Possibility of Educational Practice of Writing about “Mother’s Work”

ハハ　ノ　シゴト　ヲ　シュザイ　シテ　ツヅル　キョウイク　ジッセン　ノ　カノウセイ

クキタ, キヌヨ

Kukita, Kinuyo

オオサカ ダイガク ダイガクイン ニンゲン カガク ケンキュウカ キョウイクガクケイ

Department of Education, Graduate School of Human Sciences, Osaka University

This study focuses on the educational practice of writing about daily life in junior high school and considers its potential from the perspective of gender equality. Based on interviews with children who wrote about their daily lives after they reached adulthood, we clarify the meaning of the educational practice of writing about “mother’s work” from the children’s perspective. Interviews were conducted with three children who had written about “mother’s work” while still in school, whose descriptions were considered typical. Based on what they reflected in the interviews, we reviewed the characteristics of their writing and discussed the implications of their educational practices. The children, who had little awareness of their mother’s work, became aware of the existence of unpaid work and realized that their mother was responsible for most of the unpaid and paid work. It was found that the children had the opportunity to question their gender bias by exchanging their writing with the class group. The results suggest that the educational practice of writing about daily life, especially on the theme of “mother’s work” and exchanging them with the class group, may be one of the educational practices of writing about daily life that aims for gender equality.