59 0 0 0 概念分析としての言説分析--「いじめ自殺」の<根絶=解消>へ向けて
- 著者
- 間山 広朗
- 出版者
- 東洋館
- 雑誌
- 教育社会学研究 (ISSN:03873145)
- 巻号頁・発行日
- vol.70, pp.145-163, 2002
- 被引用文献数
- 11
"Ijime suicide (or suicide caused by bullying) has been one of the most serious problems in Japanese primary and secondary schools since the late 1970s. The problem has been widely studied in Japan. Generally speaking, the prevailing view is that though bullying has always existed, the situation of children committing suicide because of bullying is getting worse. Against this prevailing view, some scholars in the field of the sociology of education claim that "ijime suicides" existed in the past, and bullying condition may not be getting worse, but what has happened is that people have become more sensitive. In other words, they refer to the social condition itself. However, if we strictly observe the methodological standard of social constructionism, the bracketing of the ontological status of "social problems, " we must conclude that they are making an error of "ontological gerrymandering." We may have a tendency to regard ijime as bullying. However, according to Jeff Coulter, To claim that 'X' is the same action as 'Y' can mean creating a connection between them rather than simply recording a pre-existing relationship. We may misunderstand the property of our description. According to Peter Winch, the human activity we study is carried on according to rules. Therefore, we need to study the rulefollowing discourse of "ijime suicide" carefully. I would claim that "ijime suicide" does not exist until people learn of this term and the discourse. This is not an empirical, but rather a conceptual problem. Consequently, the aim of this paper is to solve this problems and explain "ijime suicide" itself analytically by focusing on the discourse involved, and then to indicate the possibility that a discursive reformation can dissolve "ijime suicide."""
4 0 0 0 OA 概念分析としての言説分析 「いじめ自殺」の(根絶=解消)へ向けて
- 著者
- 間山 広朗
- 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.70, pp.145-163, 2002-05-15 (Released:2011-03-18)
- 参考文献数
- 33
- 被引用文献数
- 7 5
“Ijimesuicide”(or suicide caused by bullying) has been one of the most serious problems in Japanese primary and secondary schools since the late 1970s. The problem hasbeen widely studied in Japan. Generally speaking, the prevailing view is that thoughbullying has always existed, the situation of children committing suicide because of bullying is getting worse.Against this prevailing view, some scholars in the field of the sociology of education claim that “ijimesuicides” existed in the past, andbullying condition may not be getting worse, but what has happened is that people have become more sensitive. In other words, they refer to the social condition itself. However, ifwe strictly observe the methodological standard of social constructionism, the bracketing of the ontological status of “social problems, ” we must conclude that they are making an error of “ontological gerrymandering.”We may have a tendency to regardijimeas bullying. However, according to Jeff Coulter, To claim that ‘X’ is the same action ascan mean creating a connection between them rather than simply recording a pre-existing relationship. We may misunderstand the property of our description. According to Peter Winch, the human activity we study is carried on according to rules. Therefore, we need to study the rulefollowing discourse of “ijimesuicide” carefully.I would claim that “ijimesuicide” does not exist until people learn ofthis term and the discourse. This is not an empirical, but rather a conceptual problem. Consequently, the aim of this paper is to solve this problems and explain “ijimesuicide” itself analytically by focusing on the discourse involved, and then to indicate the possibility that a discursive reformation can dissolve“ijimesuicide.”
3 0 0 0 OA 逸脱から教育問題へ
2 0 0 0 OA 教育フィールドワーク研究の到達点: 理論・調査法・研究知見の観点から
2 0 0 0 OA 問題行動・指導・評価をめぐる歴史・社会学的研究:子どもへの<まなざし>に着目して
2018年度においては、研究実施計画に基づき、〈A〉「学校的社会化基礎研究」、〈B〉発達障害研究、〈C〉「尋常1年生の誕生」および「児童観」の変容に関する歴史社会学研究を行った。〈A〉については、社会化論に関する理論・方法論的研究として、構築主義と学校的社会化という観点から、逸脱と社会化に関する理論的方法論的な検討を行った。また、経験的研究として、関東地方の小学校・幼稚園、中国地方のこども園でのフィールドワークを実施した。その成果として、幼稚園の教育場面における学校的な相互行為形式や、成員カテゴリ-の使用のされ方に着目して、<園児であろうとする>子ども達の実践方法を分析した。〈B〉については、関東地方の小学校において特別支援教育に在籍している児童の観察調査や、小学校時代に特別支援学級から普通級に転籍した経験をもつ中学3年生に関するインタビュー調査を実施した。また、発達障害児に関してこれまでに収集した資料データの整理を行った。こうした調査、作業を通して、「逸脱」を構成する概念装置としての「発達障害児」に対する「子どもらしさ」の語られ方や、放課後児童クラブでの発達障害児支援における支援員の葛藤についての検討を行った。〈C〉では、近代学校開始以来、小学校への新規参入者が「児童になる」様相と、彼らをとりまく保護者や教員のもつ「児童観」の変容を歴史社会学の観点から明らかにした。また、これまでに収集した一次史料のデータベース化と分析を継続し、大正期になされた児童への評価から教師の児童観の検討を行った。以上の調査研究の進展に伴って、2018年度には、学会発表や学術論文に加えて、学校における教師の方法論を社会学的立場から描き出した編著(北澤・間山編)、および発達障害の社会学研究としての単著(鶴田)を公刊した。
1 0 0 0 OA 言説研究による精神的苦痛への接近 : <いじめ苦>を中心に(子ども(1))
- 著者
- 間山 広朗
- 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.54, pp.128-129, 2002-09-21
