著者

山本 雄二 Yuji Yamamoto 京都大学大学院 Graduate School Kyoto University

出版者

東洋館

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.40, pp.126-137, 280, 1985-09-30

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There are many articles about the conflicts or dilemmas with which teachers confront. In these studies, conflicts are treated from two aspects: the one is structural conflicts which include status conflict or role conflict (Ambivalence), and the other is conflicts on the level of action (Dilemma). They treat dilemmas, however, just as the restatement of ambivalences, that is, they do not examine the particular features of dilemmas. This paper focuses on the dilemma itself with which teachers confront in the face-to-face situation. Such dilemma should be caused when teachers find out no response from their students (situational dilemma). When one tries to resolve a dilemma in one situation, it might bring out another new dilemma. In some cases, this causes a vicious cycle. There are very few sociological studies on the features of such a vicious cycle and the mechanism by which it is created. This paper analyzes, using the concepts of "situational dilemma" and "strategy," the problematic face-to-face situation and the vicious cycle which comes out in the effort of the resolution of dilemma. Firstly, I describe the features of the dilemma with which teachers confront in the interaction with their students (situational dilemma). Secondly, I explain the significance of strategies teachers use as a means of avoiding such a dilemma. By using the concepts of "situational dilemma" and "strategy" as the core of the study, we shall be able to make clear the process of the reproduction of teachers' alienated situation. Furthermore, it should provide a new perspective for the studies of staffroom culture, occupational socialization and deviance of teachers.