| 鈴木 隆子（すずき たかこ） | データ更新日：2023.11.22 |
准教授 ／
言語文化研究院
国際文化共生学部門
国際共生学講座
| 1. | Takako Suzuki, Multigrade teaching before the modern school system in Japan: A case of Kangien in Edo period, 『言語文化論究』, vol. 47, 65-76, 2021.10. |
| 2. | 鈴木隆子, 多文化共生教育に関する事例研究－ニューカレドニアの小学校における地域学習の導入－, 『言語文化論究』九州大学大学院言語文化研究院, 43, 73-87, 2019.09, New Caledonia is currently one of French overseas territories since 1853. It promotes the multicultural immigrating policies and contains lots of ethnic groups including Kanak, French, other Europeans, Polynesian, Vietnamese and Indonesian. This study aims to observe how multicultural and local contents are adopted in the education curriculum in such a multicultural society. It starts with a theoretical framework and practices related to the multicultural education. Consequently, it introduces the cultural background of the indigenous society. Then it describes the current conditions and issues of the education through statistical documents followed by a case study held at a selected primary school. The case study includes school activities related to the local contents organized in the school such as field visits to an indigenous village, tasting of the local cuisine and PTA meetings. Analyzed along the theoretical framework of multicultural education, it is considered as the stage of multi-ethnic studies to gain the knowledge about the different culture. Parents and community members participated in the school activities and the contents were based in the local cultural practices. However, it remains in the stage to understand the culture and does not seem to develop self-esteem and self-identification.. |
| 3. | 鈴木隆子, 教育とコロニアリティ―独立運動過渡期のニューカレドニア―, 言語文化論究, 第41号, 55-77, 2018.10, [URL]. |
| 4. | Takako Suzuki, Data collection process for non-cognitive skills gained by Escuela Nueva primary schools in Colombia, Studies in Languages and Cultures, 38, 99-111, 2017.03, [URL]. |
| 5. | 鈴木 隆子, ソーシャルビジネスをとりまく現状と大学に寄せる期待―コロンビアのグラミンカルダスを事例として―, 言語文化論究, 30, 109-117, 2013.03, [URL]. |
| 6. | 鈴木隆子, A comparative analysis of multigrade teaching in Japanese, Nepalese and Zambian primary schools, 言語文化論究, 28, 37-50, 2012.03, [URL], 日本、ネパール、ザンビアの複式学級の現状を比較し、途上国における複式学級の課題を明確にしようとするものである。. |
| 7. | 鈴木隆子, Cascade model for teacher training in Nepal, 言語文化論究, 27, 31-42, 2011.10, [URL], ネパールの教員訓練において適用されているカスケードモデルの効果について検証したものである。. |
| 8. | 鈴木隆子, 「コミュニティ参加と小学校改善ーミャンマーのマグウェイ郡を事例としてー」, 国際協力論集, 18, 1, 37－52, 2010.06, [URL]. |
| 9. | 鈴木隆子, 「カスケード方式訓練の効果―ネパールの現職教員訓練の事例から―」 , 国際協力論集, 第１７巻, 第３号, 49－65頁, 2010.02, [URL]. |
| 10. | 鈴木隆子, 「サブサハラアフリカにおける日本の教育協力に関する一考察―ザンビア教育分野を事例としてー」, 国際協力論集, 第１７巻, 第２号, 81－98頁, 2009.11, [URL]. |
| 11. | 鈴木隆子, 「ネパールの小学校における複式学級の現状―万人のための教育（ＥＦＡ）を目指して－」, 『アジア教育研究報告』, 9号, 36－50頁, 2009.09. |
| 12. | Takako Suzuki, “From Sector Wide Approach to General Budget Support: The Impact of Political Shift in the Education Sector in Zambia” , Journal of International Cooperation Studies , Vol.17, No.1, pp.79-99, 2009.06, [URL]. |
| 13. | Takako Suzuki, “Multigrade teaching training in Nepal: The diversity of practice and the impact of training”, Journal of International Cooperation Studies , Vol.16, No.3, pp.123-141, 2009.02, [URL]. |
| 14. | 鈴木隆子, 「日本とネパールの小学校における複式学級の現状比較」, 南山大学国際教育センター紀要, 9号, 50-70頁, 2008.12, [URL]. |
| 15. | Takako Suzuki, “Multigrade teaching: Does it exist in Nepal? Abstract of a case study in Nuwakot District” , Education and Development 2000, Research Centre for Educational Innovation and development (CERID), pp.91-103, 2000.01. |
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