@article{oai:oiu.repo.nii.ac.jp:00001148,
 author = {古田, 雄一 and Furuta, Yuichi},
 issue = {3},
 journal = {国際研究論叢 : 大阪国際大学紀要, OIU journal of international studies},
 month = {Mar},
 note = {3767, Schools have important roles in preparing students for civic life, and making them engage in examining and revising their school rules could be one way to fulfill such a mission. The purpose of this paper is to investigate what students learn from participating in reexamination of their school rules and engaging in dialogue with diverse stakeholders during the process. The paper utilizes a case of“ Rule-making project” at a Japanese girls’ junior and senior high school, supported by NPO staff and other experts.
 The project yielded a variety of civic effects. Student members of the project became more confident in conveying their ideas to others and making a difference in their schools. They also deeply understood the value of dialogue and learned the importance of understanding others. In addition, there were some schoolwide effects on students’ efficacy, trust, and intention of civic engagement. However, there were also some issues and challenges, such as the power relationship between teachers（or other adults）and students, and inclusion of direrse students in the process.},
 pages = {97--116},
 title = {生徒参加による対話的な校則見直しの 市民性教育効果と課題 ―安田女子中学高等学校「ルールメイキングプロジェクト」の 事例から―},
 volume = {35},
 year = {2022},
 yomi = {フルタ, ユウイチ}
}