著者

中澤 高志

出版者

日英教育学会

雑誌

日英教育研究フォーラム (ISSN:13431102)

巻号頁・発行日

vol.26, pp.87, 2022 (Released:2022-11-05)

参考文献数

13

著者

中村 勝美

出版者

日英教育学会

雑誌

日英教育研究フォーラム (ISSN:13431102)

巻号頁・発行日

vol.26, pp.111, 2022 (Released:2022-11-05)

著者

佐野 正彦

出版者

日英教育学会

雑誌

日英教育研究フォーラム (ISSN:13431102)

巻号頁・発行日

vol.26, pp.43, 2022 (Released:2022-11-05)

参考文献数

3

著者

山村 滋

出版者

日英教育学会

雑誌

日英教育研究フォーラム (ISSN:13431102)

巻号頁・発行日

vol.26, pp.31, 2022 (Released:2022-11-05)

参考文献数

6

著者

高橋 まりな

出版者

日英教育学会

雑誌

日英教育研究フォーラム (ISSN:13431102)

巻号頁・発行日

vol.23, pp.79-86, 2019 (Released:2020-01-04)

参考文献数

12

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David Lodge (1935-) is an Emeritus Professor of English Literature at the University of Birmingham. Changing Places: A Tale of Two Campuses (1975) is based on his own academic life at Birmingham and experience at the Berkeley as visiting Associate Professor in 1969. The teaching of writing fiction and producing new literature in universities hadn’t been popular in the UK until 70s, but expansion of higher education brought the situation that many writers stayed in university as students or academic staff. Their observations and thoughts at that time still remain in their novels. The purpose of this article is to explore the Lodge’s comparative framework that construct the Changing Places’ imaginary world. Through this case study of interpreting fiction, I tried to identify the limitation of the interpreting fictional text as the data of comparative education. In the first half of this article, I described Lodge as the cultural observer and comparatist. His novel Changing Places has been read as a story that has certain connection with the real world of 1969. The latter is a practical part of an interpretation of fictional text as comparative educational literature. Changing Places is about a story of academic life of the UK and the US. It has two protagonists and both of them are the professors of English. Their universities have an annual professional exchange scheme and they are chosen for this program. The characteristic features of social and vocational life in each country were made amusing by the foreign observer. This study revealed the following two characteristics in Lodge’s comparative strategies. First, he emphasized the cultural differences between the UK and the US, but this story is about a possibility of exchange still. Cultural differences are mentioned as a kind of interruption on the discussion of the educational borrowing, but in this story, remarkable differences aren’t necessarily fatal for exchange. This framework of comparison suggests the reconsideration when we see and try to control the differences. Second, comparisons by Lodge is not fixed by the single binary opposition. Describing people and their culture as the collection of contrasts enable the author to capture the changing world as it is.

著者

鈴木 麻里子

出版者

日英教育学会

雑誌

日英教育研究フォーラム (ISSN:13431102)

巻号頁・発行日

vol.2020, no.24, pp.033-044, 2020 (Released:2020-10-24)

参考文献数

13

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【Abstract】A Study of Teacher’s Disciplinary Right―With reference to the UK disciplinary power―Mariko Suzuki(Ryutsu Keizai University) The purpose of this article is to clarify the issue of teachers’ disciplinary right in Japan. In Japan, corporal punishment, which should have been banned under the School Education Act, is rampant and has been viewed as a problem. At the same time, attention has been paid to “improper guidance” by teachers. On the other hand, proper discipline has been largely debat-ed so far and remains unsorted. To take this situation as an issue, I referred to the case in the UK. In this country, the “the Education and Inspection Act 2006” was developed, in which school disciplinary rights became the first legal basis. Making schools obligatory to formulate and disclose the “Behaviour Policy” has been positioned as an important resource for parents when choosing a school. In 2016, a guidebook was published to facilitate this from DfE, includ-ing clarification of disciplinary rights holders, “Behaviour Policy” and disciplinary actions and procedures for violating them. There are two issues related to teachers’ right to discipline in Japan, as suggested by the UK case. The first is the organization of the disciplinary content of teachers. At present, the exercise of discipline, that is, “discipline as a factual act” is left to the discretion of the teacher, and there is no mechanism to judge its legitimacy. Second is the identification of disciplinary rights holders. Schools have been expanded to include non-teacher professional staff since the “school as a team” was sought in 2015, but they may now exercise disciplinary powers. It is necessary to clarify how these specialized staffs participate in student guidance.

著者

新井 浅浩

出版者

日英教育学会

雑誌

日英教育研究フォーラム (ISSN:13431102)

巻号頁・発行日

vol.20, pp.185-187, 2016

著者

元主 浩一

出版者

日英教育学会

雑誌

日英教育研究フォーラム (ISSN:13431102)

巻号頁・発行日

vol.23, pp.37-42, 2019 (Released:2020-01-04)

参考文献数

4

著者

石黒 万里子

出版者

日英教育学会

雑誌

日英教育研究フォーラム (ISSN:13431102)

巻号頁・発行日

vol.21, pp.71-84, 2017 (Released:2017-11-11)

参考文献数

8

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This paper examines the radical changes in Early Childhood Education and Care (ECEC) in England since the end of the twentieth century, with special consideration of the global circumstances around ECEC and by using the framework of transitology (Cowen 2014). ECEC in England reflects political, economic, and social changes at a global level, and it has the discourse of ‘school readiness’ as its legitimacy. According to the OECD Report Starting Strong, increasing global interests on ECEC have changed the meaning of ECEC, regarding it as a public good, instead of a private matter, and the report focuses on an integrated approach to ECEC, the goal of achievement and the monitoring of ECEC services, staff and child development. Partly it aims the economic development in the period of low growth. In addition, worldwide organisations such as the WHO, UNESCO and UNICEF also look at ECEC in terms of humanitarian support. They focus on the children’s well-being, promoting health and preventing poverty. ECEC is a hot issue shared across developed and developing countries. As global attitudes toward ECEC have changed, the new ECEC system and curriculum in England has also adapted, including the re-organisation of the governmental division for ECEC in order to integrate the jurisdiction of ECEC, introducing a national curriculum with detailed achievement goals, and monitoring systems for all the ECEC settings. The national curriculum on ECEC in England, Early Years Foundation Stage (EYFS), stresses the importance of care in terms of children’s well-being as well as promotion of literacy, and increasingly such safeguard and welfare requirements have been extended through the revisions of them. ECEC in England is categorised as‘ school readiness’ tradition by the OECD Report. Such a slogan has given the ECEC legitimacy from both points of view: economic growth and humanitarian support, importance in developed and developing countries, and impact of poverty and universal security. However, there are many who oppose the view of school readiness as the aim of ECEC. ‘School readiness’ can be recognised as‘ deductive rationality’ (Cowen 2014). The fundamental question is thus posed - how do we recognise childhood, as a preparation period for being an adult or a meaningful period in and of itself?

著者

佐々木 毅

出版者

日英教育学会

雑誌

日英教育研究フォーラム (ISSN:13431102)

巻号頁・発行日

vol.20, pp.209-210, 2016 (Released:2016-09-26)