@article{oai:nagoya.repo.nii.ac.jp:00028633,
 author = {服部, 壮一郎 and HATTORI, Soichiro},
 issue = {2},
 journal = {名古屋大学大学院教育発達科学研究科紀要. 教育科学},
 month = {Mar},
 note = {The purpose of this study is to clarify the concept of ibasho, (a place of one's own), in a learning support program from the perspective of tamariba, （a gathering place), and ibasho, in the field of social education. Toshio Ogawa's theory of adolescent education, Ryuichi Nasumo's theory of tamariba, and the ibasho theory of Kuniaki Hisada and Haruhiko Tanaka, suggest that in order to utilize the concept of ibasho to eliminate poverty, a relationship of mutual trust among comrades as exhibited in the tamariba needs to be constructed. By doing so, adolescents convert their needs into universal demands via learning. Utilizing this viewpoint, the definition of ibasho as used by the national government is classified as one that contributes to economic independence and academic motivation for adolescents. Furthermore, the definitions by operators of the learning support program are classified by the following three types: (1) that which creates the moment one overcomes poverty through the relationship of mutual trust, (2) that which puts importance on the inclusive function of the community, and (3) that in which issues are resolved by participation of community members.},
 pages = {107--117},
 title = {学習支援における「居場所」概念の考察},
 volume = {64},
 year = {2018}
}