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

---

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

杉山 二季 黒田 友紀 望月 一枝 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.44, pp.281-299, 2005-03-10

---

The purpose of this paper is to examine how women elementary and junior high school principals construct their careers. We conducted an interview survey to 12 women teachers in 3 prefectures to consider their careers. We analyze their careers focusing on structural factors that determine personal experiences. Main findings are as follows. 1) Most women principals didn't depict clearly defined career plan. In promotion for principal or vice-principal, their principals played an important role as gatekeeper in the process. 2) In their promotion, some women principals changed their work place from junior high schools to elementary school because of occupation by male principals at junior high school. 3) Women principals carry out responsibility both of occupational and of family by asking their parents (in law) for care of their family and young children.

著者

大桃 敏行 吉良 直 黒田 友紀 高橋 哲 長嶺 宏作 鈴木 大裕

出版者

一般社団法人 日本教育学会

雑誌

日本教育学会大會研究発表要項

巻号頁・発行日

vol.74, pp.114-115, 2015

著者

黒田 友紀

出版者

アメリカ教育学会

雑誌

アメリカ教育学会紀要 (ISSN:13406043)

巻号頁・発行日

vol.27, pp.15-27, 2016-10-20 (Released:2023-01-30)

---

The purpose of this paper is to examine the transformation of desegregation/integration plans from "color-conscious" to "color-blind" in the United States.Current issues of equality in education are growing more and more complicated. Progress was made by Brown v. Board of Education in 1954, the Civil Rights Act in 1964, and the Elementary and Secondary Education Act(ESEA)in 1965, expanding equal opportunities in education for people of color, particularly black children. However, trends in population and racial/ethnic components continue to change, and some cities have seen increases in the Hispanic/Latino population in recent years.Furthermore, color-blind ideology has spread in the United States. Because color-blind ideology is seen by some as an ideal, seeming to indicate equal treatment of all people, both right and left use the term. However, we should be careful in our dealings with this concept, as "color- blindness" has potential to hide and exacerbate inequality.With respect to desegregation/integration, white students filed a lawsuit against the affirmative action admissions program in universities, claiming it to be "reverse discrimination" against white people. They requested equal opportunity for all, referring to the equal protection clause of the Fourteenth Amendment. Some Supreme Court decisions concerning desegregation plans have additionally affected and narrowed the scope of desegregation/integration. In elementary and secondary public education, Parents Involved in Community Schools v. Seattle School District No.1; Meredith and McDonald v. Jefferson County Board of Education et al., U.S. 127 S. Ct. 2738(PICS)had a huge impact on desegregation/integration plans in United States public schools, specifically outlawing any desegregation/integration plan giving priority mainly based on race. The U.S. Department of Justice and Department of Education illustrated and suggested guidelines on voluntary use of race—that is, a race-neutral strategy for achieving diversity. For instance, Cambridge’s controlled choice plan had been recognized since the 1980s as one of the better integration plans based on race and other factors; from 2002 on, factors including socio-economic status, race, and gender were used in controlled choice. However, this plan was revised in 2013, as the use of race as a criterion was forbidden.Color-blind or race-neutral educational policy has become widespread in pursuit of equality for all children. However, this strategy could in fact support rights for white people rather than people of color. We should thus examine the real situation of all children, and scrutinize whether inequality and(re)segregation has in fact grown worse than before.

著者

黒田 友紀

出版者

日本学校教育学会

雑誌

学校教育研究 (ISSN:09139427)

巻号頁・発行日

vol.31, pp.8-22, 2016-08-05 (Released:2017-05-19)

参考文献数

27

著者

黒田 友紀

出版者

愛知教育大学大学院・静岡大学大学院教育学研究科共同教科開発学専攻

雑誌

教科開発学論集 = Studies in subject development (ISSN:21877327)

巻号頁・発行日

no.2, pp.149-157, 2014

---

静岡大学大学院教育学研究科

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

---

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.