著者
藤田 慶子
出版者
東京大学
雑誌
東京大学大学院教育学研究科紀要 (ISSN:13421050)
巻号頁・発行日
vol.44, pp.301-309, 2005-03-10

Children interact with classmates and teachers in schools as not only part of the educational system, but also in places where each school and each class create their own activities and contexts. It is important for studies of school education to analyze children's interactions in schools. However there is no theoretical frame which connects children's pluralistic world with their institutional and organizational conditions. I will attempt to examine Goffman's productions as the theoretical frame for studies of schools. Some studies applying his perspective to schools have overlooked the actual basic essence-dramaturgical approach that Goffman consistently applied. This study shows that his concepts ""role as collective representation"" and ""role distance"" are keys to understanding children.

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CiNii 論文 -  ゴッフマン理論における役割と自己呈示 : 学校における相互行為の分析視角としての検討 https://t.co/sFoNKTYmYE 複数の役割や自己の多元性が絡み合っている中では、「〈集合表象〉としての役… https://t.co/mQxbfXM9RM
まだまだ理解は浅いが、 ゴフマン理論を突き詰めれば日常のあらゆる相互行為を解き明かし、 問題点をクリアに出来そうだ 例えば、これは教育現場への応用を論じたもの https://t.co/H2qzNAiPRC

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