著者

越智 康詞

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.81, pp.113-115, 2007-11-30

著者

多賀 太

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.47-64, 1996-05-20 (Released:2011-03-18)

参考文献数

22

被引用文献数

1

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.40, pp.193-207, 285-286, 1985-09-30

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The aim of this paper is to re-evaluate the "New sociology of education." In the 1970s, an academic movement called "New sociology of education" arose in England. What made the moment was Young's readings, Knowledge and Control. Young criticized the "traditional" sociology of education on two points: (1) It takes for granted the reality of schooling and the presuppositions which make it existing; (2) It devotes itself to extract the relationships between inputs and outputs, so that it sees the "process" of schooling as a blackbox. Then, grasping the school as a culture-transmitting agency, he asserted that we have to call the organizing principles of the school (not only on knowledge but also on students) in question. We can say that the main character of the "New sociology of education" is its application of the "interpretive approach" for schooling. Its origins exist in Schutz's phenomenological sociology and Mead's symbolic interactionism, and it sees schooling as the negotiation process between teachers and students. One uses participant observations, interviews, video-cameras to understand the reality of schooling. Criticisms against the "New sociology of education" are as follows: it over-emphasizes the discontinuity with its tradition; it stands on super-relativism which puts values nowhere; it lacks the contact with the "structural" factors; its tecnique of data-analysis is unestablished and its findings are not suitable for generalization. Responding to these criticisms, the "New sociology of education" has been unfolding itself towards two directions: one direction that focuses on the micro process of schooling from the standpoint of symbolic interactionism and another direction that focuses on the macro constraint to the micro process from the standpoint of Marxism. In these circumstances, Willis's "Cultural reproduction theory" attracts our attention. Using the interpretive approach, it tries to reveal the interrelations between structural factors and interactional practices in a particular social setting. His study implies theoretical and methodological potentialities contained in the "New sociology of education" and its substance, that is, the interpretive approach.

著者

倉石 一郎

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.84, pp.27-48, 2009-05-31

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This paper concerns the way educational sociologists "deal with" interview data recorded during fieldwork. In my recent research on the educational activities of fukushi kyoin (welfare teachers) in Kochi prefecture, which focused on "historical" events from the early post-war era to the 1960s, I recorded a great deal of interview data in the field, but was very reluctant to deal with the interview data as a constructionist life story researcher like myself would do before committing myself to the final research project. The constructionist presupposition that any reality is constructed through discursive practice prohibits us from interpreting interview narrative with reference to "outer world" reality and forces us to deal with the narrative exclusively. In my case with the fukushi kyoin, however, I decided to "utilize" the interview data in combination with other kinds of data-like documents. This means that I placed greater distance between myself and the interview data compared with the case of pure life story research. Here I point out that in educational research it is often hard to maintain the constructionist presupposition because education as an occupational world has, compared with other kinds of occupations, a highly intimate relationship with the written world and this reduces the interviewer's tension to the narrative itself. In addition, the fact that it is easier, through cooperation between the interviewer and interviewee, to construct and confirm that both share a common background, namely "education," causes the withdrawal of the metatheory that life story researchers support: the "wisdom of ignorance." Instead, in educational research the dominant metatheory is "prescribed wisdom," presupposing the superiority and precedence of the interviewer and interpreter to the interviewee and those researched. However it is also important that the practice of "re-use" of interview data may provide us with the opportunity to be conscious of the above-mentioned dominant metatheory in educational sociology. This may lead us to a radical criticism of the self-evident "prescribed wisdom" in any educational research.

著者

鶴田 真紀

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.84, pp.83-102, 2009-05-31

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Audio-visual data analysis has generally been understood as a method for ethnomethodological studies in sociology. At the same time, especially in the sociology of education, it is also notable that video data analysis has been developed as one kind of educational research method rather than purely as an ethnomethodological research method. Focusing on such original developments, this paper examines the possibility of video data analysis in the realm of educational research. Firstly, this paper reviews the characteristics of audio-visual data analysis as a kind of qualitative research method and considers a number of studies analyzing video-taped interactions in the sociology of education. The paper then attempts to reconstruct the process of making an audio-visual data analysis of interactions between teachers and children with special needs in the elementary school, and focuses upon both the vocal and nonvocal behavior of the participants by providing a simplified transcript and a more complicated one in varying stages of analysis. Through this reconstruction, the characteristics of audio-visual data analysis and the differences between audio-visual data analysis and other research methods are revealed. In addition, methods for the transcription and analysis of a participant's conversation, behavior and gaze are also considered. Finally, this paper considers the efficacy of audio-visual data analysis in the exploration of a participant's orientation to education. Referring to the concept of "crucial setting," this paper suggests that the audio-visual data analyst needs to explore descriptions which show a participant's orientation to education through analysis. As audio visual technologies become more readily available, audio-visual data analysis as a qualitative research method is likely to become more sophisticated. However, this suggests that the analyst needs to pay more attention to the issue that concerns the significance of such study in the sociology of education. In other words, we are required to investigate anew why we make analyses of interactions using audio-visual equipment.

著者

正保 正惠

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.50, pp.67-68, 1998-10-30

著者

廿日出 里美

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.88, pp.65-86, 2011-06-10

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保育サービスの多様化が進み,保育実践にかかわる組織やそこで働く人々が相互に知を創造していく資質や能力を理解し,それを支援することが求められている。この研究の目的は,そうした実践知の刷新が何によって引き起こされるか,子どもが対象となるサービスの職業人に求められる知の再構成を保育者養成という現場の日常から明らかにすることである。本稿では,まず,制度に媒介された保育者養成,保育をめぐる市場とイデオロギー,学校教育および職場活動のなかでの保育者養成の内的矛盾について述べた後,保育と演劇という異職種間の提携によって編み直された学習活動の軌跡を振り返り,実践知の創造を支援する道具となる(1)知の体系,(2)相互作用としての質問,(3)状況の変化,(4)「その場」に即応する現場力,(5)学ばれたことと未解決の課題を具体的に例証する。さらに,公共ホールがアーティストを学校に派遣するアウトリーチと保育者養成の授業科目のなかに芸術における学習活動を位置づける立場の違いについて考察する。三年計画で実施された保育者養成校での演劇ワークショップは,保育の仕事で求められる実践課題の対象や動機と重ね合わさり,参加者の身体をとおして背後にある理論が実感されている。「学習活動の動機は,現実への理論関与である」とエンゲストローム(Engestrom)が指摘するように,「芸術における学習」は,知の循環を引き起こすひとつの契機になる。

著者

山本 宏樹 Hiroki YAMAMOTO 一橋大学大学院 Graduate School Hitotsubashi University

出版者

日本教育社会学会

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.83, pp.129-148, 2008-12-15

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Researchers seem to agree unanimously on the unreliability of official statistics on futoko children (school refusers), making it difficult to uncover the social factors behind the phenomenon. Though many researchers have questioned whether the official statistics can explain the reality of futoko, there has been no verification of the reliability and validity of the statistics. The aim of this study is to examine this issue and formulate an alternative plan for statistics. To achieve this aim, the author used the "School Basic Survey" from 1966 to 2006 and examined futoko rates within the "Long absentee" data from 47 prefectures, which is divided into subclasses by the following reasons: "Illness," "Economic reason," "Futoko" and "Others." The actual differences between areas were then analyzed using a five-number summary. As a result, the two following facts were clarified. Firstly, it is impossible to compare the data on "Futoko," "Illness" and "Others" between prefectures because of differences in the investigation methods. From the beginning, the classification standards differ from prefecture to prefecture, and this leads to local differences. Secondly, the method for sorting data was changed in 1998, comparisons across time periods invalid. In conclusion, the author recommends using data on "Long absentees" as a measure for the futoko phenomenon because the official statistics on futoko have already lost validity. Statistics on long absentees are much better than those on futoko to show the reality of the phenomenon. Finally, the author discusses both the advantages and disadvantages of using data on "Long absentees," confirms the existence of differences among regions at the prefectural level for long absentees, and considers future prospects and tasks.

著者

濱中(万見) 淳子

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.71, pp.47-65, 2002-10-31

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The expansion of graduate education has been one of the major policy priorities in the area of higher education in recent years. Meanwhile, enrollments in graduate courses, especially in MSS (master programs in social sciences) have been rising rapidly. This paper attempts to analyze the mechanism of the expansion of MSS programs. For this purpose, the following two questions are posed. (1) Has the actual expansion conformed to the governmental framework? (2) If not, how can the mechanism behind the expansion of MSS enrollments be explained? On the first question, the following findings are made. At the end of the 1980s, there was a significant shift in government policy, encouraging the expansion of MSS programs. At the time, the government had two preconceptions about MSS. One was that students with a high motivation for study would apply for admission, and another that the social demand for students who had completed MSS programs was increasing. The government assumed that a significant amount of talent would be developed through MSS courses if the enrolment capacity expanded. However, the actual expansion fell below these expectations. On the second question, a methodological strategy was used of analyzing the interaction between students (demand side) and each individual university (supply side) as suggested by Craig and Archer. From this analysis, coupled with the findings for the first question, the following expansion mechanism was obtained : Following the shift in government policy at the end of the 1980s, national and private universities that already had MSS courses began to expand their admission capacities around 1990. This brought an expansion in demand among students for admission to MSS courses. However, in contrast to the expectation of the government, the social demand for students who had completed MSS programs did not increase much, and many of the students who entered MSS courses actually did not have a high motivation to study. There was also an expansion in the latter part of 1990s, because many private universities that had not focused much on MSS courses until the middle of the 1980s built up admission capacity based on the expected demand among students. Thus, an autonomous expansion among private universities occurred. These findings imply and suggest the following : (1) The actual expansion in MSS enrolments did not conform to the policy aim because the government did not judge student motivations correctly and did not take into consideration what private universities might do. In order to ensure the policy aims of such an expansion, some devices would be required to restrict the type of new students. (2) It was found that it was the steps taken by individual universities that had the greatest effect on how actual expansions occurred. The conclusion is that when analyzing expansions of enrolment, it is imperative to include measures that take into account actions by individual universities that increase supply.

著者

保田 その

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.57, pp.47-48, 2005-09-17

著者

加藤 隆雄

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.40, pp.2-3, 1988-10-14

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エスノメソドロジーが対象としてきたのは、日常世界の自明視された領域であり、成員の日常的実践の形式的構造である。しかし、エスノメソドロジーは、実践形式が新参者を通して自身をいかに再生産するのかに関して、つまり成員の社会化過程に関しては、固有で定式化された回答を与えてこなかったように思われる。翻って社会化論も未だ十全にエスノメソドロジーの成果を取り込んではいない。本報告の目的は、エスノメソドロジーが社会化論に対してどのような視角を切り開いたのかを検討することにある。手順として、社会化論の立場からエスノメソドロジーの理論を本報告の趣旨に即して再構成し、それが提起した問題を定式化する。そして、エスノメソドロジーの知見は社会化論にいかなる意義を持つのかを述べる。

著者

十河 直幸 宮本 幸子 木村 治生 邵 勤風

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.59, pp.159-162, 2007-09-22

著者

藤田 英典

出版者

日本教育社会学会

雑誌

日本教育社会学会大会発表要旨集録

巻号頁・発行日

no.59, pp.361-362, 2007-09-22

著者

磯 直樹

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.110, pp.91-113, 2022-07-30 (Released:2024-04-01)

参考文献数

40

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ブルデューの文化資本は,支配と不平等に文化がどのように関わるかを分析するための概念である。本稿では,この概念に焦点を当てつつ,ブルデューが「階級」を支配と不平等にどのように関わらせて概念化したのかを考察する。さらに,他の社会学者によって,ブルデュー派階級分析と呼びうる理論と方法がどのように展開されてきたかを論じる。 ブルデューの階級分析で軸になる概念は「社会空間」である。これは階級構造に意味が近いが,ブルデューによれば「社会階級」なるものは実在しない。「実在するのは社会空間であり,差異の空間であって,そこでは諸階級が潜在的状態で,点線で,つまりひとつの所与としてではなく,これから作るべき何かとして実在する」という。階級分析を行いつつも「社会階級」の実在を否定するという,この一見分かりにくい論理構造によってブルデューの「階級」分析は構成されている。社会空間における行為者の客観的位置は,資本の種類と多寡によって決まる。複数の行為者の位置が同じでも,各々のハビトゥスの違いによって思考や行為は異なってくる。ハビトゥスは複数の性向の体系として,新たに実践を産み出していく。 ブルデュー派階級分析は,ブルデュー以外の社会学者と統計学者によって展開されてきた。フランスの幾何学的データ分析の発展がブルデュー社会学と合流し,フランスだけでなく,ノルウェーやイギリスにおいてブルデュー派計量分析と呼べるものが21世紀に入ってから体系化されていった。ブルデュー派階級分析は質的方法も採り入れ,支配と不平等の社会学として発展を続けている。

著者

羽田 貴史

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.104, pp.7-28, 2019-06-30 (Released:2021-04-01)

参考文献数

32

被引用文献数

1

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日本の高等教育研究は,日本高等教育学会及び大学教育学会創設後20年を経て,制度化が確定にしたかに見えるが,その学問的基盤は,他の学問分野と比べて劣弱である。特に,研究者の訓練を行う大学院が4つしかないこと,育成された高等教育研究者の就職市場が,高等教育政策・行政に関する政府関係組織や,大学教育センターなど大学の実務的組織であることは,基礎・開発・応用のバランスをもった高等教育研究の深化・発展を制約し,利益相反関係など複雑な問題を高等教育研究に投げかけている。 高等教育研究の分化は,個人の発達過程において大学生をとらえる視点を弱め,社会を構成するサブシステムである高等教育システムを,初等中等教育や職業・資格との関係で捉えることを困難にする。 さらに,学会成立の以前から,高等教育研究には,〈好奇心駆動型〉の基礎研究志向より,大学改革の役に立つ〈使命達成型〉研究志向が強かった。 教育学は,国民教育制度のための性格が強いが,高等教育研究で前提とされる改革とは,政府の策定する政策に基づく改革を意味しがちである。 その結果,大学や大学人が主体的・自主的に構想し推進する改革を視野に入れず,政府の政策を大学執行部が具体化することを「改革」と呼ぶ風潮が生まれてきた。そして,大学教員ではなく,大学執行部による教育マネジメントを根拠づけるために,データによる客観的な研究発表ではなく,結論に合わせた都合の良い研究すら見られる。

著者

矢野 眞和

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.45, pp.20-34, 1989-10-01 (Released:2011-03-18)

被引用文献数

1

著者

関口 義

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.10, pp.70-81, 1956-10-20 (Released:2011-03-18)

被引用文献数

1

著者

羽田野,慶子

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.75, 2004-11-15

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The purpose of this paper is to clarify the mechanisms for the reproduction and sustenance of the myth of "male physical superiority" through sport practice, using data from field research in a judo club at a junior high school. The myth of "male physical superiority" refers to the social belief that "males are superior to females in physical capabilities." The judo club is one of the best sport clubs of the school, and its training is the hardest. Unlike other sport clubs, boys and girls always practice together following the same practice schedule. However, during practice, it is found that they are always gender-segregated, and boy-dominated. That is to say, the gender equality of the practice schedule and gender segregation of the physical relationship are the gender systems of the judo club. In the budo-jo (judo-training room), a fixed "borderline" can be observed between boys and girls. The practiced area for the girls is only a third of the size of that for boys. Girls occasionally try to pass across the "borderline," but the subversion is only transitory, and the boys' domination of the budo-jo never wavers. Next, the paper analyzes boy-and-girl pairings for randori (technical training in pairs). When choosing a randori partner, weaker players must ask the stronger players. The boy-and-girl pairings seem like a subversion of gender segregation, but in reality a regularity can be seen in the pairing that does not subvert the male-dominated gender relations. For example, whereas a girl will ask a boy from the same year, boys will only ask girls who are their seniors. Not only judo, but almost all sports have systems that segregate males and females, and prevents them from competing with one another. Gender systems in sport are utilized to sustain the myth of "male physical superiority." The myth is reproduced by various sport practice, such as the ones observed in a judo club, which are produced from a gender-segregated sport system.

著者

深谷 昌志

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.38, pp.59-75,en262, 1983-10-20 (Released:2011-03-18)

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In this paper, I would like to clear the relationship between educational aspiration and school culture.The percent of the students who feel to be a slow leaner increares as follows: 4 th grade=11%, 5 th=12%, 6 th=15%, 7 th=14%, 8th=26%, 9 th=25%. So in the junior high school, the students who cannot understand what he is taught reaches to 28% in English, and 32% in Math.But thay believe the results of the achievement test depend on how they studied hard in school and after school. In this situation, the Juku school become the second school, and the half of the students attend the Juku school.

著者

田中 理絵

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.199-217, 1998-10-20 (Released:2011-03-18)

参考文献数

13

被引用文献数

1

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This paper attempts to analyze and explain the stigmatization of children that in a children's home. In particular, I focus on the feelings that stigmatized children have about themselves and about their relationships with children who do not live in the institution. To understand these feelings, I examined children's discussions of their lives, and in particular, the use and significance of certain vocabulary they used to describe their lives.The following are results of my research.(1) Stigmatized children view their stigma as retribution from their parent (s).(2) In society, people are categorized, and the members of each category consider their own attributes as ordinary and normal.(3) Stress management and information management are important in helping stigmatized children avoid unreasonable treatment.(4) Stigmatized children think that their perspective is the same as other children and do not differentiate themselves from others. However, they and people around them define them as being different, which causes these children to strive for “normalcy”. Thus, this line of thought produces the irony that the more “normal” they hope to be, the more they stigmatize themselves in their minds.These children do not identify themselves as living at an orphanage, and instead attempt to manage information about themselves when talking with others. It is most significant that although children view achieving “normalcy” as a kind of panacea for solving their problems, this “normalcy”, in fact, can never serve as the means of solution.