著者

諸田 裕子 金子 真理子 清水 睦美 苅谷 剛彦

出版者

日本教育社会学会

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.53, pp.88-93, 2001-10-06

著者

清水 睦美 内田 良

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.84, pp.103-121, 2009-05-31

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The purpose of this paper is to review the qualitative researches that have been carried out in the last decade, in the field of sociology of education. First, we explore the studies in the new field of "sociology of education", which focus on the educational processes in school where students assimilate cultures under social control. These studies reveal demonstratively, for example, how a 'macro-level' educational idea takes shape in a 'micro-level' classroom, or how a change in the 'macro-level' educational situation is related to a change in the 'micro-level' classroom. Then, we examine the studies of education for the new comers, which area of study has been expanding and deepening recently. The new-comer students in Japan have been treated as minority, and researchers have applied the qualitative methods to look into the reality of the situation. Empirical researches, as well as critical ones, have led to the new studies which evaluate the educational practice theoretically. It must be noted that constructionism has played an important role on the development of qualitative researches. Social constructionists deal with educational discourse, deviant behavior and social problems, adopting observations of participants, interviews, and/or ethnographies. And, they apply the methodology to the problems specific to educational practice. Lastly, we consider relationship between the researcher and the subject, and raise a question how to describe the relationship in the articles. Qualitative researchers often interact face to face with their subjects, communicating with each other in the process of field work However, it all depends on the researcher to analyze the data and present them, even though the subject takes part in an active and important way. Consequently, the reader could not see what kind of relationship the researcher has with the subject, unless the writer describe anything about it. We divide researchers into a few groups, according to their styles of description of the relationship; (1) researcher in a position of social scientist, (2) researcher describing the relation in a way of; (a) making people aware of it, (b) utilizing it as research material. After examining these groups, we have reached the conclusion that researcher need to devote more attention to the process of observing and interviewing their subjects, and describing the result. When researchers make their own reports of the facts that they observe, they must always give detailed account of their methods. To promote the qualitative researches in the field of sociology of education, it is worth bearing in mind that the researcher should give an accurate description of the issue, as well as the methods they have adopted.

著者

苅谷 剛彦 志水 宏吉 清水 睦美 諸田 裕子

出版者

東京大学

雑誌

学校臨床研究

巻号頁・発行日

vol.2, no.1, pp.41-46, 2003-03-31

著者

清水 睦美

出版者

公益財団法人 日本学術協力財団

雑誌

学術の動向 (ISSN:13423363)

巻号頁・発行日

vol.26, no.11, pp.11_47-11_52, 2021-11-01 (Released:2022-03-25)

参考文献数

16

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新型コロナウイルスの感染拡大と、その対応に伴う政治・経済・社会状況の変化の中で、学校教育を問い直す動きが活発化している。特に、政治主導のもとでの一斉休校は、そのあまりの唐突さによって、「子どもの生活を守る」という学校の機能に光をあてることになった。さらに、学校再開時に行われた「分散登校」は、日本では長く据え置かれてきた多人数学級の仕組みを少人数学級へと導く原動力となった。こうした動きの背景について、コロナ禍直前の学校の姿を、子どもたちの実態と社会構造の観点から捉えることを通して、学校教育の何が問い直されているのかを明らかにしていく。それらを通して、これからの学校教育の姿を検討する。

著者

清水 睦美

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.63, pp.137-156, 1998-10-20 (Released:2011-03-18)

参考文献数

11

被引用文献数

6 3

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This paper is an ethnographic study on the teaching practice of an elementary school teacher.Teacher's activities in the classroom are analyzed as strategies which are ways of achieving a variety of goals such as survival, classroom control and so on. In this paper, I analyze strategies used to achieve teacher's pedagogical goals, which I call them “pedagogical strategies.” One of these strategies is teacher's behavior, or more specifically, how the te acher situated himself in relation to the students in order to achieve his pedagogical goals.My informant's pedagogical goals are to create his ideal classroom setting and to understand his pupils. His behavior for achieving these goals in the classroom takes various forms. In my research, I identify five kinds of teacher behavior. The first kind is where the teacher acts as if he is the same as the pupils. The second kind is where the teacher leaves classroom activities up to the students. The third kind is where the teacher disciplines pupils. However this kind of behavior is prevented by a certain dilemma and is left incomplete. The fourth kind is where the teacher coordinates the interests and demands of the pupils or of the teacher and pupils. Through this behavior, the teacher leads pupils to mutual agreement on the content and enactment of classroom activities. The last kind is where the teacher guides pupils in classroom activities. Here, the teacher presents students with activities that are required by the educational institution rather than by teacher or pupil demands.These results suggest that if the teacher tends to avoid stating his demands, teacher-pupil relationship does not have to be oppositional. If we take into account the physical, mental and institutional distinctions between teacher and pupils, teacher-pupil relationship is oppositional. However, by using institutional advantage, the teacher tries to avoid an oppositional relationship between himself and pupils and to behave as if he is equal with the students.

著者

清水 睦美

出版者

日本社会学会

雑誌

社会学評論 (ISSN:00215414)

巻号頁・発行日

vol.67, no.4, pp.496-497, 2016 (Released:2018-03-31)

著者

清水 睦美

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.74, pp.111-126, 2004-05-20 (Released:2011-03-18)

参考文献数

11

被引用文献数

2

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This paper attempts to outline and discuss the role of the educational sociologist, by re-examining the author's own ethnographic study on newcomer children in Japanese public schools. It also tries to understand the process of “clinical” studies, focusing on the relationship between the field and the academic realm ofeducational sociology.The “field” is primarily a research object for the researcher. However, ethnographic studies in general assume that the text needs to be checked by theinformants on the field. The informants, i. e. the field members, have become the “audience” of the research in this process.For the researcher, obtaining an audience on the field may indicate that theresearch is soon to end. However, for the audiences, it is the time to begin newpractice. At this stage, the researcher needs to make the difficult decision ofwhether to leave the field or not. In this case, the author chose to remain in thefield and took the role of “reburying” the research results as an educationalsociologist. As a consequence of this entire process, the study contributed tochanging practice in the field, and newcomer children have come to be supportedas “having special needs.”As practice in the field begins to change, the researcher comes to feel thatthe real end of the research is arriving. For the second time, the researcher facesthe question of whether to leave the field or not. In this case, the author shiftedher focus to the relationship between newcomer children and school achievement, which has been a pending issue in the field.This research led to the author's taking on the new role of offering researchresults as a resource for practice, and consequently to feel the need to researchthe problem as an educational sociologist. In other words, there is a need tointroduce to the field the research results that have been accumulated in therealm of educational sociology.From her experiences obtained from the ethnographic study, the authorconcludes that the significance of “clinical” studies is to address a differentaspect of the issue. Field members and educational sociologists need to collaborateto make the best use of research findings for that purpose.

著者

清水 睦美 内田 良 川上 泰彦 妹尾 渉 長谷川 哲也 平木 耕平 堀 健志 松田 洋介 山田 哲也

出版者

日本教育社会学会

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.62, pp.350-355, 2010-09-13

著者

清水 睦美 柿本 隆夫

出版者

駒澤大学

雑誌

駒澤大學教育学研究論集

巻号頁・発行日

vol.19, pp.119-135, 2003-03

著者

清水 睦美 家上 幸子 角替 弘規 児島 明

出版者

日本教育社会学会

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.60, pp.79-84, 2008-09-19

著者

志水 宏吉 酒井 朗 小澤 浩明 堂寺 泉 清水 睦美 池田 京 管 俊介

出版者

日本教育社会学会

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.50, pp.302-307, 1998-10-30

著者

家上 幸子 児島 明 清水 睦美

出版者

日本教育社会学会

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.56, pp.300-303, 2004-09-11

著者

清水 睦美 家上 幸子 児島 明

出版者

日本教育社会学会

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.61, pp.273-278, 2009-09-10

著者

清水 睦美 児島 明 家上 幸子

出版者

日本教育社会学会

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.57, pp.29-34, 2005-09-17

著者

苅谷 剛彦 志水 宏吉 清水 睦美 諸田 裕子

出版者

東京大学大学院教育学研究科付属学校臨床総合教育研究センター

雑誌

学校臨床研究

巻号頁・発行日

vol.2, no.1, pp.41-46, 2003-03-31

著者

清水 睦美

出版者

一般社団法人日本教育学会

雑誌

教育學研究 (ISSN:03873161)

巻号頁・発行日

vol.73, no.4, pp.457-469, 2006-12-29

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本稿では、筆者が1997年以降継続している神奈川県内のある公営団地に住むニューカマーの子どもを対象としたフィールドワークをもとに、ニューカマーの青年期の問題のうち、次の2点について問題提起を行う。第1に、学校から就労へという日本人には自明視されるキャリアトラックからの外国人の排除である。それは、外国人が制度的に日本の学校教育にアクセスしにくいことと、就学後の学校における外国人児童生徒の周辺化によって、外国人のフリーターや無業者は必然として生み出されていくことを明らかにする。第2に、学校から就労へのキャリアトラックからの排除から逃れた場合に直面する問題として、就職した職場に浸透している「固定化された外国人像」による問題と、大学進学の場合、「国際」といった名のもとで、外国人であることが、かれらの必要を越えて注目される「『外国人』というラベルの消費」の問題を明らかにする。

著者

廣田 照幸 田原 宏人 筒井 美紀 本田 由紀 小玉 重夫 苅谷 剛彦 大内 裕和 本田 由紀 小玉 重夫 苅谷 剛彦 大内 裕和 清水 睦美 千田 有紀

出版者

日本大学

雑誌

基盤研究(B)

巻号頁・発行日

2006

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1990年代から現在に至る約20年の教育社会学の研究成果と教育現実の変動との関係の見直しの必要性が明らかになった。政治のレベルでの55年体制、経済のレベルでの日本的雇用システムを、暗黙の前提とした研究枠組みを脱する必要が浮かび上がった。特に、教育政策の立案-実施の過程に働く政治的な諸力が、1990年代初頭から大きく変容したこと、また、卒業生の受け皿である労働市場や雇用システムが、1990年代半ば以降、大きく変容したこと、その二つが、教育政策をめぐる議論に対しても、学校や生徒の現実に対しても、大きな意味を持っていた。とはいえ、実証性を研究の主要なツールとしてきた教育社会学は、そのような大きな構造変動を理論や研究枠組みのレベルで適切にとらえきれないまま、2000年代の教育改革の中で、部分的・断片的な実証データをもとにした推論を余儀なくされる状況に陥ってきたといえる。こうした検討を踏まえて、本研究から明らかになったのは、新たな政治・経済の枠組みをとらえた社会科学の知見を、教育社会学内部に取り込む必要性である。特に、グローバル資本主義の展開が政治や経済のあり方を左右する際、どういう選択肢が理論レベルであり得るのかをふまえ、それらの選択肢が教育政策に及ぼす影響を予測することの重要性が、明らかにされた。

著者

清水 睦美 Mutsumi SHIMIZU 東京大学大学院 Graduate School Tokyo 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.63, pp.137-156, 1998-10-20

被引用文献数

1

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This paper is an ethnographic study on the teaching practice of an elementary school teacher. Teacher's activities in the classroom are analyzed as strategies which are ways of achieving a variety of goals such as survival, classroom control and so on.In this pape r, I analyze strategies used to achieve teacher's pedagogical goals, which I call them "pedagogical strategies." One of these strategies is teacher's behavior, or more specifically, how the teacher situated himself in relation to the students in order to achieve his pedagogical goals. My informant's pedagogical goals are to create his ideal classroom setting and to understand his pupils. His behavior for achieving these goals in the classroom takes various forms. In my research, I identify five kinds of teacher behavior. The first kind is where the teacher acts as if he is the same as the pupils. The second kind is where the teacher leaves classroom activities up to the students. The third kind is where the teacher disciplines pupils. However this kind of behavior is prevented by a certain dilemma and is left incomplete. The fourth kind is where the teacher coordinates the interests and demands of the pupils or of the teacher and pupils. Through this behavior, the teacher leads pupils to mutual agreement on the content and enactment of classroom activities. The last kind is where the teacher guides pupils in classroom activities.Here, the teacher presents students with activities that are required by the educational institution rather than by teacher or pupil demands. These results suggest that if the teacher tends to avoid stating his demands, teacher-pupil relationship does not have to be oppositional. If we take into account the physical, mental and institutional distinctions between teacher and pupils, teacher-pupil relationship is oppositional. However, by using institutional advantage, the teacher tries to avoid an oppositional relationship between himself and pupils and to behave as if he is equal with the students.