著者

尾崎 公子

出版者

日本教育行政学会

雑誌

日本教育行政学会年報 (ISSN:09198393)

巻号頁・発行日

vol.31, pp.98-114, 2005-10-14 (Released:2018-01-09)

---

The purpose of this study is to examine how the Meiji government created the code which aimed at teacher's control and developed a teacher policy in the term of preparing public education. An historical archetype in teacher control policy is extracted through historical analysis of the code formation. And its structure is made clear. Attention was paid to the "conduct" imposed on the teacher, and verified that "conduct" was the code which was inseparable from the government of the nation-atate. Then, the process whereby "conduct" became the law aimed at teacher's control and functioned was examined. The teacher's necessary condition of "conduct" was grasped as a code in order to watch his /her performance in the beginning. This point was confirmed using two cases, the senate conference and the teacher policy of Nagano Prefecture. However, "conduct" was in fact being formed as a code that prohibited a teacher's political activity, which reflected on the development of the civil rights movement. This study was meant to examine what role the Ministry of the Interior took in the creation of the teacher control code. It built up a system that watched people's behavior. That system covered not only immorality but also offenses against national affairs from the viewpoint of the maintenance of public order. As a result, the people who were concerned with the civil rights movement (jiyuminken movement) were judged not on the basis of an offense against national affairs but as "misconduct". In such a policy, consciousness was formed that the act of making a protest against the government was "misconduct". In other words, "conduct" was reconstructed and functioned as a code that was applied to not only immorality but also to political activity. Though it is a regulation code, "conduct" is being received as an everyday standard to confirm deviate behavior and to exclude it. Therefore, "conduct" made it possible to strengthen the teacher control system. To verify this point, articles of Shinano-Mainichi were taken up, and the related structure of the newspaper, police, and the educational administration were pointed out. As "conduct" imposed on the teacher was commonly stopped at the level of the society, it was never studied as a government idea. However, it is confirmed that "conduct" is inseparable from the government of the nation-state given the above considerations. The nation-state asked government officials, including teachers, to lead the conduct of people as a "standard" or "model". In other words, national agents were asked for both self-control and other-control, and its behavior was clearly directed. An individual style of control by this "conduct" code can thus be found.

著者

中島 勝住 中西 宏次 四方 利明 尾崎 公子 李 月順 ウスビ サコ

出版者

京都精華大学

雑誌

基盤研究(C)

巻号頁・発行日

2010

---

市町村合併に伴い各地で進行している学校統廃合は、特に過疎傾向にある地域社会にとっては、さらなる過疎を進めることになる。一例を挙げればそれは、その地域に雇用が存在したとしても、児童を持つ家族世帯の流入・定着を阻害する要因になるからである。また、小規模、少人数ながら、あるいはそうであるが故に可能であった、その地域に根ざした特色ある教育が失われることを意味する。学校と持続可能な地域の関係を再考すべきときであろう。

著者

尾崎 公子 佐藤 宏子 貞広 斎子 肥後 耕生 チェ ジョンリョル ミン ビョンソン

出版者

兵庫県立大学

雑誌

基盤研究(C)

巻号頁・発行日

2012-04-01

---

本研究では、日韓比較を通して人口減少地域における地域共生型学校の成立要因を抽出した。両国とも、少子化、都市化、非都市部の過疎化が深刻となり、それに伴って学校の小規模化が進行して、学校統廃合が大きな政策課題になっている。しかし、小規模校の取り組みには相違点があり、韓国政府は学校自由化策を進めて地方や学校に権限を委譲するとともに、地域や階層間格差を是正するために「教育福祉」を政策原理に採用していた。また、政府のみならず、小規模校を存続させる民間運動が存在し、地域と学校の新たな価値創造に向けた事例も確認できた。以上から、地域共生型学校の成立要因として、制度、政策理念、民間運動の存在が示唆された。