@article{oai:nagoya.repo.nii.ac.jp:00029524,
 author = {胡田, 裕教 and EBITA, Hiroyuki},
 issue = {1},
 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 = {Oct},
 note = {Career education is educational activity a teacher is expected to perform. Part of the career development of a student, who, in this thesis, represents the concept of the Other, the teacher is under pressure to perform. The assumption in ability theory assures a student’s career education occurs with the observation of the experienced teacher’s method. This belief is based on a colonial state premise of educational pedagogy in which a teacher is the font of erudition from which the student, the Other, draws examples. The underlying assumption is that the teacher envisions the student as a generic Other; someone whom the teacher cannot truly know, or whose role or goals in society as an individual is not examined. An abstraction of this model puts the teacher and the person he/she is to educate on a binary opposition diagram. There is a person to educate and the educated person; the relationship creates an impenetrable limit, and as such, according to a post-colonialism construct, one cannot investigate the tangle between heterogeneous things (Kodama, 2010). In other words, a teacher and the student cannot assume a post-colonial relationship in the true meaning of the construct. So when the teacher, who has attained a position of special expertise privilege, is to respect the independence of the student to be educated, it instead leads to the compromising of the student’s independence. Therefore, a basic contradiction is inherent in career education; the meaning of independence here needs reexamined. Additionally, learners may meet a variety of Others through workplace experiences during career education. Here, one can utilize the notion of “intersubjectivity” in which each Other encountered is both partner and subject, and the relations created either does or does not accept one another. (Kujiraoka, 2006) In such a space, relationships are built. In addition, the relationship of teacher and learner can be understood as “the othering” — giving the relationship with others a particular meaning for each person’s consciousness and securing meaning at both existence and the recognition level, including an Others-related awareness of the self. (Oride, 2015) This study suggests that career development perspectives that embody “intersubjectivity” and “othering” may work to overcome the present limits of the relation between teacher and learners.},
 pages = {57--67},
 title = {他者に着目したキャリア教育のカリキュラムデザイン},
 volume = {66},
 year = {2019}
}