中野 綾香

本稿では，学校とボランティアとの協働でなされる学校地域間連携活動に着目し，ボランティアにより生成される新たな教育実践の構築過程に関して分析を行う．本稿では，研究対象となる活動に参加するボランティアが，プログラミング的思考の育成への対応を検討していた小学校の学校管理職とともに，交通安全教室において「プログラミングカー」を活用する教育実践の構築する過程に焦点を当てた．分析の結果，実践構築の場が試行錯誤可能な「実験的領域」として機能し，異なる年齢や専門性を有するボランティアや学校教職員の多様な視点が入るなかで，その実践開発が進展し実践自体の解釈や意図が深化することが明らかとなった．以上より，学校や地域社会という単体では実現できない実践が，「実験的領域」と多様性の担保により可能となることが示された．本稿で得られた知見は，当該活動が教育に関する新たな観点を創造する契機として機能することを提起する．

<p>The purpose of this study was to verify the possibility of setting multi-boundaries and to reconsider the meaning of intergenerational learning. The focus was on a school-community partnership organization called S Junior High School Support (S-Sapo). The data for the study are from fieldwork conducted in the organization from April 2016 to June 2020. The analysis is based on field notes and semi-structured interviews with volunteers who participated in the activity, either inside or outside of the school district. Two volunteers from different generations were selected as the subjects of the analysis. The selected senior volunteer showed substantial generativity, while the younger volunteer sought to absorb knowledge from the older generation. Through the collaborative practice encouraged by S-sapo, the younger subject adopted practical behaviors generated from the senior subject's job experiences by crossing syntactic boundaries. This phenomenon is called knowledge transfer and is generated from differences in the level of knowledge of the participants. The younger subject also succeeded in adopting perspectives that support these practical behaviors, reinterpreting the senior's perspective, and then applying it to practical contexts by crossing semantic boundaries. This phenomenon of adoption is generated by interactions among contexts. Crossing these boundaries enabled the younger subject to imagine her future from a present perspective. Such illumination of a future path can be regarded as intergenerational learning. By borrowing other people's perspectives in the process of an intergenerational exchange, one is able to envision steps for the future, even if they are somewhat vague. Thus, the intergenerational exchange works as social scaffolding for members of the younger generation.</p>