著者

佐貫 浩

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24349461)

巻号頁・発行日

vol.26, pp.203-207, 2019

著者

宮盛 邦友

出版者

日本教育政策学会

雑誌

日本教育政策学会年報

巻号頁・発行日

vol.12, pp.137-146, 2005

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The purpose of this paper is to consider what was the social basis to the cognition of the rights of the child in Interwar-Period Japan. One approach, taken by Raicho Hiratsuka and Tetsuji Nishiyama, explained the rights of the child discourse as a parent and child relationship. Another approach was concerned with state policy and the family system. Based on social change, I analyzed the children's realities of life, parent and child, family and home, shown in "Akudo-Kenkyu (Bad Child Research)" (1916/T6) edited by Nihon-Gakudo-Kai (the Japan Society for the Pupil). What is clarified in this book is that the idea conveyed by the words "Bad Child" was based on the actual circumstances of the deprived living conditions of the child "who does bad things". This was accompanied by changes in family circumstances.

著者

広井 多鶴子

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.28, pp.93-102, 2021 (Released:2021-12-13)

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Child rearing allowances, social security benefits for the poverty of one − person households, have not been provided properly, despite the fact that the Act on the Promotion of Policy on Child Poverty was established in 2013. This is because the child welfare of poor households guaranteed by child rearing allowances was converted into the workfare which promotes economic independence by working. Educational support was, to be sure, expanded drastically to provide free-of-charge infant education and nursing and grant-type scholarships. But such in-kind benefits of these educational services, which might give children a chance to be educated, are not a key to eliminating child poverty. Todayʼs promotion of policy on child poverty has changed the principle of child and family welfare that parents should raise their family and society should be responsible for it : thus parents are now pressed to become independent economically by working, and children are also requested to cut off the cycle of poverty by themselves through education and studying.

著者

藤澤 健一

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.2, pp.150-166, 1995-06-23 (Released:2017-12-29)

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The objective of the paper is to examine the logic behind the assimilation educational policy implemented in Okinawa by the Japanese government, from the standpoint of attributes deemed ideal in the teacher to teach in Okinawa. Through this analysis, the significance of Okinawa in Japan's colonial educational policy will be addressed. Past research on Japan's colonial educational policy has not fully investigated the correlation between the policy for Okinawa and the colonial educational policy in general. However, in light of the facts that Okinawa was one of Japan's less developed prefectures and that Okinawa was the test case for government before launching colonialism, with special interest in colonizing Taiwan, the correlation between the government's educational policy for Okinawa and the colonial educational policy is an important issue requiring prudent analysis. Scholars have shown that Japan's victory in the Sino-Japanese War is one of the catalysts for Okinawa to begin its assimilation. This view, however, lacks concrete evidence. I have explained in this paper that the primary cause for Okinawa's changes after the Sino-Japanese War was Japan's occupation of Taiwan with the intent of colonization. The attributes of "ideal teacher" to implement the government's educational policy were those required to disseminate highly civilized education-not simply to teach in a less developed prefecture that lagged behind in assimilating with the rest of Japan. In other words, the assimilation policy of the Japanese government was accelerated in Okinawa to demonstrate a marked difference between Japan and Taiwan, i.e., the "civilized nation" in contrast to the "uncivilized colony" according to the Japanese government. Most research and analysis on Japan's colonial educational policies show that the prototype of Japan's colonial educational policy was the policy carried out in Korea. Although educational policy implemented in Okinawa precceds all other colonial educational policies, it is normally not considered as the test case for colonial educational policy. The educational policy in Okinawa, however, is the earliest example of an assimilation policy. These findings imply that since the logic behind Okinawa's educational policy is closely correlated to the general colonial educational policy, Okinawa's case cannot be dismissed as insignificant. The same holds true for the educational policy developed by the government for Hokkaido-the "premodern colony" of Japan. The inclusion of the government's educational policies for the "premodern colonies"-Okinawa and Hokkaido-in the research framework of Japan's colonial educational policies would provide a broader and deeper understanding of the policies.

著者

柴田 聡史

出版者

日本教育政策学会

雑誌

日本教育政策学会年報

巻号頁・発行日

vol.28, pp.156-162, 2021

著者

森田 尚人

出版者

日本教育政策学会

雑誌

日本教育政策学会年報

巻号頁・発行日

vol.18, pp.18-39, 2011

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Professor Saburo Ienaga brought a set of suits against the textbook authorization system operated by the Ministry of Education as illegal and unconstitutional. Under the 1955 system the suits became an arena of ideological controversies as to who has the right to children's education, the state or people. The "People's right to education" camp argued that teachers of primary and secondary schools, as well as professors in higher institutions, should enjoy academic freedom of teaching. During the development of the trial, the justification for this argument changed. Emphasizing children's right to learn, in turn, they asserted freedom of teaching on the ground that teachers can provide education adapted to each child's stage of development. According to this theory, because education is a self-directed activity based on educational values, it therefore should avoid any intervention by government. Although apolitical it might seem, paradoxically, this theoretical transition intensified the political conflict between the two camps. The new standpoint of "people's right to education" did not make any modification of roles that teachers as laboring class should play in the nation's united front. The textbook trial as mass movement reflected the Japanese Communist Party's political strategy, which ordained the struggle against both American imperialism and half-subjugated Japanese monopoly capitalism as the primary purpose.

著者

井深 雄二

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.24, pp.80-89, 2017 (Released:2018-08-27)

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In this paper, the associated structure of the compulsory education expense government contribution system, and the system by which the prefecture provides the salary of the staff of municipalities was examined. The paper considers the basic issue of the school personnel management of city, town or village-owned elementary and junior high schools and the salary mechanisms. Structural contradictions existed between the management and the expense burden of the elementary school before World War II, and this led to the creation of the compulsory education expense government contribution system. Moreover, the centralization system whereby the prefecture provides the salary of the staff of municipalities was approved in 1940. The compulsory education expense government contribution system was abolished in the educational reform period after World War II under the decentralization policy for education, and the authority to appoint and dismiss was moved from the local secretary to municipal boards of education. However, the system by which the prefecture provides the salary of the staff of municipalities was maintained. The compulsory education expense government contribution system was revived by the process of the review of the educational reform after World War II, and the authority to appoint and dismiss was moved from the municipal boards of education to the prefectural board of education. A further development was that the compulsory education expense government contribution system was reduced and that the authority to appoint and dismiss the teacher was moved to municipalities under the decentralization of education as the educational policy of neo liberalism after the 1980ʼs.

著者

住友 剛

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.24, pp.24-38, 2017 (Released:2018-08-27)

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This paper examines educational policies and challenges for poverty alleviation of children, focusing on Osaka prefecture and Osaka city, especially focusing on childrenʼs and familiesʼdifficulties relating to high school entrance. In Osaka Prefecture and Osaka City, various projects such as supplementary tuition fee assistance to private high school students and assistance for private school fees have been implemented. Meanwhile, in Osaka Prefecture and Osaka City, competitionist school reforms have been carried out. For example, reforms such as consolidation of public high schools, implementation of a‘challenge testʼ, and disclosure of information on junior high school attendance to high schools. As a matter of course, if you try to deal with childrenʼs poverty under a competitive school reform, each family or child will be asked for it. Anxiety about the future and a decline in motivation to learn appearing in children and families in the difficult life layer of Osaka need to be considered as a result of such school reform and childrenʼs poverty alleviation.

著者

広井 多鶴子

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.22, pp.214-215, 2015-07-15 (Released:2017-06-20)

著者

小野 まどか

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.27, pp.188-194, 2020 (Released:2020-10-01)

著者

近藤 正春

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.10, pp.25-34, 2003-06-23 (Released:2017-12-06)

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In this paper, the Fundamental Law of Education is examined in terms of its relationship to a number of contemporary educational policy issues. The following five themes have been selected for detailed examination. (1) Change in the recognition of the relationship between education and society, in terms of planning educational policy issues. (2) The transformation of "nation-building education" into "citizen-building education". (3) Revision and development of the principle of Equal Opportunity in Education. (4) Expanded deregulation in the area of the rules and formalities governing the establishment of educational institutions. (5) Changes in the role and the system of educational administration.

著者

佐藤 広美

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.7, pp.60-71, 2000-06-23 (Released:2017-12-25)

著者

前川 喜平

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.26, pp.68-71, 2019 (Released:2020-06-20)

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In Japan there was no education decay equivalent to what took place in Britain. Japanese schools are not independent corporations like British schools. School choice is not allowed in Japanese compulsory education. These are the reasons why there is no Ofsted in Japan.

著者

小山田 建太

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.26, pp.114-127, 2019 (Released:2020-06-20)

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This paper focuses on the Regional Youth Support Stations(RYSS)project as a public measure introducing the market principle, and clarifies the impact of the project evaluation in quasi-market by reviewing the quantitative data of the RYSS project. In addition, through this analysis, this paper extracts the implications of introducing the market principle to various educational policies. The analysis shows that the RYSS project aims to provide reasonable and efficient business operations based on the specific viewpoint of the RYSS project evaluation. This result also demonstrates the binding force of project evaluations in quasi- markets. However, by sharpening the evaluation criteria, there is a possibility that the institutional features that were originally owned by the RYSS project would be trivialized. From the above findings, there are two suggestions for introducing the market principle to various educational policies. Firstly, educational practices that cannot be standardized to a specific achievement viewpoint would be disregarded with the sharpening of evaluation criteria. Secondly, when setting the specific achievement viewpoints in various educational policies, it is necessary to continue to consider the validity of whether the viewpoints can examine clearly the educational value and outcomes that are expressed by each educational policy or practice.

著者

宮下 聡

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.26, pp.25-41, 2019 (Released:2020-06-20)

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'Zero Tore' (i.e. zero tolerance)Standards are entering school sites like a boom. The standard determines not only the teaching content but also the teaching method uniformly, and creative educational practices made to correspond to the actual individual child are limited. And zero tolerance functions as something that goes beyond the standard without any questions. These can also be described as improper control over teachers who are in charge of education. How has the school changed over time? The words 'consistent instruction' and 'resolute instruction' were used 40 years ago, which was said to be the third delinquent peak. Is there a difference between that and the current 'Zero Tore' Standard? By examining the change of school(old basic education law enacted to realize the ideal of the Constitution, the ratification of the Convention on the Rights of the Child in 1994, revision of the Basic Education Law in 2006, etc.)in conjunction with oneʼs own history, I considered 'just, popular will' and 'improper control' in education.

著者

平野 裕二

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.16, pp.80-88, 2009-07-07 (Released:2017-11-25)

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The third periodic report of Japan, which was due in May 2006, was finally submitted to the UN in April 2008. Not only was it presented behind schedule, the content and quality of the report is no better, or rather worse, than that of the previous two reports. The problems of the third periodic report include the following: (i) it does not provide sincere responses to the recommendations of the UN Committee on the Rights of the Child; (ii) a "rights-based approach" is completely ignored; (iii) it lacks important sets of data, making it impossible to understand children's realities and the effects of the relevant measures; (iv) it reflects inadequate understanding of the basic principles and provisions of the Convention; (v) it does not attempt to learn from municipal experiences; and (vi) it reflects reluctance on the part of the government to have sincere dialogue and cooperation with civil society. It is necessary to adopt a "rights-based approach" in the implementation and monitoring of the Convention. A "rights-based approach" should also be promoted specifically in the perspectives and methods of evaluation of child policies in Japan.

著者

広瀬 裕子 荒井 英治郎

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.25, pp.11-28, 2018 (Released:2019-05-31)

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This paper aims 1) to summarise what kind of research has been developed under what analytical viewpoints in the last 25 years of the Japan Academic Society for Educational Policy, 2) to try to present the basic framework of education policy analysis to contribute to our future researches. The subjects of consideration are the special issue manuscripts and the submitted manuscripts from the Bulletins No.1 through No.24. Eijiro Arai was engaged in task 1), and Hiroko Hirose in task 2). Generally, the research trend was to respond to the changing natures of policies and society. However, it has also been pointed out that the theoretical framework does not catch up with the changes. It is urgent to build a fundamental framework to grasp education policies comprehensively, replacing the outdating Theory of People’s Right to Education. One of the dominant directions may be the expansion of the vision that Isao Kurosaki raised; that is the assemblage of the Sociology of Educational Administration by Munakata Seiya and the Educational Administration Theory by Eiichi Mochida. Keywords: analysis of education policies, fundamental framework, Seiya Munakata, Eiichi Mochida, Isao Kurosaki

著者

浜野 隆

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.14, pp.208-217, 2007-06-30 (Released:2017-12-02)

著者

太田 美幸

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.24, pp.66-74, 2017 (Released:2018-08-27)

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Prejudice and discrimination against sexual minorities has now been recognized as a human rights issue in Japan, but it took a long time to make it the official line. Educational policy studies in Japan have also still not paid sufficient attention to it, but we canʼt avoid being aware of the importance of these issues with deep reflection. Recently, MEXT has issued some circulars regarding special care for LGBT schoolchildren and students. These changing attitudes toward LGBT students are so important to guarantee the rights of sexual minorities and support their safe growth. In consideration of the educational policy and issues surrounding sexual minorities, we should also note that behind these changes there have been considerable efforts, researches and policy proposals by sexual minorities themselves and their supporters. By focusing on their individual experience, we may find complex structure of intertwined issues which include sexuality, gender, social scale, physical disability, mental disorder, religious, regional characteristics, etc. In order to develop educational policy research on gender and sexual orientation diversity, the framework from a variety of aspects needs to be improved. For that, firstly we have to examine the culture of homophobia and transphobia embedded in the mainstream educational researches.

著者

佐藤 修司

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.21, pp.244-245, 2014-07-15 (Released:2017-06-23)