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Cultural Studies in the “Crisis of Humanities”: A Pedagogical Challenge in Inter-Asia Context 1
https://kitakyu.repo.nii.ac.jp/records/805
https://kitakyu.repo.nii.ac.jp/records/8054f0cc3dd-855a-4128-a4cf-85d8527f41bc
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
(KR000119HT)濱野 健 (981.7 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2021-05-18 | |||||
| タイトル | ||||||
| タイトル | Cultural Studies in the “Crisis of Humanities”: A Pedagogical Challenge in Inter-Asia Context 1 | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Asia | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Cultural Studies | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | humanities | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | pedagogy | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | tertiary education | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| その他（別言語等）のタイトル | ||||||
| その他のタイトル | 「人文学の危機」の時代と日常からの文化研究--インターアジアな文脈での教育事例からの考察 | |||||
| 言語 | ja | |||||
| 著者 |
濱野, 健
× 濱野, 健 |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Through a reflection on the teaching of Cultural Studies in Asia, this paper discusses how the teaching of cultures, particularly everyday cultures, is a unique opportunity to improve students’ skills in unlearning our social world. Similar to Western institutions, Asian universities, including those in Japan, face a crisis in the humanities as they deal with the rapid (and even unpredictable) transformation of society in the age of globalization. Meanwhile, while tertiary education has played an increasingly prominent role in the career prospects of younger generations, educational institutions are still far from reinventing themselves and offering programs that address the growing complexity of our world from alternative perspectives by facing the increasing anxiety not only among young people, but also among university students and policy makers. Although instructors must understand and respond to the immediate demand of students to acquire practical skills to deal with the complexities of the world, they are also responsible for teaching them how to deal with wordily issues inclusively rather than use their knowledge exclusively and then reduce their alternatives and possibilities for a better future. Given that liberal arts education in the humanities can be essentially regarded as an art of experience and recognition of the reality of our world with its diversity and differences, the teaching of the humanities can be considered the most precious opportunity for students to realize their own contingent status quo, which would result in the development of their resilience and inclusion in life. Cultural Studies is indeed the latest discipline in the long history of the humanities. Its peculiar methods and theories on critical matters have been surprisingly elaborated over the past decades in response to voices that have been calling for the deconstruction and reconstruction of our social world since the last century. In seeking to understand this immediate progress of Cultural Studies and its growth through disciplinary differentiation as a response of the humanities to our society, this paper debates how teaching Cultural Studies can enable students to obtain specific knowledge and resilience skills to recreate their future by increasing their sense of inclusion and openness beyond borders and territories. | |||||
| 書誌情報 |
北九州市立大学国際論集 号 19, p. 15-33, 発行日 2021-03 |
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| 出版者 | ||||||
| 出版者 | 北九州市立大学国際教育交流センター | |||||
| ISSN | ||||||
| 収録物識別子タイプ | PISSN | |||||
| 収録物識別子 | 13481851 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA1195119X | |||||
