著者

黒田 友紀 杉山 二季 望月 一枝 玉城 久美子 船山 万里子 浅井 幸子

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.49, pp.317-325, 2010-03-10

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The purpose of this paper is to examine how gender imbalance is constructed and what gender issues occur in teacher allocation at elementary schools. We conducted an interview survey to 10 male teachers in metropolitan areas to examine the actual conditions of male teacher allocation in elementary schools and analyze how gender imbalance occurs. Female teachers are prone to be allocated to lower grades and male teachers aren't much even if they want to. This imbalance results from gender biased consideration for female teachers, who carry out responsibility for care of their family and young children. Work of upper grades is so tough and hard that female teachers tend to avoid taking charge of upper grades. And then male teachers are often taken their workplaces in upper grades and they do busy and hard work. Male teachers are also expected masculine and controlling role to student behavior. Additionally work of upper grades is in a spotlight or central parts at schools, on the other hands, work of lower grades is regarded as shadow work. This gender imbalance works as sexual discrimination in elementary schools. Some experiences of male teachers suggest possibilities to change gender imbalance in teacher allocation. Changing balance of disproportionate work between lower grades and upper grades and sharing hard work will improve institution and structure in schools.

著者

浅井 幸子 玉城 久美子 望月 一枝

出版者

和光大学現代人間学部

雑誌

和光大学現代人間学部紀要 (ISSN:18827292)

巻号頁・発行日

no.4, pp.21-36, 2011-03

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本稿の主題は、戦後日本の小中学校における女性教師の脱性別化の過程を解明し、その歴史的な意味を考察することにある。女性教師は1950年代まで女性的な特質と役割を付与されていたが、1970年代になるとそのような性別特性論に基づく性別役割分担は否定されるようになる。本稿では1960年代後半から70年代前半の「女教師問題」の議論に着目してその過程を記述し、母性が強調されなくなったこと、「婦人教師」を論じる、すなわち女性教師をその女性性において問題化することが躊躇されるようになったことを明らかにした。その女性教師の脱性別化は、一面では性差別の解消ではあるものの、もう一面では依然として存在する教師の性別役割分担を問う言葉の喪失である。また男性教師を標準とする「教師」への同一化である、すなわち女性教師の実質的な男性化であったという点でも問題をはらんでいる。

著者

浅井 幸子 黒田 友紀 金田 裕子 北田 佳子 柴田 万里子 申 智媛 玉城 久美子 望月 一枝

出版者

日本教師教育学会

雑誌

日本教師教育学会年報 (ISSN:13437186)

巻号頁・発行日

vol.27, pp.110-121, 2018-09-29 (Released:2020-07-06)

参考文献数

33

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This study introduces a case of school reform in a public elementary school, hereon named “A-school”, in the city of O, Japan, in which all teachers engaged in the challenge to share their responsibility for all students in the school. The study analyzes how the teacher-community at A-school developed through the school reform. It is noteworthy that the teacher-community at A-school was uniquely developed by teachers’ sharing about their “inabilities” rather than “abilities”. The study, then, focuses on this unique sharing culture to analyze how individual teachers in A-school had experienced their school reform by using a narrative inquiry approach. Considering A-school as a narrative community, we interviewed several teachers and school staff, and analyzed their narratives from three viewpoints; “personal story”, “community narrative”, and “dominant cultural narrative”. As a result, we found out the following: (1) The narrative based on the dominant culture in ordinary elementary schools tends to emphasize individual classroom teacher’s responsibility for students in his/her own class. Such narrative makes it difficult for ordinary elementary schools to achieve the goal “All teachers should be responsible for all students in a school.” (2) Counter to the dominant narrative emphasizing individual responsibility, teachers in A-school positively disclosed their “inability” to share their responsibility for their students. The principal took the initiative to disclose her own “inabilities”, which then provided veteran teachers in A-school a safety to share their own “inabilities”. Those principal’s and veterans’ narratives then encouraged young teachers in A-school to also disclose their “inabilities”. (3) The teachers in A-school realized that being aware of one’s own “inability” and asking for others’ help do not mean giving up one’s own responsibility. Instead, the teachers found that they pursued their own responsibility through continuous questioning of their “abilities” needed for their students’ education.