著者

廣田 照幸 佐久間 亜紀 筒井 美紀 徳久 恭子 荒井 英治郎 植上 一希 末冨 芳 布村 育子 森 直人 小野 方資 宇内 一文 丸山 和昭 冨士原 雅弘 長嶺 宏作 古賀 徹 岩田 考 太田 拓紀 清水 唯一朗 二宮 祐 冨士原 雅弘 佐藤 晋平 田中 真秀 金子 良事 長嶺 宏作 香川 七海 中嶋 亮太 高木 加奈絵

出版者

日本大学

雑誌

基盤研究(A)

巻号頁・発行日

2013-04-01

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本研究の成果として、a)初期教育研究大会の成立と講師団選出過程、b)日教組結成から1950年までの法的な位置づけと政治的な立ち位置の変容、c)「教え子を戦場に送るな」のスローガンの成立過程、d)人材確保法の成立過程、e)日教組におけるストライキ批准体制の確立、f)1973年春闘におけるストライキ戦術と交渉の解明、g)連合加入をめぐる400日抗争の解明、h)1995年の文部省と日教組の和解のプロセス、i)国際労働運動における日教組の位置を明らかにした。以上の点から、労働運動体と教育運動体としての日教組との二重性をふまえ、日教組の多面的な運動、それぞれに与えた影響を実証的に明らかにした。

著者

佐藤 晋平

出版者

日本教育政策学会

雑誌

日本教育政策学会年報

巻号頁・発行日

no.19, pp.143-156, 2012-07-15

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Time is an important element for education and law. In the practices of education and law, they build the time structures of themselves. And the people who practice are involved in these time structures. But these time structures, of education and of law, are different from each other. For education, the important moment is when the communication between students and teachers occurs. The time structure of education is made by repetition of this moment. Even if students are educated for the future, the education practice or communication occurs now. For law, particular kind of time structure arises in the juridical process. Legislation or juridical decision affects people in the future, but these are done now. And law is variable, so a decision at one moment will be or should be changed by a decision at another moment. The accumulation of these moments makes the time structure of law. It is difficult for education law to contain both of these different time structures. From this view point, we may be able to design different relations of education and law from what we have designed in the past.

著者

佐藤 晋平

出版者

東京大学大学院教育学研究科学校開発政策コース

雑誌

東京大学大学院教育学研究科教育行政学論叢 (ISSN:13421980)

巻号頁・発行日

vol.30, pp.19-34, 2011-03

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Education Law has some features which make it very special. Those features are derived from the fact that Education Law has deep relation with things. Things exist in the world de facto. But law is norm. Despite these differences, law desire to have this relation strongly in the territory of Education Law. There are the two ways in which Education Law has relation with things. Firstly, law don't restrict the world of things; educational practices. Practices are free but this situation is given by law. Some type of freedom about education is stipulated by law in Japan. Secondly, there is a case that Education Law has very deep relation with things, and it is independent from any other law, even the constitution. This situation is explained by some jurist that for securing the special functions and meanings of education, it is important that Education Law refer to Natur der sache as possible as it can. In this case, Education Law is controlled only by "Nature" of educational practices, so the relation between Education Law and whole juridical system get tense. Michel Foucault explained that his idea of Discipline Power and law make relations of complicity, contrariety and encroachment. He described school as the room filled with Discipline Power. On the one hand, this is the reason of that educational practices are liberated from restriction by law. But the other hand, Education Law is aimed at disciplining children positively in Japan, so Discipline Power encroach on law. It works upon bodies; things. It makes relations in the world de facto. Education Law's special feature, which is having tension with juridical system, is made by Discipline power.

著者

佐藤 晋平

出版者

東京大学大学院教育学研究科

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.50, pp.285-294, 2011-03-10

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In Japan, School Board was regulated by School Board Law for 1948-1956. In this law, there was the clause about openness of school board congress and announcement of convocation of congress. The congress had to hold an open hearing to the public and announcement had to be done for several days before congress was convoked. But there was the clause too in which the chairman of school board could shorten the days of announcement. It could be done in situation of emergency. This exception of the law had applied when government dismissed teachers. This exception about emergency was controlled discretion but it was written only that the clause was adopted when it was in emergency. So this was interpreted as discretion about requirement. In this paper, two cases are studied. In the first case, The School Board Law was still existed. School Board terminated a teacher but juridical decision rejected this termination because it hadn't recognized the situation as emergency. In the second case, School Board Law had repealed and the new law didn't stipulate an order that congress had to hold an open hearing to the public. The chairman's decision of emergency and of skipping the announcement was certified by juridical judge and some teachers were dismissed by undesirable discharge for the reason of advanced age. And in this case, it was the reason of emergency that the budget of next year would decrease and teachers should have dismissed before new budget year started. So this situation of emergency was internalized in the system of routine yearly budget : normal situation.

著者

廣田 照幸 佐藤 晋平 森 直人 二宮 祐 丸山 和昭 香川 七海 冨士原 雅弘 長嶺 宏作 太田 拓紀 小野 方資 末冨 芳 神代 健彦 田中 真秀 徳久 恭子 岩田 考 宇内 一文 荒井 英治郎 金子 良事 筒井 美紀 布村 育子 古賀 徹 植上 一希

出版者

日本大学

雑誌

基盤研究(A)

巻号頁・発行日

2019-04-01

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本研究は、日本教職員組合(日教組)の1950年代から1980年代末までの期間を研究対象に据え、日教組が所蔵する非公開史料の特別な利用、日教組幹部OBのヒアリングや私文書の活用により、それぞれの時期に日教組内部でどのような論争や対立があり、それが結果的に日教組の運動にどういう方向性を与えたのかを、労働運動と教育運動の両面から分析する。保守対革新、文部省対日教組という単純な2項対立の図式で描かれることが多かった日教組運動史を、多様なイデオロギーのグループ間のダイナミックな相互作用過程としてとらえ直していく。

著者

佐藤 晋平

出版者

東京大学大学院教育学研究科学校開発政策コース

雑誌

東京大学大学院教育学研究科教育行政学論叢 (ISSN:13421980)

巻号頁・発行日

no.34, pp.41-53, 2014

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Recently, Japanese Educational Policy Study has been welcoming Political Science approach. Many studies made power structures of educational policy making process clear. These studies could point powerful political actor out, but they did see educational policy as politics. In the situation that educational administration is going to melt into politics by Education Board reform, what will be brought with progress of these studies? By reflexivity of political context, educational policy will be seen as politics. Even if for clarifying policy making process objectively, political study is done only for itself, not for others. In this sense, it is not objective, but subjective. It must be done for reconstructing "raison d'etre" of politics itself, and we can name it, by using A. Giddens or U. Beck's word "Reflexitivity", "Political Reflexivity". When approaches of political study are using in Educational Policy Study, it can't help but reconstruct meanings of education policy, so we need well reflection for "Reflexivity" of studies.

著者

佐藤 晋平

出版者

東京大学大学院教育学研究科学校開発政策コース

雑誌

東京大学大学院教育学研究科教育行政学論叢

巻号頁・発行日

no.33, pp.1-12, 2013

著者

元兼 正浩 波多江 俊介 梶原 健二 梁 鎬錫 畑中 大路 金子 研太 藤原 直子 佐藤 晋平

出版者

九州大学

雑誌

基盤研究(C)

巻号頁・発行日

2011

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本研究では教育行政における費用効果分析の可能性を試論的に追究した。特に大韓民国で40年に亘って実施されている校長資格研修に注目し、その費用と効果の関係を検証した。現職の教頭(教監)に対し、360時間、一人あたり約30万円のコストをかけて実施されている校長資格研修に実際に2ヵ月半、参与観察し、受講者や関係者にインタビューを研修後まで追跡し実施した。校長公募人事の導入や、時間数半減などの政策変更によってこの3年間でもその位置づけは大きく変質し、受講者の意識にも変化がみられるが、制度的基盤によりその外部効果性は高く、そのことが費用対効果の高さを維持できているものと結論づけられる。