著者

寺沢 拓敬

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.91, pp.5-27, 2012

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本研究の目的は,新制中学校英語科の「事実上の必修化」がいつ,どのように成立したかを検討し,その上で,必修化を促した要因を明らかにすることである。この分析を通して,ある教育内容が「すべての者が学ぶことが自明視される」という意味での《国民教育》の構成要素に,いかに成長していったか検討する。<BR> 新制中学発足当初こそ,選択科目であることが当然視されていた英語科だが,既に1950年代には中1の履修率がほぼ100%に近づき,「全員が一度は学ぶ」という意味での事実上の必修化が現出した。60年代になると中3の履修率も上昇し,「全員が3年間学ぶ」という今日的な意味での事実上の必修化が進行した。<BR> 同時期に「3年間必修化」を促した主たる要因は,教育内容そのものに関わる内在的な要因よりも,外在的な制度的・構造的要因であった。すなわち,英語の必要性の増大や英語教員の必修化推進運動ではなく,高校入試への英語試験導入,高校進学率の上昇,ベビーブーマー卒業後に生じた人的リソースの余裕など,構造的・制度的な変化の影響のほうが大きかった。なお,当時,自覚的な「運動」こそなかったが,関係者によって「英語の必要性」論への対抗言説が編まれており,これにより英語の《国民教育》としての正当性が高められ,その後の事実上の必修化を条件付けた面もある。以上のように,英語科の《国民教育》化は,種々の要因の複合的な結果として生じたと言える。

著者

鳶島 修治

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.98, pp.219-239, 2016-05-31 (Released:2017-06-01)

参考文献数

37

被引用文献数

2

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本稿では,経済協力開発機構(OECD)が2009年に実施した国際学力調査PISA(Programme for International Student Assessment)の日本調査データを用いて,高校1年生の「読解リテラシー」に対する出身階層の影響について検討した。PISAの読解リテラシーを構成する「情報へのアクセス・取り出し」,「テキストの統合・解釈」,「テキストの熟考・評価」という3つの側面を区別し,これら3つの側面の得点が個人(生徒)にネストされた形の階層的データをもとにマルチレベル分析を行った結果,いずれの側面の得点に対しても出身階層が正の効果をもっていることが確認された。また,国語科で従来から重要視されてきた「読解力」に近い性格をもつ「情報へのアクセス・取り出し」に比べて,「テキストの統合・解釈」や「テキストの熟考・評価」の得点に対する出身階層の効果は相対的に大きいという知見が得られた。読解リテラシーに対する出身階層の影響を説明するため,「文化資本」の一種とみなされる生徒の読書習慣(学校外での趣味としての読書時間)に着目して媒介関係の検討を行ったところ,読解リテラシーに対する出身階層の効果の約10~12%が読書時間によって媒介されていた。ただし,読解リテラシーの3つの側面の得点に対する読書時間の効果はほぼ同程度であり,「テキストの統合・解釈」や「テキストの熟考・評価」の側面において出身階層の効果が相対的に大きい傾向は読書時間という要因によっては説明されなかった。

著者

仙崎 武

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.32, pp.31-50,en195, 1977-09-30 (Released:2011-03-18)

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Career guidance (educational and vocational guidance) provided by the school is in general a process of growth by which school teachers givesystematic and continual helpe to their students with their individual material and educational and vocational information, and through career exploration and career counselling.It should enable students to choose their future career and to promote their ability to adjust to their own way of life in future. In the contemporary Japanese schools, however, teachers seem to think that career guidance is just a selection of work and placement. Therefore, real career guidance does not exist in Japanese school activities.Actual situation of career guidance in our schools are such that junior high school students must accept their dramatic social birth and also select their career by their final marks in the ninth grade.

著者

河野 員博

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.34, pp.104-113,en209, 1979-09-30 (Released:2011-03-18)

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The purpose of this article is to give a correct meaning to the theory of generations in its application to sociology of education. We can point out that the past theories of generations were very ambiguous and that they were not thoroughly examined from an academic point of view. Hence here is the need for this study.To realize this purpose, we would like to deal with the problems of generations chiefly as a conflict between two generations at a given time. Then we consider that the conflict between the generations consists of two types of relationships (of course, each relationship must be regarded as an Ideal-Type). These relationships are as follows: Type A; a relationship which is caused by the gap between the developmental stages or by the psychological mechanisms of generations, and Type B; a relationship which is caused by the different historical careers experienced at the same life stage of generations.We cannot help posing the following question. Aren't we fairly confusing those two types of relationships when thinking of generation-gap-If the answer is in the affirmative, we have to admit that the term “generationgap” should have some possibilities of being misused as an easygoing sociological concept, especially when the older generation educates the younger one. It is important for us to know the fundamentals of the conflicting relationship between generations so as to avoid this denger. Particularly at this stage, when our society is in a period of drastic transition, we must pay much more attention to Type-B relationship.

著者

保坂 克洋

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.100, pp.285-304, 2017-07-28 (Released:2019-03-08)

参考文献数

16

被引用文献数

1

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本稿は,放課後児童クラブにおける指導員と発達障害児の相互行為に着目し,支援がどのように行われているのかを明らかにすることを目的としている。特にドロシー・スミスの「切り離し手続き」という概念を分析枠組みとして,支援の実践における指導員と発達障害児の非対称的な関係について考察を行った。 相互行為場面の検討から,発達障害児の行為が問題となる可能性の段階で指導員が介入する「予防的対応」という支援の特徴が明らかとなった。この対応は,ルールを破ることによって様々な社会的場面において排除されてしまうことを危惧していた指導員によって,発達障害児がその状況において適切に振る舞えることを目指しているものであった。 一方,この対応のもとでは,指導員と発達障害児の間にリアリティ分離が生じた際に,発達障害児の状況定義が認められることはなく,発達障害児は現実の構成過程から排除されていた。つまり,発達障害児の包摂を志向した実践であっても,支援の実践が行われている現在時制において排除的に機能する場合があるという,単純に包摂の営みとして捉えられない支援の実践が明らかとなった。 また,この予防的対応は,発達障害児に対する「衝動が強い」という理解に基づいていた。そのため,支援の実践において発達障害児を現実の構成過程から排除しないためにも,この認識枠組みを書き換えつつ発達障害児と関わる必要性を指摘した。

著者

知念 渉

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.100, pp.325-345, 2017

被引用文献数

1

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<p> 日本の「ジェンダーと教育」研究は,特にポスト構造主義が台頭した1990年代後半以降,男/女というジェンダー関係が構築される過程に焦点を当てる一方で,男性ないしは女性という一つの性の中の分化がどのように構築されているのかという点を看過してきた。それに対して本稿は,男子生徒の性内分化を描く試みである。高校におけるフィールドワーク調査のデータから,〈ヤンチャな子ら〉と呼ばれる男子生徒たちが用いる〈インキャラ〉という解釈枠組みとその運用場面を分析し,そこに男性性がどのように組み込まれているのかを明らかにする。<br> 本稿で明らかになった知見は以下の三点である。第一に,〈インキャラ〉とは,具体的な人物と対応する生徒類型というよりも,人々の言動や実践を解釈していく枠組みであった(4節)。第二に,〈インキャラ〉という解釈枠組みは,〈ヤンチャな子ら〉にとって自らにも他者にも適用されるものであり,適用対象や文脈に応じて様々な意味を帯び,人々のジェンダー実践を規制するものであった(5節)。そして第三に,学年が上がるにつれてそうした解釈枠組みに対して,異議申し立てが行われるようになった。そこには,彼らの中で理想とされる男性性が再定義されていく可能性や,そうした解釈枠組みの維持・変容と集団内の地位が関わっていることを見出すことができた(6節)。<br> 最後に,これらの分析から得られた知見が,「ジェンダーと教育」研究においてどのような意義をもつのかについて考察した。</p>

著者

田中 節雄

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.35, pp.99-110,en232, 1980-09-20 (Released:2011-03-18)

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There are two fundamental problems on the socialization in the school. First, the old socialization theory has tried to understand the change of human attitude with the concept of socialization. But has it succeeded? Second, it is said that school is the agency of socialization, but we cannot identify what in the school is the agency of socialization.The task of this article is to understand the socialization from a new point of view, and to make clear what in the school is the agency of socialization. What I state in this article is as follows:1. Socialization is usually regarded as a process. I tried to consider it on two dimensions, “the social relations” and “the change of human attitude as result”.2. By doing so I made clear the difference and the resemblance between education and socialization.3. The old socialization theory has neglected the conflict in the socialization: there is not consensus among all members in the society on what sort of the change of human attitude should be regarded as socialization.4. The old socialization theory neglects the change of the attitude in terms of the gratification of human desires, but it is inadequate.5. In the school the social relations are as follows:(1) The teaching-learning relation(2) The cooperative relations(3) The conditions in which children foresee their class in the future (the anticipatory class relation)6. In contemporary schools the anticipatory class relation regulates the teaching-learning relation and the cooperative relations. Teachers are the gatekeepers. Pupils show various kinds of pathologies.

著者

志水 宏吉

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.42, pp.167-181, 1987-09-30 (Released:2011-03-18)

参考文献数

8

被引用文献数

1 1

著者

西村 幸満

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.55, pp.107-125, 1994-10-15 (Released:2011-03-18)

参考文献数

50

著者

牧野 カツコ

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.44, pp.50-70, 1989-04-30 (Released:2011-03-18)

被引用文献数

4 1

著者

日下田 岳史

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.67-84, 2006-12-10 (Released:2011-03-18)

参考文献数

23

被引用文献数

3 1

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One premise of studies on the Japanese university participation rate is that there have been three stages: expansion, stagnation, and re-expansion. A second premise is the prefecture is used as the unit to determine whether students have moved upon entrance to university. However, the prefecture as a measurement unit does not always coincide with the zone from which students can attend university from home, or “the hometown.” Therefore, using data from the “Student Life Survey” of the Ministry of Education, Culture, Sports, Science and Technology, this study directly measures the ratio of members of the 18-yearold cohort who entered university from home, and the ratio of those living away from home (1968-1998). In this paper, the former is called the university participation rate from home, and the latter the university participation rate from away from home. The finding is that for girls, the university participation rate from home has risen fairly consistently. This is important knowledge for the first premise of studies on the university participation rate. It appears that the reason why preceding studies have not given a successful explanation of the university participation rate of girls based on economic variables, whereas that of boys has been successfully explained, is because the cost of movement has not been considered. Therefore, this study confirms the effect of the cost of movement, and clarifies the difference of the determining factors of the university participation rate from home according to gender or university location. Furthermore, this study confirms a difference between girls and boys for each economic variable effect including the movement cost effect aftercontrolling for factors peculiar to university location.The results are that the limiting conditions are more sensitive in large cities than in rural areas, and that girls are more sensitive to the limiting conditions than boys when controlling for the factor peculiar to the area. This suggests the reproduction of the composition where “girls remain in the local area, and boys move out.”

著者

菊地 栄治

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.98, pp.51-70, 2016

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<p> 本論文では,グローバル化社会における「能力」の社会的定義に焦点を合わせ,「質保証」問題を手がかりにしながら,高校と大学の教育実践と接続関係に与える影響について吟味する。高校教育の多様な実態との齟齬等を中心に,これまでの改革の言説と実践の問題点を批判的に考察する。最後に,具体的な実践事例の知見にもとづきながらもうひとつの改革モデルを提案する。一連の考察によって得られた知見は,以下の通りである。<BR> 第一に,「質保証」問題は,低成長時代に特有の功利主義に影響されながら語られている。大学での「教養」の解体とともに経済ニーズが直接に教育のありように影響し始めている。<BR> 第二に,「学士力」の定義は,有用性と広範さを特徴としており,実体論的な定義と線型的な自己成長が含意される点で旧来の理論の域を出ていない。<BR> 第三に,新接続テスト(=二種類の共通テスト)が政策提案されているものの,矛盾と齟齬を抱えている。かつ,多様化した高校の実態とは大きく乖離した内容にとどまっている。<BR> 第四に,実際の高校教育の実態は,学力と規律の点で向上しているが,職務多忙化の中で生徒・教師間の関係性の深さは浅くなってきており,教師の自律性も減衰している。<BR> 最後に,主に大阪の高校の事例研究をふまえて,〈一元的操作モデル〉から〈多元的生成モデル〉へと学びの構造転換を図ることの重要性が浮き彫りになる。</p>

著者

アップル マイケル W. 山本 雄二

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.78, pp.25-44, 2006

著者

吉原 恵子

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.57, pp.107-124, 1995-10-20 (Released:2011-03-18)

参考文献数

23

被引用文献数

4 1

著者

島 一則

出版者

東洋館

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

no.59, pp.127-143, 1996-10

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The purpose of this paper is to examine whether the university decentralization policy has influenced variations in the percentage of applicants for admission to universities between prefectures and to suggest the policy implication of the reconsideration of the policy which is being argued now. In the second section I investigate the articles which were concerned with the effect of the policy of correction of the variations in application rates. In the third section I analyze the time series change of the variations in acceptance and application rates between prefectures. And in the fourth section I make a regression analysis to examine the effect of the policy of correction of the variations in application rates. To conclude, the university decentralization policy has influenced the variation in application rates. But the university decentralization and the correction of variation in application rates have not progressed or retreated since 1986 because the policy has been weakened. If the university decentralization policy is removed, it is expected that the variations in application rates will expand. So I think that the reconsideration of the university decentralization policy should be argued fully from various view points.

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

宇野 重規

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.100, pp.120-124, 2017-07-28 (Released:2019-03-08)

著者

北澤 毅

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.59-74, 1998-10-20 (Released:2011-03-18)

参考文献数

17

被引用文献数

1

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This paper argues about the possibility of discourse analysis from the point of view of social constructionism. Under this theory, social problems are defined as the activities of individuals or groups making grievances and claims with respect to certain putative conditions. Therefore, this theory “directs attention to the claims-making process, accepting as given and beginning with the participants' descriptions of the putative conditions and their assertions about their problematic character.”(Ibarra and Kitsuse 1993, p.28.)However, there is a criticism that regarding the claims-making process as given is ontological gerrymandering by constructionists, because claims-making activities are cast as having the same ontological status as the conditions claimed by members.But, according to Coulter, this paper asserts that claims-making activities or discourses and the objects indicated by them are not ontologically equal, and these things are shown by members' everyday practices themselves.Taking these methodological positions, this paper examines the 1997 Kobe murder case in order to figure out how the “juvenile” category has been used by members.For example, the 14-year old suspect in this case remained unnoticed and a month passed after he committed his second murder in May 1997 in spite of many possibilities that he could be recognized. The way members have used the “juvenile” category in everyday life made him visible but unrecognizable. Therefore, this murder case teaches us that the “juvenile” category should not be taken for granted and should be reconsidered all the time.

著者

山本 雄二

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.49, pp.94-113, 1991-10-20 (Released:2011-03-18)

参考文献数

17

被引用文献数

1

著者

山田 哲也

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.71, pp.25-45, 2002-10-31 (Released:2011-03-18)

参考文献数

18

被引用文献数

5 1

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This study analyzes the activities of associations of parents who have futokoji, or school absentees (I will use the acronym AFPs for these associations). The purpose is to explore the role of the narrative community in constructing the futoko problem. The approach to the analysis is drawn from Bernstein's theoretical frameworks, “pedagogic codes” and “pedagogic device” The data used in this study was collected by participant observation of the three APFs in Tokyo and from interviews with their members.I begin by focusing on the pedagogic code of the APFs. Pedagogic codes consist of classification and framing. Classification refers to “what, ” and framing to “how” meanings are put together. Communication in APFs is regulated by these dual values of the pedagogic code. While strong classification and framing regulate communications between the APFs and the outside, weak classification and framing within the APFs themselves regulate communications among the members. This characteristic of the APFs protects the families of futoko ji from being stigmatized, and encourages them to narrate their experiences with their children. In effect, the activities of the APFs bring about a process of restorytelling, which is the focus of narrative therapy.Secondly, I examine how the pedagogic device regulates the practice and discourse of the APFs. By recontextualizing local knowledge among the members and using expertise mainly derived from clinical psychology and psychiatry, the APF's pedagogic device constructs a specific image of futoko as a “journey, ” and two types of identity, which Bernstein terms therapeutic identity and prospective identity. These instructional discourses are embedded in the regulative discourse which creates order and relationship between the family and the experts on psychology, psychiatry and education. Members of the APFs carry out re-storytelling in opposition to the expertise which stigmatizes their families and children as deviant. However, it is the expertise that helps the APFs create their own narration and their particular image of futoko.Based on these results, this study concludes that APF's activities reflect an ambivalent relationship with expertise and an oscillation between medicalization and demedicalization, the control of “deviancy” and the creation of an alternative society.