早稲田教育学部 傾向対策解答解説 2019問題3
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早稲田教育学部 2019問題3
【大問３ 読解問題】
次の英文を読み、設問１から１０に答えよ。答えはa~dから１つずつ選べ。
At 16, Mark Warren says he struggled to spell "architecture”, let alone think he might enter the profession one day. Now aged 30, he's an architect at a leading London practice. His passion was inspired by a teacher, Neil Pinder, who taught him design and technology at Graveney school, south-west London. Had it not been for Pinder, Warren is sure he would not be designing buildings for a living.
Nearly 94% of British architects are white, despite 14% of the UK population being of a black and minority ethnic background. Warren's mother, originally from the Philippines, worked “day and night in a range of menial jobs" (1)to make ends meet, so joining a profession such as architecture was not on Warren's radar. “No one in my family had been to university and, at the time, the thought of seven years' studying without earning a penny was terrifying,” he says.
Warren is featured, alongside some of Pinder's other former students, in a new film due to premiere at the Royal College of Art (RCA) this month. Celebrating Architecture, which aims to encourage diversity in the profession, will be accompanied by architecture workshops for around 80 pupils from communities under-represented in the profession.
Funded by the Greater London authority and the Architecture Foundation, which organizes architectural exhibitions, competitions and debates, Pinder made the film with Venetia Wolfenden of the education and architecture consultancy Urban Learners. “The industry is beginning to recognize (2)the need for diversity in the built environment and hopefully this film will bring the message to a wider audience,” Wolfenden says.
Helen Taiwo, a Liverpool University architecture student whose Nigerian mother works on a checkout till and Ghanaian father is an airport cleaner, is giving the film her backing. She says: “There are more than 100 students on my course, and only three of us are black. Initially, it was a shock (3)to feel so under-represented. I grew up in London, where three in 10 people aren't white.” And it is not just Taiwo's ethnicity that is under-represented in architecture. (4)Although half of architecture students are female, women make up only 26% of the profession. While Taiwo doesn't believe her ethnicity or socioeconomic background directly hindered her career choice, she does think the black African community could be better -informed about the profession. “People rate it highly but don't know much about the course of study or career field. (5)It could be why architecture is a less popular career aspiration in my community than medicine and law."
Lack of awareness about the profession is not the only problem. “(6)Nepotism rules in architecture," says Pinder. “I've got really strong industry contacts I've built up over the years, and which have helped many of my students. But my pupils from privileged backgrounds never tap me for them. Their parents already have those links."
(7)Unconscious bias may also play a part. Pinder volunteers for Open House London, an annual event that gives the public access to architecturally important, and normally private, buildings for free, and has been “mistaken for the security guy”. These kinds of experiences are not uncommon, he says, and can discourage students from ethnic minorities from pursuing professions such as architecture.
The advent of the *Ebacc and Progress 8, which measures schools according to their pupils' performance in academically focused *GCSEs, means that getting into a career such as architecture is likely to get more complicated. “Not enough emphasis is put on creative subjects in the new structure,” says Pinder, who notes that the number of pupils who sat GCSE exams in design and technology fell by 10% last year. (8)He is concerned that this will fall further, and black and minority ethnic students could be hit hardest — something discussed at length in his film. Warren agrees: “I hope the film shows pupils like my younger self that they can have an architectural stake in their city. I want the London of tomorrow to be built by people who have lived in its *social housing, who understand what makes it tick.”
*Ebacc : English Baccalaureateの略語
*GCSE : General Certificate of Secondary Educationの略語
*social housing: 公的機関等が提供する低家賃住宅
(9)The Royal Institute of British Architects (RIBA) agrees the profession needs to change. Lucy Carmichael, RIBA director of practice says: “Architecture should be a rewarding career for talented people regardless of any aspect of their identity, but we have some way to go before the UK architecture profession, or construction industry, properly reflects the diversity of society at large.” She says the organisation is "supporting women's progression in architecture through nationwide mentoring resources and has initiatives in place to reduce the gender pay gap". She adds that the RIBA is backing the development of a new apprenticeship standard to provide a route to qualification for students from lower socio-economic and *BAME backgrounds.
*BAME : Black Asian Minority Ethnic
Guardian. Architecture People from social housing should build cities.
1 下線部(1)の言い換えとして最もふさわしいものを選べ。
a. to become extremely poor
b. to achieve their purpose
c. to earn just enough money to live on
d. to end up with a large income
2 下線部(2)の言い換えとして最もふさわしいものを選べ。
a. that more varied architectural designs are needed
b. that more people of a different gender should be included
c. that more diverse programmes are needed
d. that more people of different backgrounds should be included
3 下線部(3)の言い換えとして最もふさわしいものを選べ。
a. to notice that there were so few black students in her programme
b. to find out that three in 10 students in London are black
c. to discover that there were only three female students with African ancestry in her class
d. to realise that she had become a victim of discrimination
4 下線部(4)の内容として最もふさわしいものを選べ。
a. Three quarters of the professional architects living in London are male.
b. In the field of architecture, gender equality is achieved in schools, but not in the workplace.
c. Women are under-represented at both the educational and professional levels in architecture.
d. The present ratio of female architects is only 26%, but there will surely be more female architects in the future.
5 下線部(1)の理由として最もふさわしいものを選べ。
a. Because black people are not encouraged to be architects.
b. Because the black community is not well-informed about the architectural profession.
c. Because black people are ill-informed about medicine and law.
d. Because the black community has nothing to do with the profession.
6 下線部(6)の言い換えとして最もふさわしいものを選べ。
a. Those from privileged backgrounds are more likely to ask their teachers for advice on job-hunting
b. Those whose family members are leading figures are more likely to get better jobs
c. Those who ask their teachers for help are more likely to get better jobs
d. Those who have contacts in the industry are not likely to have jobs
7 下線部(7)のUncounscious biasのために、人々がするかもしれない質問は次のどれか。最も可能性の高いものを選べ。
a. Is there anyone who can answer questions about architecture?
b. What kind of building would you like to create next?
c. How long have you been teaching architecture?
d. What made you want to study architecture?
８ 下線部(8)の理由として最もふさわしいものを選べ。
a. Because the Ebacc and Progress 8 will have a negligible impact on schools in black communities. b. Because the pupils who choose creative subjects for GCSEs usually have better results. c. Because the newly introduced measures will definitely have a negative impact on black and
minority ethnic students for a long time. d. Because the new educational reform is not likely to help students who have to take certain
subjects in order to study architecture at university.
９ 下線部(9)に関する記述として正しいものを選べ。
a. The institute believes architecture should be a rewarding career solely for talented Nigerians and
Ghanaians.
b. The institute is trying to establish gender equality in wages.
c. The institute is proud of its present gender equality and age discrimination policy.
d. The institute will set up a new internship programme for established architects from different
backgrounds.
１０ この記事にタイトルをつけるとしたら、次のどれか。最もふさわしいものを選べ。
a. Architecture for All
b. Diversity and Culture
c. Black Architecture
d. Is Architecture Art?
早稲田教育学部 2019問題3 解答
【大問３ 読解問題 解答】
1 c
2 d
3 a
4 b
5 b
6 b
7 a
8 d
9 b
10 a
早稲田教育学部 2019問題3 解説
【大問３ 読解問題 解説】
説明文。長文を読み進めながら適語補充し、まとめて内容理解が問われます。大問２から大問５までは同じ出題形式となります。文章内容は、英国の教育制度について、小数民族が過小評価されている現実を分析しています。教育学のうち、生徒の出身階級の多様性を求める動きが広がっています。
the Greater London authority : グレーター・ロンドン⁽大ロンドン）は、イギリスの首都ロンドンの行政区画を形成する地域の一つ。シティ・オブ・ロンドンと32のロンドン区から成る合計33の地方行政区画で、この地域全体の地方自治を担うのが2000年に創設されたグレーター・ロンドン・オーソリティー⁽大ロンドン庁）で、シティ・オブ・ロンドンにのみ関連する自治を行うのはシティ・オブ・ロンドン・コーポレーションである。
make ends meet 生計を立てる 意味解説例文
diverse ダイバース 多様な 意味解説例文
socioeconomic status 社会経済地位 意味解説例文
Nepotism: 縁故主義。物事の正しさや人物の良し悪しよりも、親族、地縁、血縁などがある縁故者を優先する考え方。広義では、同族や同郷者のみならず同じ共同体に属する人間を偏って重視し、他を排斥する考え方や態度を言う。
nepotism ネポティズム 縁故採用 意味解説例文
早稲田教育学部 2019問題3 完成文
【大問３ 読解問題 完成文】
At 16, Mark Warren says he struggled to spell "architecture”, let alone think he might enter the profession one day. Now aged 30, he's an architect at a leading London practice. His passion was inspired by a teacher, Neil Pinder, who taught him design and technology at Graveney school, south-west London. Had it not been for Pinder, Warren is sure he would not be designing buildings for a living.
Nearly 94% of British architects are white, despite 14% of the UK population being of a black and minority ethnic background. Warren's mother, originally from the Philippines, worked “day and night in a range of menial jobs" to make ends meet, so joining a profession such as architecture was not on Warren's radar. “No one in my family had been to university and, at the time, the thought of seven years' studying without earning a penny was terrifying,” he says.
Warren is featured, alongside some of Pinder's other former students, in a new film due to premiere at the Royal College of Art (RCA) this month. Celebrating Architecture, which aims to encourage diversity in the profession, will be accompanied by architecture workshops for around 80 pupils from communities under-represented in the profession.
Funded by the Greater London authority and the Architecture Foundation, which organizes architectural exhibitions, competitions and debates, Pinder made the film with Venetia Wolfenden of the education and architecture consultancy Urban Learners. “The industry is beginning to recognize the need for diversity in the built environment and hopefully this film will bring the message to a wider audience,” Wolfenden says.
Helen Taiwo, a Liverpool University architecture student whose Nigerian mother works on a checkout till and Ghanaian father is an airport cleaner, is giving the film her backing. She says: “There are more than 100 students on my course, and only three of us are black. Initially, it was a shock to feel so under-represented. I grew up in London, where three in 10 people aren't white.” And it is not just Taiwo's ethnicity that is under-represented in architecture. Although half of architecture students are female, women make up only 26% of the profession. While Taiwo doesn't believe her ethnicity or socioeconomic background directly hindered her career choice, she does think the black African community could be better -informed about the profession. “People rate it highly but don't know much about the course of study or career field. It could be why architecture is a less popular career aspiration in my community than medicine and law."
Lack of awareness about the profession is not the only problem. “Nepotism rules in architecture," says Pinder. “I've got really strong industry contacts I've built up over the years, and which have helped many of my students. But my pupils from privileged backgrounds never tap me for them. Their parents already have those links."
Unconscious bias may also play a part. Pinder volunteers for Open House London, an annual event that gives the public access to architecturally important, and normally private, buildings for free, and has been “mistaken for the security guy”. These kinds of experiences are not uncommon, he says, and can discourage students from ethnic minorities from pursuing professions such as architecture.
The advent of the *Ebacc and Progress 8, which measures schools according to their pupils' performance in academically focused *GCSEs, means that getting into a career such as architecture is likely to get more complicated. “Not enough emphasis is put on creative subjects in the new structure,” says Pinder, who notes that the number of pupils who sat GCSE exams in design and technology fell by 10% last year. He is concerned that this will fall further, and black and minority ethnic students could be hit hardest — something discussed at length in his film. Warren agrees: “I hope the film shows pupils like my younger self that they can have an architectural stake in their city. I want the London of tomorrow to be built by people who have lived in its *social housing, who understand what makes it tick.”
*Ebacc : English Baccalaureateの略語
*GCSE : General Certificate of Secondary Educationの略語
*social housing: 公的機関等が提供する低家賃住宅
The Royal Institute of British Architects (RIBA) agrees the profession needs to change. Lucy Carmichael, RIBA director of practice says: “Architecture should be a rewarding career for talented people regardless of any aspect of their identity, but we have some way to go before the UK architecture profession, or construction industry, properly reflects the diversity of society at large.” She says the organisation is "supporting women's progression in architecture through nationwide mentoring resources and has initiatives in place to reduce the gender pay gap". She adds that the RIBA is backing the development of a new apprenticeship standard to provide a route to qualification for students from lower socio-economic and *BAME backgrounds.
*BAME : Black Asian Minority Ethnic
早稲田教育学部 2019問題3 全訳
【大問３ 読解問題 全訳】
マーク・ウォーレンは16歳の頃「建築」いう単語を綴るのにも苦労していたので、自分がいつかその職業につくなどとは考えもしなかった、と言う。現在30歳になった彼は、ロンドンの一流建築事務所で働く建築家だ。彼の情熱は、ロンドン南西部のグレイブニー・スクールで彼に設計と技術を教えた教師、ニール・ピンダーによって触発された。もしピンダーがいなかったなら、マーク・ウォーレンは今建物を設計して生計を立てていることはなかっただろうと確信している。
英国の人口の14％が黒人やエスニックの少数派であるにもかかわらず、英国の建築家のほぼ94％は白人である。フィリピン出身のウォーレンの母親は、家計を支えるために「単純労働に明け暮れて」いたので、彼は自分が建築のような専門職に就くなどとは考えつきもしなかった。「私の家族は誰も大学に通っていなかっがので、その頃は1ペニーも稼がないで7年間勉強するなんて恐ろしいことだと思っていた」と彼は言う。
ウォーレンは、今月王立美術院（RCA）で上映する新しい映画の初日に、ピンダーの元学生たち何人かと共に出演している。映画「建築を祝う」は、建築という専門職に多様性を奨励することを目的とし、この職業で過小評価されているコミュニティーの約80人の生徒を対象とした建築ワークショップを同時開催する。
大ロンドン庁および建築展示会やコンペ、討論会を企画・開催する建築財団から資金提供を受け、ピンダーは教育と建築のコンサルティング会社「アーバン・ラーナーズ」のベネチア・ウォルフェンデンと共に映画を製作した。 「この業界は、構築された環境において多様性が必要であることを認識し始めており、この映画がより多くの聴衆にメッセージをもたらすことを願っている」とウォルフェンデンは言う。
リバプール大学建築科の学生ヘレン・タイオのナイジェリア人の母親はレジ係として働き、ガーナ人の父親は空港で清掃員をしている。彼女はこの映画に賛同する。「私のコースには100人以上の学生がいて、黒人は3人だけです。当初は、過小評価されていると感じてショックでした。私はロンドンで育ちました。ロンドンでは10人に3人は白人ではありません」と彼女は言う。さらに、建築の分野で過小評価されているのは、タイオの民族性だけではない。建築学科の学生の半分は女性だが、女性はこの職業のわずか26％を占めるに過ぎない。タイオは、彼女の民族性や社会経済的背景が直接彼女のキャリア選択を妨げたとは思わないが、黒人のアフリカ人コミュニティーは、この職業についてもっと知らされて然るべきだと考えている。 「人々は建築家という職業を高く評価しますが、学習コースやキャリアの分野についてあまり知りません。私のコミュニティ―で、建築を志す人が医学や法律よりも少ないのはそのせいかもしれません」
職業についての認識不足だけが問題ではない。 「建築の世界は縁故主義に支配されている」とピンダーは言う。「私には長年にわたって築き上げてきた業界との強いつながりがあるので、これまで多くの学生を助けてきた。けれども、特権的なバックグラウンドを持つ生徒たちが私に縁故を求めてくることはない。彼らの親がすでにそうしたつながりを持っているから」
無意識の偏見も作用している。ピンダーはオープンハウス・ロンドンのボランティアをしている。これは建築上重要で通常はプライベートな建物に無料でアクセスできるという恒例のイベントであるが、ボランティア中に「警備員に間違えられた」ことがある。この種の体験は珍しくなく、そのため少数民族の学生が建築などの職業を目指すのを思いとどまってしまうことがある、と彼は言う。
新たに導入された* Ebacc⁽英国バカロレア）とプログレス 8は、アカデミックな方面に焦点を当てた* GCSE(中等教育終了一般資格）試験での生徒の成績に応じて学校を評価するが、これにより建築などのキャリアに進むのがより複雑になる可能性がある。「新しい体制では創造的な科目に十分な重点が置かれていない」とピンダーは言う。昨年は設計と技術の科目でGCSEを受験した生徒の数が10％減少したという。彼はこれが今後さらに低下し、黒人や少数民族の学生が最も大きな打撃を受ける可能性があると懸念している。彼の映画の中でそのことが詳細に語られている。ウォーレンは同意する。「映画が、若い頃の私のような生徒たちに、自分たちの町には建築上の利害関係があると示してくれるよう願っている。明日のロンドンが、低家賃の公営住宅に住んだことがあり、なぜそのようになるのか理解している人々によって建設されることを望んでいる」
* Ebacc：英国バカロレアの略語
* GCSE：中等教育一般証明書の略語
* 社会住宅：公的機関等が提供する低家賃住宅
英国王立建築家協会（RIBA）は、この職業が変わらなければならないことに同意している。 RIBAの実務責任者であるルーシー・カーマイケルは次のように述べている。「建築は、アイデンティテーのどんな側面にも関係なく、才能のある人々にとってやりがいのあるキャリアでなくてはならない。けれども英国の建築という専門職あるいは建築業界が社会全体の多様性を十分に反映するようになるまでには、まだ課題がある。」彼女は、RIBAは「全国の指導機関を通じて建築界への女性の進出を支援し、適所で性別による賃金格差を減らすためのイニシアチブをとっている」と言う。また、社会経済的に低い層や黒人・アジア人・少数派・エスニック⁽BAME）出身の学生が資格を得られる道を付けるようRIBAが支援していることを付け加えた。
* BAME：黒人アジア少数民族
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