems in classroom activates. These items are considered the pedagogical factors. It is difficult for us to extract pedagogical factors and identify the structure among them from the documents directly. In this study, we used a reconstruction method in which the remarks of children am used to illustrate to, pedagogical factors, reflecting the thinking processes of children. The aim of this study is to develop many signs to express relations of a ward and the general idea that remarks by utilizing the signs called intermediate factors, clarify the steps of interpretation of documents by converting documents into intermediate factors, and then find the tasks for lesson analysis
1) The forty signs have developed coder to switch the remarks to intermediate factors. These intermediate factors are tried to sort out and divide into some groups in order to develop new signs with keeping consistency in their definition. Forty sings are divided into eight groups from different perspectives.
2) In 2007 year a flowing new sign has developed to distinguish the differences of image concer

The aim of this study is to develop the signs or category which describe the phenomenon of lesson process in schools, and to clarify the procedure of the analysis and interpretation of it. As a research result, the following four points were acquired
1. "Hypothesis formation" for interpreting lesson record is born in observation process of a lesson, and is related to both of "analysis" of record and "observation".
2. Reconstruction of an utterance of a child (we call it intermediate factors) occupies an important position in the stage which shifts to the step of "extraction of the structure of pedagogical factors" from the step of "construction of lesson record."
3. In order to keep the adjustment between intermediate factors and to enable development of a new sign, we arranged all intermediate factors and grouping them as follows ;
01) the signs of affirmation, negative, and question, 02) the signs which show concepts, activity, and idea, 03) the signs which show the same, difference, inclusion, and similarity of concepts, activity, and idea, 04) the sign that shows logical relation and conditions, 05) the sign containing a verb, 06) the signs which show that the latter limits the

本研究は、中等教育段階の学校開放と教師に求められる資質の関係について、日本、中国、ドイツ、アメリカの研究者の国際共同研究のための企画調査を目的としている。
1. 学校開放は、1)学校施設め地域への開放、2)学校活動への地域住民の参加、3)スクール・ボランティアによる授業の指導と保持、4)2校以上の学校間の共同研究、5)異文化理解や環境教育などの授業プロジェクトによる地域の特色を生かした授業、6)職業教育や進路指導と関連した勤労体験学習など、多くの形態でなされている。このような学校開放によって、学校のあり方や教授・学習関係、および教室空間のあり方が大きく質的に変化してきている。
2. 学校開放に関する研容は、教師の資質と関連させ、学校のカリキュラム編成や授業改革のための具体的な方策と理論的基礎を研究するという行為研究の手法がとられている。
3. ドレスデン大学のHans Wener Kuhnを日本に招へいし、共同研究の枠組みについて討議した。1

Our three-year project has foucused more on fostering transnational and transcultural competence of Japanese students in their relationships with forign students than the adjustment problems of foreign students themselves.
A research report consisting of eight chapters has just been published. Chapter One describes a historical transition of Japanese government poicies for incoming foreign students from the prewar-days to the present, revealing the fact that Japan's policies for foreign students have been always linked with her diplomatic policies more than her concern with international education. Chapter Two analyzes Japan's policies for foreign students in comparison with those of European countries, Indicating that there is a strong concern with promotion of the prestige of the nation through these poicies.
In the Part Two, various interfaces between Japanese and foreign students such as those offered by International Center, by clubs and cirlces and by a part of lectures and seminars are examined as possible means to create meeting grounds. The institution of "Japanese students as tutors for foreign students" are also examined, which found that the selection of tutors and the

1年間の研究の内容は、以下の3点からなる。
1.戦後のドイツの政治・経済の教科書におけるヨーロッパ統合に関する記述部分の収集および分析。
2.戦後のイギリスの政治・経済の教科書におけるヨーロッパ統合に関する記述部分の収集および分析。
3.両国が関与したヨーロッパ評議会によるヨーロッパ教育をめざす諸活動に関する資料の収集および分析。
当初は、1.と2.の活動を等しい比重で行う予定であったが、イギリスの教科書の収集が予想外に難航したため、結果的に両国の教科書の比較という本来の目標に代わり、本年度の実質的な研究は3.を中心に進めざるを得なかった。限定的な資料に基づく限りにおいて、計画の時点で仮定された「歴史教科書に見られるのと同様の傾向」が、両国の政治・経済の教科書に対しても推定できるが、特に、イギリスに関して調査対象数が少ないため、現在の時点では結論を下すことはできない。
それに対して、3.からは、特に1950年代に、予想を

著書『政治教育の模索・オーストリアの経験から』の書評と関連するインタヴュー。