平成 19～21 年度
科学研究費補助金若手研究(B)
課題番号 19730531
欧州におけるムスリム移民の
教育と統合に関する研究
（研究成果報告書）
平成 22 年 2 月 22 日
研究代表者
丸山 英樹
（国立教育政策研究所）
An Exploratory Study on Education and Supports for Muslims in Europe
© Hideki Maruyama
February 2010
Department for International Research and Co-operation
National Institute for Educational Policy (NIER)
3-2-2, Kasumigaseki, Tokyo. 100-8951. JAPAN
NIER.Maruyama@gmail.com
研究経費（千円）
直接経費
間接経費
平成 19 年度
900
0
平成 20 年度
700
0
平成 21 年度
500
0
2,100
0
合計
目 次
Summary & Field Records...................................................................................................1
はじめに：本研究の目的と問題の設定 ............................................................................13
第 1 章：ノンフォーマル教育と社会関係資本 .................................................................17
I. ノンフォーマル教育とその成果 ................................................................................17
1. ノンフォーマル教育とは ...................................................................................................17
a. 教育学における言説
b. 境界線の消滅と連続性
2. ノンフォーマル教育の成果 ...............................................................................................20
a. 生涯学習と参加・アクセス
b. 「学力」と評価：社会的側面
II. 社会関係資本（ソーシャル・キャピタル）............................................................23
1. 社会関係資本という用語 ...................................................................................................23
2. 社会関係資本論 ..................................................................................................................24
a. 地域社会と国家レベル
b. 家庭・地域社会の社会関係資本と人的資本の関係
c. ネットワークとしての社会関係資本
d. 規範と信頼
3. 社会関係資本の負の側面 ...................................................................................................27
a. 排他性
b. 曖昧さ
c. 測定の難しさ
4. 日本国内の地域開発・教育に関する社会関係資本論 ......................................................29
III. イスラーム教育とトルコの背景 .............................................................................30
1. イスラーム教育とは ..........................................................................................................30
2. イスラーム教育を求める者の増加 ....................................................................................31
第 2 章：欧州ムスリム移民の教育環境 ............................................................................35
I. 社会統合と教育政策 ...................................................................................................35
1. 移民統合政策指標（MIPEX） ...........................................................................................37
a. MIPEX とは
b.ドイツの指標と特徴
c.スウェーデンの指標と特徴
2.『欧州における学校への移民の子ども達を統合する』 ....................................................44
a. Eurydice の調査結果
b. ドイツの国別報告書より
c. スウェーデンの国別報告書より
3. 指標による標準化と「統合」の限界 ................................................................................50
II. 欧州における言語教育政策と少数派に対する教育 ................................................52
1. 言語教育政策 ......................................................................................................................52
2. 国際的な多様性宣言とユネスコ「危機言語」 .................................................................52
a. 様々な多様性宣言
b. ユネスコ「危機言語」
3. 欧州における複言語主義と少数派への支援 .....................................................................54
a. 欧州言語共通参照枠（CEFR）
b. 多言語主義から複言語主義へ
III. イスラモフォビア：ダイナミックな新たな課題 ...................................................57
1. イスラモフォビアとは .......................................................................................................57
2. 欧州におけるイスラモフォビア ........................................................................................57
3. グローバル化による宗教ベクトルの増大.........................................................................58
第 3 章：事例―ドイツにおけるムスリム移民― ...............................................................61
I. ドイツにおける移民の背景 .......................................................................................61
1. その歴史 .............................................................................................................................61
a. 出稼ぎの時代（1960～70 年代）
b. 呼び寄せの時代と定住および保守化（1980～90 年代）
c. 移民の社会問題化（1990 年代後半以降）
2. ドイツの学力問題と取り組み ...........................................................................................64
3. ベルリンの統合政策 ..........................................................................................................66
a. ベルリンのドイツ国籍以外の人口増加
b. ベルリンの統合政策：7 つの戦略
II. ベルリン・ノイケルンの事例 ..................................................................................68
1. ノイケルン（Neukölln）の特徴 .......................................................................................68
2. 行政の取り組み ..................................................................................................................70
a. 移民の受け入れと統合政策
b. VHS の言語教育、母親教育と District Mother
c. 父親の参加と多数派へのアプローチ
3. イスラーム団体 ..................................................................................................................73
a. 宗教教育活動
b.トルコ人のアイデンティティ問題およびトルコ政府、他団体との関係
c. 父親の参加と多数派へのアプローチ
4. トルコ系教育 NGO ............................................................................................................76
a. 活動内容：家庭教師から補修センターに
b. 行政支援のプロジェクト
c. 父親の理解と参加、ドイツ人へのアプローチ
第 4 章：考察 ......................................................................................................................81
I. グローバリゼーションと移民にかかる力 .................................................................81
1. グローバリゼーションとイスラーム教義への支持 .........................................................81
2. 移民にかかる内外の力 .......................................................................................................82
a. 外部からの影響：受入社会から
b. 外部からの影響：母国トルコから
c. 内部における力学
II. ムスリム移民にとっての社会関係資本 ...................................................................86
1. イスラームによる規範意識と信頼 ....................................................................................86
2. ネットワーク ......................................................................................................................87
3. 行政サービスへのアクセス ...............................................................................................89
III. 社会における多様性と教育 .....................................................................................89
1. モーメントとアイデンティティ ........................................................................................90
2. ノンフォーマル教育による社会の蓄積 ............................................................................90
おわりに：日本への示唆と今後の課題 ............................................................................93
1. 日本におけるムスリムの教育 ...................................................................................93
a. イスラームに関する知識が少ない日本
b. 日本に住むムスリムの数
c. 滞日ムスリムの生活
2. ムスリムにとっての日本の学校生活と学習環境 .....................................................95
a. 服装、給食、教員
b. 体育の授業
c. 性教育
d. 日本人ムスリムの子どもと保護者
3. 日本におけるイスラモフォビア、学校設置、ノンフォーマル教育 ......................97
a. 経験の蓄積
b. イスラーム系学校の設置
c. ノンフォーマル教育とグローバルな教育課題
今後の課題 ......................................................................................................................99
参考文献 ............................................................................................................................ 101
本研究費に関連する学会および論文発表一覧 ............................................................... 110
An Exploratory Study on Education and Supports for
Muslims in Europe
Hideki Maruyama
National Institute for Educational Policy (NIER) of Japan
NIER.Maruyama@gmail.com
Summary
Learning and education are not only for children but adults who completed formal schooling
and must learn from their experiences for their life. Non-formal education, which tends to be
understood the opposite pillar to the formal school education or informal learning, could
contain the wide range of learning acts and behavior. This study explored what children and
adults obtain in the learning process, what providers try to transfer, what come up as social
issues when their learning differs from that of majority in the society, and what possible
solution could be found or pivot could turn over to be a solution.
Focusing on those who have different backgrounds from the majority in the society, this
study tried to apply the lessons European countries have experienced and made efforts for to
the Japan’s social change as the portion of people without Japanese background increases.
The Muslim immigrants in Europe could bring two perspectives. One is their existence itself.
Islam is still far from a well known religion for the Japanese and its daily information and
experiences are rarely shared among them because few direct contacts occur between
Muslims and non-Muslims in Japan. The other is migration policies. European experience
could provide the indicators for policy analysis, social influence as dynamics of population
change, and integration from the majority side not as separation nor marginalization of the
minority in the society.
Purpose of Study
The present study aimed 1) to describe the dynamism between host society and immigrants,
especially the Turkish, and within the immigrants by research on non-formal education,
social capital, and integration policies in European societies and 2) to identify backgrounds
and potentials for the integration which could create learning opportunities for both
immigrants and the majority.
Method & limitations
Literature review about non-formal education, social capital, and Islamic education was
conducted. The author visited Neukölln-Berlin, Stockholm, Gothenburg, and Malmö from 21
to 28 October 2008 to interview about the educational practices and supports for Muslim
immigrants with practitioners, teachers, researchers, and staff in charge of migration policy
in authority. The additional visit to Berlin was on 18 and 20 January 2010 for extra short
interviews. This report mainly describes the cases in Berlin, although the author interviewed
with providers and learners/participants across Sweden. Some records are in the “Field
Records” section follwoing this Summary.
2
An Exploratory Study on Education and Supports for Muslims in Europe
Findings
The study summarized from literature review that non-formal education covers wide range
of learning/education activities, focusing on the learners’ participation. It identified Islamic
education as non-formal education, including lessons semi-structured by providers and
intentional knowledge transfer however old the receivers were. The relationship between
non-formal education and social capital was confirmed as the process of promoting
non-formal education, and meantime, as a part of outcomes created by non-formal
education. Literature review also showed the international indicators in which migration
policies were compared between European countries. European joint movements such as
CEFR and MIPEX paved the path for the wider possibility of policy comparison and
potentials for the recognition of both medium of instruction and immigrant’s mother tongue
used in school.
From the field study in Berlin, the following three cases were illustrated in the report: 1) An
educational NGO, had started tutoring immigrant children for academic subjects – initially
their school language -, developed itself as a focal point for both children and adults of
immigrants from various countries. Understood the integration was achieved from both
sides of immigrant groups and host society, the growth of the activities was observed. 2)
“District Mother” project empowered local female immigrants enough to participate in the
community activities and to take initiative for the rest of immigrants, especially young
women, to access the host country’s information such as public services for their children. 3)
An Islamic organization also had an educational function for the Muslim immigrants. The
organization had Turkish origin but opened to all the other Muslims and provided Friday
gathering, for example, informal interaction about Islam and information towards German
media and public.
Discussions
The dynamic forces around the immigrants exist within the immigrant groups and are
affected by the outer influences. The accumulation of the social capital has beneficial
function as the form of strong tie within an immigrant group in order to protect its members
from the external actors but push them the rather older norms as the inner force. This seems
to stem from the tradition which the male immigrants expected from their original culture.
They try to save the norms for their self-respect as a male in case of being unemployed in the
host society in which they understand being challenged by the majority group. The author
confirms the bridging social capital (e.g. Putnam 2000) is important among immigrant
groups and the linking one (e.g. Woolcock 2000) for the groups to access the public services.
A potential breakthrough is direct contact between the different groups. The majority people
tend to have good image towards the minority when they have direct communication. It is
also true to the immigrant fathers and mothers. Fathers permit their daughter to participate
in the NGO’s learning courses and activities when they receive the information directly.
Some of them also receive language lessons in the NGO. Mothers have direct access to others
in the community through “District Mothers” certified by the government of
Neukölln-Berlin and supported by the public media.
Participation promotes the empowerment of the minority when the immigrants create
opportunities to learn intentionally for themselves. As like the empowerment in school
languages (Cummins 1996), many opportunities to participate are important. The author
finally construct the concept of plural identities (e.g. Sen 2006) could be a possible pivot to
Summary & Field Records
3
balance the moments of the outer and inner forces. When the parents want their children to
be a Muslim, Islamic education provides the way of being Muslim. Being a Muslim means to
learn the thoughts and perform them, and the interpretation of the thoughts depends on the
individuals as well. Therefore, there is a possibility Muslim immigrants could refer to the
thoughts and perform the practical way as far as the direction of being Muslim is justified.
For example, an unemployed father could hold their identities as a father, a man, a Turk, a
German-resident, and a Muslim all at the same time because the unemployment cannot
devaluate him in his faith.
Conclusion
If Japan thinks it can keep the traditional social norms as they used to be in the age of
globalization today, social and institutional exclusiveness is expected to appear. Islam and
European experiences could bring us an opportunity to consider the future direction for the
inclusive integration for our own sustainable society. The details of the study will be
presented at XIV World Congress of Comparative Education Societies in June 2010.
Acknowledgement
The author expresses his gratitude for all those who gave cooperation and advice for this
study, especially, those in Berlin, Stockholm, Gothenburg, and Malmö.
Vielen Dank für Ihre Mitarbeit!
Tack så mycket för era vänliga medverkan!
Field Records
Berlin, Germany
21/10/2008
Education NGO : Educaiton and Training Center (Bildungs - und Schulungszentrum)
Mr. Bülent Yildirim
From Individual Tutoring to Learning Center
There are 106 registered educational NGOs in Neukölln, and one of them is called
"Bildungs - und Schulungszentrum" Center. Its repetitive is Mr. Bulent Yildirim who opened
up his house for a few Turkish children for tutoring at the beginning. As of 20 October 2008,
about 60 students (female 65%) between G2 to 11 come to the center after school (14:30 to
18:00) everyday from Monday to Friday. The number of teaching staff is 20 (female 60%) and
they are volunteers who are university students and graduates. The center provides two
terms of extra lessons. The term costs 250 Euros. The center has four classrooms which pupils
between G5 and 10 use separately. The applicants increases as the holiday starts when
parents receive the results of school term (e.g. When parents worry about the low score of
their children at school, they find the need to send extra class). The recent trend is that more
parents want to send their children to the center. About 60% of total students are Turkish
origin, while the rest are German, Arab, Polish, Yugoslavian, and Spanish. Mr. Yildirim has
tried hard to make the center as much international as possible because he believes
"integration" is something all the different people come together.
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丸山英樹（2008）つながりから見る ESD 研究：社会関係資
本論を用いた「持続可能な発展のための教育」への視
座『国立教育政策研究所紀要』第 137 集, pp.219-231.
(http://www. nier.go.jp/kyoutsu2/kiyou137-18.pdf)
丸山英樹（2009）グローバリゼーション下におけるトルコの
教育の宗教保守化『アジア教育』3, 62-73.
丸山英樹（2010）国際的に認知される言語の多様性と欧
州の言語教育政策の背景『国際理解教育』16（印刷中）
見田宗介（2006）『社会学入門：人間と社会の未来』岩波
新書
宮崎元裕（2003）トルコにおける世俗主義と宗教教育、江
原武一編著『世界の公教育と宗教』東信堂 pp.277-294
宮島喬（編著）（2009）『移民の社会的統合と排除―問わ
れるフランス的平等』東京大学出版会
宮田律（2001）『現代イスラムの潮流』集英社新書
宮田律（2007）『イスラムに負けた米国』朝日新書
三輪建二（2000）ドイツ成人教育の苦悩と課題, 黒沢惟
昭・佐久間孝正(編)『苦悩する先進国の生涯学習』社会
評論社（117-141）
村上薫（1997）トルコの教育制度改革『アジ研ワールド・トレ
ンド』29, 28-29.
村上薫（2006）トルコの「新しい貧困」問題『現代の中東』
41: 37-46.
森千香子（2005）｢フランスにおける｢イスラームフォビア｣の
新展開とその争点｣, 『日本中東学会年報』第 20-2 号,
pp.323-351.
文部科学省（2006）『平成 17 年度社会教育調査（平成 18
年 10 月刊行）』，文部科学省
山内直人（2005）シビルソサエティを測定する：数量的把
握の現状と課題, 日本公共政策学会編『公共政策研
究』5, 53-67.
山内昌之（2000）『文明の衝突から対話へ』岩波現代文庫
山岸俊男（1999），『安心社会から信頼社会へ 日本型シ
ステムの行方』，中公新書
山崎貴子（2007）ジェンダーと社会関係資本『教育・社会・
文化：研究紀要』11.61-9. 京都大学教育学部
山田哲也（2006），学校教育は互恵的な社会関係を生み
出すのか？－教育の社会化機能にみる「格差」是正の
可能性，『教育学研究』第 73 巻，88-97 頁
山野良一（2008）『子どもの最貧国・日本』光文社
山本健兒（2004）ベルリン在住トルコ人の日常生活と生活
意識：ベルリン市外国人応嘱官が実施した社会調査結
果の解釈『地誌研年報』13. 53-82.
結城貴子（2003）国際協力における社会関係資本の概念
の有用性：世界銀行支援イエメン基礎教育拡充プロジ
ェクトの事例分析『国際教育協力論集』6(1). 111-21.広
島大学教育開発国際協力研究センター
ユネスコ・アジア文化センター（2009）『ESD 教材活用ガイ
ド－持続可能な未来への希望』 ACCU
好井裕明編（2005）『繋がりと排除の社会学』明石書店
ラズロ, E.（2005）「いまこそ必要な知恵」を育む：現代教育
の最重要課題『「持続可能な開発」と 21 世紀の教育』平
成 16 年度教育改革国際シンポジウム報告書, 国立教
育政策研究所, pp.7-21. (http://www.nier.go.jp/sympo
sium/jouhou20050326/j.pdf)
四釜綾子・松尾馨（2006）多様性に応じたドイツ語テスト,
国立国語研究所編『世界の言語テスト』くろしお出版
pp.97-129.
労働政策研究・研修機構（2006）『欧州における外国人労
働者受入れ制度と社会統合：独・仏・英・伊・蘭 5 カ国比
較調査』労働政策研究報告書 59.
労働政策研究・研修機構（2008）『諸外国の外国人労働者
受入れ制度と実態』JILPT 資料シリーズ 46.
110
本研究費に関連する学会および論文発表一覧
1. 学会発表は次のとおりである。
z
Education for Sustainable Society: A Lesson from Turkey to Japan（the Thirteenth
World Congress of Comparative Education Societies（第 13 回世界比較教育学会：
於ボスニア・ヘルツェゴビナ・サラエボ大学）（2007）口頭発表
z
欧州におけるムスリムの教育課題と社会的支援（日本国際理解教育学会第 18 回研
究大会（於富山大学）（2008）口頭発表
z
ムスリム少数派の教育ニーズ－ドイツとスウェーデンを事例にして－（日本比較教
育学会第 44 回大会）（於東北大学）（2008）口頭発表
z
Review and Hypothesis of Education Environment for Turkish Students in Europe
（第 17 回トルコ教育科学学会）（於トルコ・サカリア大学）（2008）口頭発表
z
トルコの教育におけるグローバル化とイスラーム回帰の影響（課題研究「グローバ
リゼーションの中の『格差社会』と教育」）日本比較教育学会第 45 回大会（於東京
学芸大学）（2009）口頭発表
z
途上国・先進国という枠を越えたノンフォーマル教育の可能性（日本比較教育学会
第 45 回大会）（於東京学芸大学）（2009）ポスター発表（澤野由紀子らと共同）
2. 初出論文は次のとおりである。
イスラーム教育、ノンフォーマル教育について：
z
滞日ムスリムの教育に関する予備的考察『国立教育政策研究所紀要』136, 165-174
（2007）(http://www.nier.go.jp/kyoutsu2/kiyou136-165.pdf)
z
A Potentiality of Non-Formal Education beyond the Boundaries of Developed and
Developing Countries: from a Japanese Academic Discourse Innovative Education
Research 2009(1), 11-20（2009）
z
バングラデシュ教育 NGO にみる女性の社会参加の源泉としてのイスラームと多
元的発展観『国際教育協力論集』広島大学国際教育協力センター (大橋知穂との共
著) 12(2), 81-91.（2009）
社会関係資本について：
z
つながりから見る ESD 研究：社会関係資本論を用いた「持続可能な発展のための
教育」への視座『国立教育政策研究所紀要』137, 219-231（2008）
(http://www.nier.go.jp/kyoutsu2/kiyou137-18.pdf)
z
Lifelong Learning for Sustainable Community Development in a Japanese Case.
111
Educational Policy Analysis and Strategic Research 4(1), 5-18（2009）
(http://inased.org/epasad/v4n1/EPASADv4n1.pdf)
z
ESD ではぐくむ「学力」: 開かれた関係を築く複雑なコミュニケーション能力『ESD
教材活用ガイド－持続可能な未来への希望』
（財）ユネスコ・アジア文化センター,
pp.110-130（2009）
z
Online and Offline Social Connectedness for Learning: a Comparative View
between Japan and Turkey. 3rd International Computer & Instructional Technologies
Symposium Proceedings, 71-76（2009）
欧州の移民の社会統合・言語政策について：
z
Avrupa’daki Türk Öğrencilerin Eğitim Ortamları: Varolan Durum ve Varsayımlar
17. Ulusal Eğitim Bilimleri Kongresi, 6p. (2009)
z
欧州における移民の社会統合と教育政策－『移民統合政策指標』と『移民の子の統
合』報告書から見るドイツとスウェーデン－『国立教育政策研究所紀要』138,
223-238（2009）
z
国際的に認知される言語の多様性と欧州の言語教育政策の背景『国際理解教育』16
（印刷中）（2010）
トルコの宗教保守化について：
z
グローバリゼーション下のトルコにおける教育の宗教保守化『アジア教育』3, 71-83
（2009）
欧州におけるムスリム移民の教育と統合に関する研究
（研究成果報告書）
科学研究費補助金若手 B（課題番号 19730531）報告書
平成 22 年 2 月 22 日
研究代表者
丸山英樹
発行所
国立教育政策研究所
〒100-8951
印刷所
東京都千代田区霞が関 3-2-2
（有）進英プリント
〒151-0053
東京都渋谷区代々木 1-38-19
Hideki Maruyama