著者

森 一平

出版者

東洋館出版社

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.89, pp.5-25, 2011

著者

菊池 城司

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.20, pp.141-155, 1965-10-01

著者

穂坂 明徳

出版者

東洋館

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

no.65, pp.96-98, 1999-10

著者

天野 郁夫

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.41, pp.5-23, 1986-10-15 (Released:2011-03-18)

参考文献数

32

著者

玉井 眞理子

出版者

東洋館出版社

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.92, pp.65-82, 2013

著者

川嶋 太津夫

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.58, pp.158-161, 1996-05-20

著者

米村 明夫

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.104-117, 1977-09-30

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The Coleman Report (1966) was published in an atmosphere in which ideas and policies were based on the belief that education and public schooling could be one of the main means by which social inequality could be reduced. But this assumption came to be discredited with the findings of the Coleman Report. Since then, several empirical and statistical studies on the ineffectiveness or insignificance of education or educational policies were carried out and challenged the liberal ideology of social reform by education. One example is the papers presented at The Seminar for Re-examination of the Coleman Report in which D.P. Moynihan, M.S. Smith, D.J. Armor, C.S. Jencks, and others participated, and another example is Jencks' INEQUALITY. Against these "school-incompetence" theories, this paper sets forth a hyposesis that education or schooling plays an important part in the reproduction of social class stratification, and that it is the close relationship between education and social class that minimizes the net effect of schooling independent from social class. From this viewpoint. this paper deals with, in turn, the relationship between scholastic achievement and social class, the relationship between educational attainment and social class, the role of educational attainment in the reproduction of social class stratification, and finally the role or substance of education or educational process in the reproduction or hereditary continuation of social class stratification. In conclusion, this paper agrees with and supports the classical and orthodox proposition in the field of the sociology of education, that social classes influence education and that education contributes to the hereditary reproduction of social class stratification.

著者

上床 弥生

出版者

THE JAPAN SOCIETY OF EDUCATIONAL SOCIOLOGY

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.89, pp.27-48, 2011

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本稿の目的は,中学校における生徒文化とジェンダーの関係に注目し,ジェンダーを軸としたピア・グループの分化とそれによる秩序形成・維持のメカニズムを明らかにすることである。<BR> その際,本稿では Wieder の「コード」概念を援用し,中学校での学級観察と生徒へのインタビュー調査から,生徒同士が共有するジェンダーに関するコードを「ジェンダー・コード」として抽出し,分析に用いた。<BR> 分析の結果明らかとなったのは,中学校の教室では,生徒の行動をコントロールするコードとして,男子と女子との間の距離化や男子優位の上下関係で行為を説明するジェンダー・コードが,圧倒的に重要なものとして存在していたことであった。フォーマルな学校教育においてはジェンダーが回避されているにも関わらず,生徒たち自身が,行為解釈のなかでジェンダー秩序を維持していたのである。<BR> もちろん本調査でも,ある場面をめぐって男子と女子で解釈に用いるコードが対立し,ジェンダー・コード自体が揺らぐこともあった。しかし,その場合でも,生徒による再解釈過程を経て,ジェンダー・コードはさらに修復・維持されていった。<BR> このように,本稿ではジェンダー・コードが,特に中学校の教室においてはいかに秩序維持と分かちがたく結び付き,また生徒同士の関係性においても重要なものとして機能しているのかが示されたのである。

著者

中村 高康

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.53, pp.111-130, 1993-10-15

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In this paper, we suggest a new viewpoint for research on college graduates' recruitment. This approach analyzes qualitative changes in competitive society by analyzing changing rules of recruitment and changing logic of regulation. "Shushoku Kyotei" is a Japanese rule for recruiting and regulating recruitment activities. We analyze the history of this rule in order to answer : 1) What was the aim of constructing "Shushoku Kyotei"? ; 2) What is the logic underlying change? ; and 3) How did changing rules influence the role of credentialism in the recruitment process? "Shushoku Kyotei" has changed to solve a series of problems. In 1973, it was changed in order to allow students to study in the last year of college. In 1975, it was changed in order to prevent firms from canceling the promise of employment. In 1987, it was changed in order to establish a better job-matching process. In other words, "Shushoku Kyotei" has been formed as solutions to emerging problems. "Shushoku Kyotei" has changed due to the logic of "protecting higher education" or "protecting students." The logic of "protecting students" is ambiguous and incapable of expressing various intentions. However, it is given as the primary rationale of change. "Shushoku Kyotei" is seen as a rule for fair competition. Hence, its changes express people's changing conceptions of "fairness." Furthermore, it may not only influence job-search process but people's view of "fairness" as well. Therefore, "Shushoku Kyotei" is an important area of research in the study of college graduates' recruitment process.

著者

井上 好人

出版者

東洋館出版社

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.74, pp.229-247, 2004

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A "boom" among upper-middle-class families of sending their girls to junior high school began after the establishment of an education law for girls' junior high schools in 1899. During this boom, a considerable number of female students left their schools before graduation. This paper presents further research on this phenomenon. The factors that caused female students to leave high school before graduation are analyzed using the data (school register) of students at Ishikawa Prefectural Daiichi Girls Middle High School. The school register lists students who left school before graduation and who came to the school from other schools. Below are some of the concrete points that were found. 1. The students were classified by class background (such as nobility, samurai, and commoner), hometowns and parents' occupations, and analysis was conducted on the reason they left their high schools before graduation. The answers were divided into insufficient family income, lack of family interest in education, low academic grades, and evaluation of school behavior, for each family class. It is discovered that for each of the major classes, behavior evaluations were responsible for the greatest number of female students leaving high school early. This implies that they withdrew early due to their inability to adapt to the school's policy of conduct and behavior, leading them to give up on their studies. In other words, their withdrawals were caused by the relationship between the students and school regulations, teachers and classmates. 2. The behaviors or habits that the schools evaluated as improper were analyzed to look at differences in student adjustments among family classes. It was discovered that the needlework course was an important factor in connecting school lives to family lives. It also allowed the students to validate their own ideas of education in their families and to reconfirm their identities. At that time, perspectives on education varied among family classes. Samurai families and typical new middle-class families placed heavy emphasis on studies and education. The students from these families found the needlework course discouraging, and it made them feel insecure about their abilities in their school lives. Students from commoner families, whose families mainly ran businesses in commerce and industry, possessed a cultural ethos that placed an emphasis on home economics, as well as education. For these students, the needlework course was meaningful in helping them to adapt to their school lives. They had the greatest adaptability in dealing with school life.

著者

酒井 実

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.8, pp.13-32, 1955-11-05

著者

末冨 芳

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.77, pp.5-25, 2005-11-15

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Why do parents pay to have their children educated? The aim of this article is to clarify parental awareness and motives for paying for their children's education, focusing on the parents of high school and college students. Firstly, a theoretical framework is proposed for parental fund-injection behavior into their children's education. This behavior can be defined using two criteria. The first is Investment, Consumption or Gift, and the other is Child-Oriented or Parent-Oriented. Secondly, a statistical analysis is performed using survey questionnaires targeting parents of high school and college students, and the following results are obtained. 1. Over 50% of parents agree with the two statements, "College life is valuable for acquiring life knowledge, " and "Studying at university will improve a child's ability and skills." Many parents have a strong awareness toward their children finding employment and making progress. These results demonstrate that a relatively high rate of parents have the awareness of "Child-Oriented Consumption" and "Child-Oriented Investment." 2. The results of the factor analyses are as follows. Four factors are derived from high school student's parent data : "producer of child's ability, ""gift inter vivos, ""necessary costs, ""expectation of returns, " and three factors are derived from college student's parent data : "producer of child's ability, ""assessment of profitability, " and "gift inter vivos." 3. The model of parents as sponsors of educational expenses can be determined from the positive and negative signs of the factor scores. The largest group of parents of high school students is the "Living Wallet"(16.1%) whose factor scores are all negative. The second largest group is the "Devoted Self-seeker"(15.4%) whose factor scores are all positive. Looking at parents of college students, the largest group is the "Devoted Self-seeker"(31.2%), and the second largest group the "Living Wallet"(29.4%). Finally, based on these findings, parents as the sponsors of educational expense can be separated into two types. One fits the theoretical framework of this article and the other does not. The motives and awareness of the first type can be explained as Investment, Consumption or Gift. However, we cannot explain the latter type, or "Living Wallet." The motives of the "Living Wallet" do not fit within the framework developed in this paper. It is likely that they have extremely negative motivations, such as risk aversion strategies or educational expenses as insurance. Further research is necessary to clarify this issue.

著者

シム チュン キャット

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.76, pp.169-186, 2005-05-30

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This paper compares the characteristics of meritocracy in the Japanese and Singapore education systems, by analyzing the input, throughput and output of education at post-secondary schools with low prestige. Based on survey data gathered from students studying at low-ranked post-secondary schools in both Japan and Singapore, this study first illustrates the fact that most students from these schools belong to low social strata and have low academic achievement. However, as Singapore schools provide low-performing students with access to not only good jobs but also to higher education, Singapore students who are given such double chances show more positive attitudes and expectations upon admission to these schools, when compared to their Japanese counterparts who are given no such chances at all. Data from the survey also bring up an image of lively schools in Singapore, with interesting lessons and competent teachers, who emphasize the importance of study and encourage students to perform well. Japanese schools, however, are dull, with none of these features. This study further demonstrates that while the aspirations of students in Singapore are increased during their course of study, those of Japanese students remain low throughout. Nevertheless, some Japanese students from low-ranked schools also do spend time on study, and the more they find their lessons interesting or their teachers competent, the longer they study. It is thus concluded that while Japanese students are 'left out' to fend for themselves, the output of their education can be maximized by enriching the throughput at schools. To date, many research findings have indicated a decline in meritocracy and an expansion of inequity in Japanese society, but few have ventured into the epicenter of the issue, i.e., schools with students who are poor and who do not study. This comparative study shows the plight of low-ranked Japanese schools and advocates the urgent need for more research and reform efforts.

著者

天野 郁夫

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.38, pp.44-49, 1983-10-20

著者

広田 照幸

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.47, pp.76-88, 1990-10-05

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This paper surveys the historical research on modern Japan that has been conducted in Sociology of Education since 1960. Following many pioneering studies in 1960s, five kinds of research trends can be observed since 1970s. The author first reviews and assesses three major trends on teacher, aspiration and women. Then, the other two important trends are focused : elite and credentialism. Mdkoto Aso's "Kindaika to Kyoiku" (Modernization and Education) and Ikuo Amano's "Kyoiku to Senbatsu" (Education and Selection) are examined as representatives of these two trends. The author makes it clear that Aso's functional approach has a theoretical limit in light of contemporary research concerns - a limit that the institutional approach taken by Amano has been able to overcome. Amano and his group have focused on the process of institutionalization of modern educational systems. Consequently, their perspective is getting close to that of the one in the French social history. As a conclusion, the authors insists that any new approaches are required in order to grasp totally the diversity of the transition of the traditional daily-life world to a modern one, and the relation between modern educational systems and traditional ones.

著者

酒井 朗 島原 宣男 Akira Sakai Nobuo Shimahara 東京大学 ラトガーズ大学 University of Tokyo Rutgers 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.49, pp.135-153, 1991-10-20

被引用文献数

1

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The purpose of this paper is to present, from a sociology of knowledge perspective, a critical analysis of dominant traditional teaching methods deeply rooted in the culture of teaching. The previous studies on this research topic were influenced by Western scholars and failed to offer a clear understanding of the process of learning teaching methods. We use an ethnographic approach to study the Process. Based on an analysis of our ethnographic data we conclude that: (1) Teachers uncritically accept the traditional teaching method as a taken-for-granted approach to teaching. These methods are not used as a survival strategy to cope with constraining situations they encounter. (2) The reason why teachers predominantly use the traditional method is grounded in ethnopedagogy which integrated various aspects of teaching. Beginning teachers come to share ethnopedagogy through intersubjective interaction with experienced teachers. Its emphasis is placed not on instructional methods but on the relationship of trust between teachers and students. Because the traditional instructional method is compatible with ethnopedagogy, teachers are not actively seeking new methods. (3) Structural factors contribute to the perpetuation of ethnopedagogy. First, the absence of interaction that exists between universities and schools tends to prevent infusion into schools of innovative pedagogical theories formulated by scholars. Second, relatively closed interaction among teachers is conducive to the continuation of traditional pedagogy. Third, ethnopedagogy is the most influential practical approach that integrated various aspects of teaching and teacher responsibilities. (4) Influence of official policies of the Ministry of Education on deciding teaching strategies is not obvious. Rather it is established in its control of curriculum and the legitimacy that suggest traditional instructional methods.

著者

井上 正志

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.41, pp.166-181, 1986-10-15

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The aim of this paper is to examine the dominant role of educational system in the modern society by clarifying the concept of "cultural capital" proposed by Pierre Bourdieu. For this purpose, we firstly made clear how the "cultural capital" is formed from ordinary "pratique" by analyszing four aspects of "habitus". We then described three states of specific cultural capitals, and we argued that each of these capitals is based on "value of rarity" and becomes more or less a cultural capital in the institutionalized state (or, alchimie proprement sociale). And finally, we made clear a mechanism by which the distribution of cultural capital is controlled through a state-regulated examination system.

著者

野垣 義行

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.41, pp.191-194, 1986-10-15

著者

住田 正樹

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.93-109, 2004-05-20

被引用文献数

1

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The aim of this paper is to provide an outline of the clinical sociology of education, with the aim of solving educational problems and to think about the effectiveness of "belonging" for problems involving children. The author takes up children's problems as one example of educational problems, from the viewpoint of the clinical sociology of education. In recent years, many difficult educational problems have arisen, and the sociology of education needs to carry out useful studies for solving these problem. Consequently, the clinical sociology of education has attracted the attention of many researchers. This is because it aims to actually solve educational problems in a different from the sociology of education, which aims to acquire scientific knowledge. The sociology of education focuses on science, while the clinical sociology of education places weight on practice. Therefore research from the perspective of the clinical sociology of education should be useful for solving actual educational problems. The defining characteristic of the methodology of the clinical sociology of education is intervention in actual educational problems. It attempts to solve actual educational problems through interventions. Therefore, the author argues that it is necessary to limit the object of the clinical sociology of education to fields where the scientist and practitioner can actually intervene. In other words, the field of the clinical sociology of education should be limited to the dimensions of interpersonal relations and groups. This means that the clinical sociology of education takes the individual in social context as the unit of analysis. There are various patterns of problem behavior among children. Whatever form it takes, however, negative self-definition is a common feature. Therefore, such children always suffer from undefined anxieties about themselves. Children adopt problem behavior as means to escape from these anxieties. Children must redefine themselves in order to overcome such problem behavior. The negative self-definition of the child is changed into an active, affirmative one. That is the intervention of the researcher and practitioner. Here, it is "belonging" that prompts the beginning of the child's self redefinition. "Belonging" means a gathering of similar children. Therefore, it indicates a place where the child can feel at ease, relaxed, free and can become calm. Therefore, (1) "belonging" acts as a self-help group and (2) "belonging" refers to a place where children can speak freely. Therefore, it is a clinical place where the researcher and practitioner can actually intervene. Children redefine themselves in the place where they belong, and can experience self-reconfirmation and rediscovery. This self-redefinition is the solution to children's problems, and it is the goal of the clinical sociology of education.

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.59, pp.69-88, 1996-10-15

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"Ijime" has been one of the most serious problems in the field of primary and secondary education in Japan since late 1970s. "Ijime" is generally thought of as continual acts of violence including insulting words on victims by their classmates which sometimes force the victims to kill themselves. But the arguments have often suffered from the following question : how do we distinguish it from other similar acts? Ijime was defined by physical and mental pain of victims and this definition made it logically invisible. This paper focuses the arguments around the logically invisible ijime and discusses what effects the arguments have actually had on school management and the general concept of education. For this purpose, I analyzed the discursive formations of ijime-discourse from the view point of "articulation" which was introduced into the field of cultural studies by Stuart Hall et al. It sees a discursive formation as complex processes of articulation, de-articulation and re-articulation of discursive elements. Ijime-discourse consists of various elements, for instance, victims' deaths which made ijime a serious problem, the attitude of the audience and other indifferent classmates, the responsibility of teachers or school boards, and the school system itself. Ijime-discourse is not just unity but a compound of contradictory discourses. All the elements in it echo, confront or reinforce each other and ijime-discourse can be transformed beyond the control of discourse-makers. It also makes ijime-discourse open to possibilities for de-construction of itself. One of them is to put it into wider educational context which demands a charmge of the concept of education itself. Another one is de-construction of ijime-discourse into political discourse. Both examples of de-construction show that any one of the practices of discursive formation is political. Most ijime-discourses, however, have concealed their political character and have tried to fill every school with a psychological perspective which is, in itself, a very political way of management of schools. To know that any practice of discursive formation is political may lead us onto new horizons where we can see our education in a different way.