著者

木村 祐子

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.5-24, 2006-12-10 (Released:2011-03-18)

参考文献数

15

被引用文献数

5 1

---

Since the later half of the 1990s, lack of adaptability of children to the educational setting has been explained through the new medical category of “developmental disabilities.” In this paper, medical intervention is conceived of as “medicalization, ” and the educational setting is focused on and inspected. In particular, the paper focuses on “developmental disabilities” as a medical diagnosis characterized by uncertainty, situational dependence and feelings of resistance toward labeling, and clarifies how these characteristics are interpreted in the educational setting.Section 1 reviews previous studies that look critically at the elements of medicalization, pointing out the characteristics and problems of “developmental disabilities” as medicalization.(1) The elements of “developmental disabilities” are vague despite the fact that they are medical concepts, and consequently there is a lack of scientific grounds, standardized tests and treatment. This enables interpretation by a diverse range of knowledge.(2) These disabilities function as a form of “risk management.” This study dynamically analyzes how these medical diagnoses are interpreted in the educational setting, with the aim to approach the reality of medicalization.Section 2 summarizes the research method which was used in the interview research of nine teachers.Section 3 examines medicalization in children, first from the viewpoint of responsibility and the role and position of children. The viewpoint of medical treatment has made rapid advances through the intervention of institutionalized medicine. Medical labeling exempts parents and teachers from responsibility, based on the assumption that the problem is a “disability.” In this way, the children are obliged to play the “sick role.”Parents and teachers sometimes display feelings of rejection or resistance toward medical labeling. In addition, uncertainty regarding the cause of the “developmental disability” creates difficulties in medical practice. However, the feelings of rejection and the medical uncertainty can be minimized by medical practice and interpretation in the educational setting.

著者

木村 祐子 Yuko KIMURA お茶の水女子大学大学院 Graduate School Ochanomizu University

出版者

東洋館出版社

雑誌

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

巻号頁・発行日

vol.79, pp.5-24, 2006-12-10

---

Since the later half of the 1990s, lack of adaptability of children to the educational setting has been explained through the new medical category of "developmental disabilities." In this paper, medical intervention is conceived of as "medicalization," and the educational setting is focused on and inspected. In particular, the paper focuses on "developmental disabilities" as a medical diagnosis characterized by uncertainty, situational dependence and feelings of resistance toward labeling, and clarifies how these characteristics are interpreted in the educational setting. Section 1 reviews previous studies that look critically at the elements of medicalization, pointing out the characteristics and problems of "developmental disabilities" as medicalization. (1) The elements of "developmental disabilities" are vague despite the fact that they are medical concepts, and consequently there is a lack of scientific grounds, standardized tests and treatment. This enables interpretation by a diverse range of knowledge. (2) These disabilities function as a form of "risk management." This study dynamically analyzes how these medical diagnoses are interpreted in the educational setting, with the aim to approach the reality of medicalization. Section 2 summarizes the research method which was used in the interview research of nine teachers. Section 3 examines medicalization in children, first from the viewpoint of responsibility and the role and position of children. The viewpoint of medical treatment has made rapid advances through the intervention of institutionalized medicine. Medical labeling exempts parents and teachers from responsibility, based on the assumption that the problem is a "disability." In this way, the children are obliged to play the "sick role." Parents and teachers sometimes display feelings of rejection or resistance toward medical labeling. In addition, uncertainty regarding the cause of the "developmental disability" creates difficulties in medical practice. However, the feelings of rejection and the medical uncertainty can be minimized by medical practice and interpretation in the educational setting.

著者

木村 祐子

出版者

中古文学会

雑誌

中古文学 (ISSN:02874636)

巻号頁・発行日

vol.65, pp.1-10, 2000-06-20 (Released:2019-05-18)

著者

木村 祐子

出版者

國學院大學

雑誌

國學院大學紀要 (ISSN:02865823)

巻号頁・発行日

vol.55, pp.57-72, 2017-01

著者

木村 祐子

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.86, pp.159-178, 2010-06-30 (Released:2017-04-21)

参考文献数

19

---

本論文は,少年非行がこれまでにはみられなかった診断で説明・解釈されつつあることに着目し,実践家(家庭裁判所調査官,法務技官,法務教官)が医療的・非医療的な解釈や実践を構成していく過程を明らかにした。研究方法は,実践家17名へのインタビュー調査である。 第1節は,医療化と医療の不確実性に関する先行研究を概観し,非行の解釈や実践に医療と非医療が混在していることを示した。そして,諸障害が矯正の現場で普及した背景を整理した。非行の医療化は,医療の不確実性が実践家によって運用・管理されることで進行するため,それらを分析する必要があった。 第2節は,インタビュー調査の概要を提示した。 第3節では,矯正の現場に医療的な解釈が介入する過程を概観し,そこでみられる不確実性の特徴とそれらの運用・管理のされ方を検討した。第一に,非行少年は新しい診断で解釈されていたが,実践家は以前から少年を経験に基づいて医療的に解釈・対処しており,矯正における医療化はゆるやかに進んだ。第二に,非医療的な要素は,医療が介入した後も,医療の不確実性として表出した。それは,医学上の不確実性と組織上の不確実性に類型化できた。しかし,実践家はそれらを肯定的に意味づけたり,医療と非医療的な要素を戦略的に使い分け,医療的な解釈を実践の資源として用いていた。このように,不確実性が管理・運用される過程で構成されるものとして医療化現象を捉えていく必要がある。

著者

木村 祐子 川瀬 謙一郎

出版者

国際基督教大学

雑誌

国際基督教大学学報. I-A, 教育研究 (ISSN:04523318)

巻号頁・発行日

vol.25, pp.59-75, 1983-03

---

Life long integrated education is a new concept in the world of education, which has rapidly become a topic of common interest in Japanese society as a whole since 1970. The concept of life long integrated education has cast light on adult education which has been in poor circumstances and, is on the wane. This paper attempts to observe the present situation of education through the results of a survey taken at Sapporo City, and to seek for future perspectives of adult education under the idea of life long integrated education. From the survey, we can conclude that the role of adult education should not be set within the limits of making up for the deficiency of formal education. There is a strong desire for learning, especially for higher education like university level studies. Some want universities to open only the library, gymnasium and other facilities to them, but most want systematized knowledge that is provided only for regular students at the present time. They also ask for special treatment for entrance examination and employment after graduation. From this point, the demands of adults are still far. from being satisfied. It is clear that social changes around universities call for them not to be isolated from the community with their doors shut to adults, but to provide opportunities for university education for them. Two proposals to be carried out in adult education in the future are as follows: 1] we should regard the problem of the"open university" as a problem of the continuing process of post-secondary education, establishing a new relationship with the community. All educational institutions after high school, that is, university, college, technical school and so on, should be considered when we think of the "open university." 2] Information center to provide bibliography, data, information and other materials about learning, etc. to the learners should be established. This will enable them to study at their own pace and make their study more profitable. We understend that the traditional concept of education is no longer able to meet the needs of the society and the individual. Then, the essence of the educational problem at present is precisely the problem of that concept. Therefore, first of all, we have to change our value concept concerning education before applying the above proposals. The concept of life long integrated education that claims to distribute education over the lifespan of each individual will define our goal.