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- 저자 : Uematsu‑Ervasti, Kiyoko (검색결과 2 건)
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Uematsu‑Ervasti, Kiyoko,Kawachi, Kumiko 서울대학교 교육연구소 2022 Asia Pacific Education Review Vol.23 No.4
Reducing gender disparities in Japan is an urgent issue that requires the attention of multilevel stakeholders, including higher education institutions. Under Sustainable Development Goal 4, target 4.7 calls for educational institutions, including universities, to explore innovative approaches to tackle issues such as gender inequality. The transition from student life to adulthood is a crucial time for university students as they face and become aware of gender inequalities in society. This study examines various opportunities in higher education, such as short study-abroad programs and globalization-related coursework, that positively influence university students’ understanding of others and potentially broaden their gender perspectives. Historically, the impacts of studying abroad and intercultural experiences have only been subjectively assessed based on participants’ self-evaluation. However, by using the Beliefs, Events, and Values Inventory, quantified data can be used to evaluate the nature and form of depth-based growth and compare three cases for potential changes before, after, or during educational programs. The study’s findings shed light on opportunities and barriers to transforming students’ views especially on gender issues. The study reveals (1) signs of improvement in students’ gender perspectives after participating in a short study-abroad program, (2) that international students with diverse experiences tend to demonstrate lower gender traditionalism, and (3) that freshmen and sophomores have relatively moderate views on gender norms, indicating that further intervention could improve their gender perspectives. The results showcase the possibility of developing meaningful study-abroad programs and other coursework to drive the positive change in students’ perspectives, especially regarding gender.
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Teachers as Intercultural and Ethical Profession
Uematsu-Ervasti Kiyoko(키요코 우에마츠) 대구대학교 다문화사회정책연구소 2015 현대사회와 다문화 Vol.5 No.1
글로벌화의 파도는 현재 ‘대학의 국제화’라는 형태로 고등교육에도 밀려오고 있으며, 교사를 양성하고 있는 다양한 고등교육기관에서도 현저하게 나타나고 있다. 동시에 종래의 교사들에게는 복잡해지는 사회에 대해 다양한 측면에서 교육하는 데 필요한 지식과 자질이 요구되고 있다. 이것이 학교교육이 변화하는 사회에서의 ‘공존’과 ‘공생’에 대해서 학습하는 데 있어서 중요한 역할을 담당하기 때문이며, 교사는 학생에게 자발적인 사고와 행동으로 사회공헌에 기여하도록 가르칠 필요가 있다. 본 논문은 핀란드의 오루 대학의 상호문화교사교육(Intercultural Teacher Education: ITE)을 사례로 교사 양성이 어떻게 다양성과 이문화 교육을 도입해서 다양화가 진행되고 있는 교육현장에 대한 준비에 기여할 수 있을 것인가에 대해 심층적으로 제시한다. In response to the waves of globalization, higher education institutions around the world are experiencing the integration of the international dimension. Likewise, the changing demand for students in teacher education ought to be acknowledged as they face challenges to navigate through growing diversity in their future classrooms. Awhile education plays a critical role in seeking ways to co-exist with diversity, teachers in particular have responsibility to teach pupils about ‘positive contributions’ through the building of democratic communities. Drawing on the ongoing effort of Intercultural Teacher Education (ITE) program at University of Oulu in Finland, this article provides insights on preparing student teachers for growing multicultural environments but also as ethical professionals.
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