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

新谷, 周平

出版者

日本教育社会学会

雑誌

教育社会学研究

巻号頁・発行日

vol.71, 2002-10-31

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The increasing number of mugyosha or freeter has frequently been pointed out in Japan. These terms refer to people who, after graduation from junior or senior high school, don't go on to either college or to full-time jobs. Educational sociology researches have made clear the correlation between career perspectives and academic achievement, social stratification, and youth subculture through questionnaires and interviews. Some authors have suggested offering scholarships or opportunities for career development. However, are such suggestions effective? Past researches have failed to answer this question, either because they did not make clear the process of choosing future courses or see the influences of subculture upon such choices. The purpose of this paper is to describe the process of making future choices, and to make clear the relationship between subculture and future courses. The method adopted is participant observation and interviews of a youth group, specifically a group of street dancers. The members did not aim to be professional dancers, and became freeter. The following findings were made. A lack of confidence in academic abilities and strong resistance to becoming constricted kept them away from college and full-time jobs. The amount of wealth and the occupation of their parents had an influence on the transition from freeter to college student or full-time worker. But it was more important that youth who remained in a local area formed a subculture, or "local relationship culture, " in which place, time and money were jointly owned. The status of freeter was appropriate for this subculture. If the function of culture is taken into consideration, the effectiveness of suggestions that presuppose social mobility and movement between regions, such as scholarships or career development programs, becomes uncertain. It is necessary to make clear the real state of subculture and to work out programs appropriate to it.

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.

著者

朴澤 泰男 白川 優治

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.78, pp.321-340, 2006-05-31 (Released:2011-03-18)

参考文献数

25

被引用文献数

1 1

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This article explores factors that affect rates of financial aid receipt among private institutions of higher education in Japan, with the aim to understand whether academically well-prepared and needy students are awarded financial aid in those institutions. Using a survey dataset of chief financial officers of Japanese private four-year colleges and universities, an ordered logistic regression analysis of the rates of institutional aid receipt including tuition waivers and a linear multiple regression analysis of the percentage of recipients of Japan Scholarship Foundation (JSF) Scholarship Loans were conducted. The regression results are as follows:(1) the rates of institutional aid receipt are related to the age of the institution and the selectivity of students, but not to regional income levels or tuition amounts. The percentage of aid awardees is also not related to instructional costs. In institutions where many students receive institutional aid, there are a significant number of students who borrow JSF Type I Scholarship Loans (Interest-Free Loans).(2) While the rate of JSF Type IScholarship Loan recipients is related to the historical background of the institution, selectivity of students, and regional income levels, there is no correlation between JSF Type I Loan recipient rates and tuition. The type of departmentsand schools in an institution is also not relevant to that figure.(3) While the rate of JSF Type II Scholarship Loan (Interest Bearing Loan) recipients is not related to the historical background of an institution, the selectivity of students, regional income levels, tuition, and instructional costs affect it. The percentage of JSF Type I Scholarship Loan awardees is positively correlated to that of JSF Type II Scholarship Loans.

著者

橋本 鉱市 伊藤 彰浩

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.64, pp.55-74, 1999-05-15 (Released:2011-03-18)

参考文献数

27

被引用文献数

1 2

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The Association of Sociology of Education in Japan was established in 1950. In the fifty years since that time, membership in the association has grown to nearly 1, 300 members. In this paper, we attempt to analyze the process of the institutionalization of Sociology of Education in Japan. We will attempt to reinterpret the factors which contributed to the formation and integration of the researchers of Sociology of Education into one field of study, and examine the ensuing process of institutionalization up to the present day, taking into account a broader viewpoint of the context at each stage of the development. We will focus on certain aspects of the institutionalization process, such as the “association”, the “teacher-training course”, the “chair system in experimental course.”First, we examine the Association of Sociology of Education as a group emerging out of the Association of Education and the Association of Sociology. Next, we define typology of the foundation of the Association, its significance, its organization, and its social features, and attempt to analyze the issues that were present at the start of the Association and the surrounding factors which contributed to its institutionalization. We then trace the movements surrounding the establishment of teachertraining courses and the chair system in experimental course in and out of the Association to the present day. This later became the institutional basis of the development of the Association.

著者

苅谷 剛彦

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.57-78, 1991-10-20 (Released:2011-03-18)

参考文献数

35

著者

知念 渉

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.100, pp.325-345, 2017

著者

伊藤 茂樹

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.47, pp.142-155, 1990-10-05 (Released:2011-03-18)

被引用文献数

2

著者

岩村,美智恵

出版者

日本教育社会学会

雑誌

教育社会学研究

巻号頁・発行日

vol.58, 1996-05-20

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The main purposes of this paper are to measure the economic benefits of higher education and to clarify the scheme of differentiation in the higher educational system. In the economics of education we have used the private rate of return to measure the economic benefits which a person gets from education. But most previous research has an error in the empirical method. The error uses in not combining the private rate of return and the actual student placements in employment for each university. I try to remedy this error. Firstly I investigate differences in employment opportunity according to industry and enterprise size relating to 33 faculties of 10 universities (Table 2). Secondly I calculate the private rate of return for each of them (Table 3). Finally, I combine both results (Table 4). I think the private rate of return calculated by this method supersedes previous research. Furthermore from the standpoint of economics. I try to explain the demand trend of higher education on the basis of the research findings. As a result it is proved that the aspiration to graduate from a higher prestige university is reasonable economically.

著者

岡田 敬司

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.43, pp.123-135, 1988-10-03 (Released:2011-03-18)

参考文献数

11

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.90, pp.5-23, 2012

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ある出来事が問題視されることが起点となって,その出来事をもたらした原因探求が開始される。原因探求は,問題事象を理解し解決策を検討するためであると同時に,問題事象をもたらした責任の所在を特定するための試みと考えられている。それゆえ原因探求に躍起となるのだが,そうした試みはしばしば泥沼化し,問題事象は混迷を深め悲劇をもたらすことがある。<BR> 本稿では,いじめ自殺と水俣病という,ほとんど無関係と思われる社会問題を対比させることで,「責任の根拠としての原因」という認識に導かれた言説実践がどのような現実を生み出してきたか,そして今も生み出しているかを明らかにしようと試みた。そのためにまずは,「意志と責任」「年齢と責任」「カテゴリーと責任」「偶然と責任」という視点から「因果関係と責任」の論理関係を検討することで,「責任の根拠として原因」という認識の論理的矛盾を明らかにした。と同時に,私たちの社会のなかで原因解明と責任追及がいかに実践されているかを言説分析の視点から解明することで「実践と認識の二重性」を指摘し,そうした二重性がもたらす困難を描き出すために,いじめ自殺と水俣病に見られる構造的同型性(=原因究明言説の隘路)を論じた。<BR> そして最後に,「責任の根拠としての原因」という認識がもたらす困難から脱却するための二つの方向性を示唆した。一つは,無過失責任論の可能性であり,もう一つは責任言説の再編可能性である。

著者

仲野 由佳理

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.99, pp.27-46, 2016-11-30 (Released:2018-03-26)

参考文献数

30

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本稿の目的は,少年院の演劇活動の分析から「更生」という目的にむけた教育的行為としての物語化の技法を検討し、物語行為がもつ教育的意義を考察することだ。 矯正施設における言語化の実践として,A女子少年院で毎年上演される創作オペレッタに着目した。創作オペレッタは,非行に至る経験などから脚本を作成する。脚本は,矯正教育上の望ましさに規定された〈変容の物語〉であり,更生の足場として施設内/社会内での生活で機能することが期待される。この〈変容の物語〉が物語環境に応じて変化すると考えた場合,物語化の技法に関する学びは矯正教育上の重要な課題のひとつとなる。 参加少年と指導者へのインタビュー及び参加少年への自由記述式アンケートの結果,(1)自己理解のための言語資源の獲得,(2)物語化を契機としたコラボレイティヴな関係の構築,(3)社会への再統合にむけた「昇格儀式」的役割,という3つの技法がみてとれた。いずれも,矯正教育が目的とする「改善更生」「社会復帰」を目指して行なわれる物語化の技法である。 さらに,教育的行為としての物語化には(1)矯正教育が目指す“あるべき変容イメージ”を具体化するという意義,(2)〈変容の物語〉を基盤として,少年院という空間におけるナラティヴ実践に緩やかな共通性/共同性が与えられるという意義,(3)〈変容の物語〉がドミナント化し少年の価値や行動を規制するという意義を指摘した。

著者

李 奉儒 山田 浩之

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.20-31, 2017