著者

児玉 英靖 張 或〓 相澤 真一 居郷 至伸 大滝 世津子

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.46, pp.175-195, 2007-03-10

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This paper examines the Japanese concept of gemba from the angle of sociology of knowledge. The concept of gemba has been widely used in Japanese schools, factories and offices, which can be literally translated to "the real scene" in English. However, the term gemba often suggests a sense of distinction between "we as powerless workers who know better about the situation" and "they as management or outsiders who do not know what really happens in the scene." Without referring to the social actors who use this concept under specified situation, it is very difficult to pinpoint down exactly what kinds of matter belongs to in a particular gemba. Delineating how this concept was actually used in different social settings, like high school, kindergarten and convenience stores, it suggests that, on the one hand, the concept's intension and the contents it connotes are often ambiguous, on the other hand, its extension often denotes a well-defined and clear boundary of what should be included within a particular gemba. The article thus discusses how the use of this concept may actually relate to group dynamics and thus it may reveal the power structure in contemporary Japanese society.

著者

大滝 世津子

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.79, pp.105-125, 2006-12-10 (Released:2011-03-18)

参考文献数

15

被引用文献数

2 1

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The purpose of this study is to examine the relationship between the formation of groups in kindergarten and the process of gender identification by children through their kindergarten life.In the field of sociology of education in Japan, there have been some studies on the process of gender identification. However, they have focused on the intensification process of gender categories, but tended to ignore the trigger that leads children to recognize their own “correct” gender, and how they do so. The author observed this process at a private kindergarten in Kanagawa, Japan, from April to October 2005. The author observed 31 children, aged from three to four years old, in two classes.The author carried out a pseudo-experiment in this kindergarten. In this experiment, the criteria of gender identification was conceptualized by using the discussion of “appel”(roll call) following the theory of Althusser. In other words, the observer counted the number of children who responded when the kindergarten teachers called out to them using the category of onnanoko (girls) or otokonoko (boys), and recorded the results periodically.It was found that once a homogeneous sexual group was formed in a class, the children's gender identification process was accelerated. In addition, the time of gender identification influenced by the peer group differed between the two classes. The latter finding shows that the process of gender identification is not only dependent on the child's own development process, or the home environment, but is also dependent on the kindergarten's peer group activities.

著者

大滝 世津子

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.46, pp.131-144, 2007-03-10

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Focusing on two classes of as well as their teachers of three-year-old children as well as their teachers in a kindergarten, this research, which was held between April to October 2005, investigates how gender consciousness among children are related to their social relationships with teachers are peer groups. The research finds out that a majority of the children did not have any gender identity before entering the kindergarten, and there is no clear evidence to show that sex or date of birth are related to the time when children identity their gender. However, before entering the summer vacation at July, most of the children already have clear gender consciousness. The research then shows that children will recognize their gender identity earlier if they prefer playing within a group and communicating more with teachers. On the contrary, for those children who prefer to play alone or to keep a distance from teachers, they will identity their gender later. In addition, for those children who always stick to teacher but prefer to play alone, they still have earlier gender consciousness.

著者

大滝 世津子

出版者

日本性教育協会

雑誌

日本=性研究会議会報

巻号頁・発行日

vol.18, no.1, pp.21-39, 2006-11

著者

大滝 世津子

出版者

不明

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.58, pp.263-264, 2006

著者

大滝 世津子

出版者

不明

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.59, pp.91-92, 2007

著者

大滝世津子[著]

出版者

[大滝世津子]

巻号頁・発行日

2008

著者

大滝 世津子

出版者

東洋館出版社

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.79, pp.105-125, 2006

---

The purpose of this study is to examine the relationship between the formation of groups in kindergarten and the process of gender identification by children through their kindergarten life. In the field of sociology of education in Japan, there have been some studies on the process of gender identification. However, they have focused on the intensification process of gender categories, but tended to ignore the trigger that leads children to recognize their own "correct" gender, and how they do so. The author observed this process at a private kindergarten in Kanagawa, Japan, from April to October 2005. The author observed 31 children, aged from three to four years old, in two classes. The author carried out a pseudo-experiment in this kindergarten. In this experiment, the criteria of gender identification was conceptualized by using the discussion of "appel" (roll call) following the theory of Althusser. In other words, the observer counted the number of children who responded when the kindergarten teachers called out to them using the category of onnanoko (girls) or otokonoko (boys), and recorded the results periodically. It was found that once a homogeneous sexual group was formed in a class, the children's gender identification process was accelerated. In addition, the time of gender identification influenced by the peer group differed between the two classes. The latter finding shows that the process of gender identification is not only dependent on the child's own development process, or the home environment, but is also dependent on the kindergarten's peer group activities.

著者

大滝 世津子

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.46, pp.131-144, 2007-03-10

---

Focusing on two classes of as well as their teachers of three-year-old children as well as their teachers in a kindergarten, this research, which was held between April to October 2005, investigates how gender consciousness among children are related to their social relationships with teachers are peer groups. The research finds out that a majority of the children did not have any gender identity before entering the kindergarten, and there is no clear evidence to show that sex or date of birth are related to the time when children identity their gender. However, before entering the summer vacation at July, most of the children already have clear gender consciousness. The research then shows that children will recognize their gender identity earlier if they prefer playing within a group and communicating more with teachers. On the contrary, for those children who prefer to play alone or to keep a distance from teachers, they will identity their gender later. In addition, for those children who always stick to teacher but prefer to play alone, they still have earlier gender consciousness.

著者

大滝 世津子 Setsuko Otaki

雑誌

鎌倉女子大学紀要 = The journal of Kamakura Women's University (ISSN:09199780)

巻号頁・発行日

no.22, pp.13-22, 2015-03-31

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本研究は幼児の性自認に関する諸理論に対し、 社会学的観点から批判的検討を加えることを目的とし、 有効性と限界を検討した。その結果、 以下の点が明らかになった。 (1)発達同一視理論、 ジェンダー発達理論、 パーソンズの社会化論は、 家庭内における大人-子どもという垂直軸を基本としており、 子ども同士のピアという水平軸が含まれていなかったという点に限界があった。(2)社会的学習理論、 認知発達理論、 ジェンダー・スキーマ理論、 言語的認知説は、 家庭外における大人や仲間の影響を指摘している点に有効性があるが、 幼稚園や保育所のような組織的集団の中で生じた集団力学の影響等については説明していない点に限界があった。