2 0 0 0 OA 批判的教育学から見たグローバル化をめぐるカリキュラム・教育方法のポリティクス
- 著者
- 澤田 稔
- 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.29-50, 2016-05-31 (Released:2017-06-01)
- 参考文献数
- 19
- 被引用文献数
- 1
本稿の目的は,グローバル化に伴う知識・能力(観)の再編が各国で加速する現状にあって,この動向がマイノリティ集団にとってどのような意味を持つのかという問いに対する一定の答えを,アメリカ合衆国で批判的教育学と呼ばれる分野の研究成果を踏まえるとともに,初等中等教育のカリキュラム・教育方法に関する実践事例を参照することによって明らかにすることである。考察には以下のような手順をとる。まず,本考察の理論的基盤となる批判的教育学の特質と,本稿が採用する視座の位置付けを明らかにするために,アメリカにおけるカリキュラム論と批判的教育学との関係を整理して,批判的教育学内部における重要な論争点を取り上げ,その意義について考える。その上で,近年の批判的教育学でも言及されることが多いフレイザーによる「再配分の政治」と「承認の政治」という正義論の概念を導入し,これを再解釈して教育実践論に適用することで,グローバル化による知識・能力の再編に対応するとともに,不平等の拡大再生産の是正に資するカリキュラム・教育方法論の可能性について論じる。さらに,このような社会適応・地位達成の実現を目指す教育だけでなく,民主主義社会における,より積極的で活動的な主体性の涵養を目指す批判的市民性教育の可能性についても論究する。最後に,こうした可能性を実践的に具現化したとみなすことができる事例を取り上げる。
2 0 0 0 OA 学校における「性役割の社会化」再考
2 0 0 0 OA 立身出世主義の論理と機能
- 著者
- 竹内 洋
- 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.31, pp.119-129,en217, 1976-09-30 (Released:2011-03-18)
The notion of “Risshin-Shusse” and its functions can be briefly summarized as follows:(1) To rise in the world (“Risshin-Shusse”) or not was considered identical with winning or being defeated in life. This compulsive notion was to force “Shusse”-minded people to reject the usual institutional means and those who failed into despair.(2) There was, however, another kind of “Risshin-Shusse” notion, which contributed greatly to preventing people from such deviation and from despair. It was, what could be called, a double-image notion of “Risshin-Shusse”. One image was that the more secular value a man had, the more moral value he had. The other image, which was quite to the contrary in the content, was that the more secular value a man had, the less moral value he had.(3) The third notion of “Risshin-Shusse” was that of small upward mobility in non-elite, that was also regarded as “Shusse”. While the opportunities to try to rise radically in the world became less, this notion kept the fervor of “Risshin-Shusse”.(4) The fourth notion of “Risshin-Shusse” was one that was considered “Komyo”(acquiring fame). This notion had relevance not only to status-orientation, but also to achievement-orientation. This particular notion is thought to have worked as innovation energy toward the Japanese modernization.
2 0 0 0 OA 女性文化と家父長制資本
- 著者
- 加藤 隆雄
- 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.61, pp.5-24, 1997-10-15 (Released:2011-03-18)
- 参考文献数
- 37
- 被引用文献数
- 2
Why does traditional femininity persist even though women seemingly have become free from traditional constraints? The types of answers to this question are that women adopt traditional femininity by (1) compulsory selection;(2) rational selection;(3) subjective selection;(4) unconscious selection. Each of these is insufficient. This paper suggests some integrated vision for this problem by focusing on the female culture (of younger women), especially its property as capital. Data from the survey reveals the ingredients of the female culture:(a) consummatory factor, (b) domestic factor, and (c) girls' culture factor. Each of them is related to traditional femininity through the DELAY-FUNCTION and the TRANFORMATIVE-FUNCTION (of meaning). The subjectively experienced meaning of the female culture are delay-transformed for reasons of the resemblance of the appearance to the factors of traditional femininity. This function can be precisely formulated as the function of HABITUS (Pierre Bourdieu's term). But Bourdieu did not explain habitus in the context of femininity and women's deprivation. So an extended concept for femininity is required. Habitus is the incarnated form of the capital (Bourdieu especially insisted capital culturel, i. e. CULTURAL CAPITAL). And this capital functions only in the FIELD (“Champ”) that is correlated and reflexively defined with capital. I named such FIELD as related women's properties as “PATRIARCHAL FIELD”, and its correlated capital as “PATRIARCHAL CAPITAL”. The patriarchal capital, as with other forms of capital such as cultural capital, economic capital and social capital, produces profits only within its field, and converts former forms into another. This process corresponds to the transformative function.Female culture and gender formation of women can be interpreted by Bourdieu's model. And this model will be able to explicate the hidden process of “the reproduction of gender” by the analysis of the conversion of and between such capital as discussed above.
2 0 0 0 OA 戦前期におけるエリート選抜と大学成績の関係 : 東京帝大1〜2番卒業生の経歴を中心に
The entry rate into the elite of university graduates who graduated with honor was higher than that of other graduates in Japan in the pre World War II period. What kinds of effects can explain this phenomenon? Three possibilities can be considered to explain it: first, honor graduates may be more successful in any job, so that there would naturally be a correlation between the university adaptability indicated by high grades and vocational success; second, they might have found it easy to gain sponsorship from established elite groups because of their honor grades, even if there were no necessary correlation between college grades and vocational success through severe competition; third, they may have found it easier to enter vocational sectors which were more accessible to the elite. The aim of this paper is to clarify how these three possibilities worked to create elites in the pre-war period, sampling mainly Summa Cum Laude graduates from Tokyo Imperial University. The main findings are as follows: (1) it is clear that Summa Cum Laude graduates entered jobs which were more accessible to the elite, such as Imperial University professorships or prestigious government positions; (2) they were more successful in whatever job they entered; (3) however, it is obvious that the Summa Cum Laude graduates received some special treatment in becoming Imperial University professors and were sometimes given advantageous positions and experiences as government officers, despite the fact that the competition for high elite positions in private companies was based on merit.
2 0 0 0 OA 教育経済学の20年
- 著者
- 金子 元久
- 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.35, pp.123-133,en234, 1980-09-20 (Released:2011-03-18)
Since its establishment. as a discipline the economics of education has been progressing eminently to date. This paper aims at clarifying the nature of theoretical development of the discipline. It is argued that:(i) it was the human capital theory that provided a core for the economics of education to be established as a dispcipline, and it provided a basis fort both the analyses of the relation of education with income distribution and with economic growth;(ii) but the major issue was the education-social equity side in the 70's, where the theory was challenged seriously by others, while the theory itself developed towards the direction to be a general theory of individual choice of action and its consequences; and (iii) on the other hand, in the education-growth side the human capital theory was unrivalled for some years with its internal-rate-of-return concept, but the inadequacy of it is now becoming apparent. The conclusion is that besides its wealthy stock of theories and statistical results, the Economics of Education provides a resourciful insight to the Sociology of Education with its dialectical development as a discipline with twenty years history.
2 0 0 0 OA 中学校における男女平等と性差別の錯綜
2 0 0 0 OA 一元化される教師の〈語り〉
- 著者
- 伊勢本 大
- 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.102, pp.259-279, 2018-05-31 (Released:2020-03-13)
- 参考文献数
- 27
本稿の目的は,研究協力者である教師たちの〈語り〉から「教師である」という物語がいかに構成されるのかを明らかにすることである。 日本社会において,批判対象として教職を捉えようとする論理が根強く存在する一方,教師の働き方を見直し,彼/女たちを救済しようとする動きも広まっている。これらのことからも示されるように,教師に対する世間のまなざしは錯綜している。そうした今日的状況において必要となるのが「教師であるとはどういうことなのか」という根源的な問いに,教師たちの〈語り〉から回答を示す試みである。 本稿を通して描かれるのは「教師である」ということが,教師個人が「献身的教師」をめぐる物語と対話し,その物語といかに折り合いをつけながら自らの職業アイデンティティを語ることができるのか,というフレキシブルな解釈・交渉実践だという側面である。それはつまり,教師たちが「教師である」ことを表現する個別の物語は,それぞれの形で紡がれる,開かれた可能性を有していることを意味する。 近年,教師の長時間労働の問題改善に向けて学校現場の働き方を見直すという方向で議論が進められている。しかし,教師の生きやすい現実を形作る上では,まず彼/女たちを一人の人間として理解することが何よりも重要となる。本稿の議論は,これまで教育社会学において十分に関心が寄せられてこなかった,教師の個別性を保障するための枠組みの意義を示唆している。
2 0 0 0 REPLY 書評に応えて
2 0 0 0 OA ポストモダン教育社会学の展開と隘路,そして生政治論的転換
- 著者
- 加藤 隆雄
- 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.94, pp.5-24, 2014-05-31 (Released:2015-06-03)
- 参考文献数
- 49
「ポストモダン」論によって影響を受けた1980年代後半の日本の教育社会学を「ポストモダン教育社会学」と呼ぶことにする。それは,「モダン」としての教育・学校制度の異化に向かったが,アリエス,ブルデューと並んでインスピレーションの供給源となったのが,『監獄の誕生』におけるフーコーの「規律訓練」の視点であった。しかし,1990年代以降の教育システムの変動によって,異化の手法で捉えられた教育・学校制度の理解は不十分なものとなり,ポストモダン教育社会学の訴求力も低下していく。他方,フーコー研究においては,2000年代以降,規律訓練の概念が「生政治」論の一部であることが明らかになるのだが,1990年代以降の教育システムは,まさにこの生政治論的視点からよりよく捉えうることをフーコー理論を概略しながら論じた。
- 著者
- 知念 渉
- 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.91, pp.73-94, 2012
本稿では,貧困・生活不安定層出身である〈ヤンチャな子ら〉の学校経験を描くことによって,①生徒のストラテジーの実証研究がない,②教師のストラテジーが生徒の学校生活に与える影響が明らかにされていない,というストラテジー研究の課題について検討した。<BR> 分析結果は次の三点である。第一に,〈ヤンチャな子ら〉は,家庭の文化に依拠して学校文化を異化しつつも,親たちの人生に自らの人生を重ね合わせず,高卒資格の意義を認めていた。学校文化への異化と同化の間で構造的ジレンマを抱えていたのである。第二に,そのジレンマに対処するため,彼らは「時間と空間のコントロール」,「非対称な関係性の組み替え」,「学校の意味世界の変換」というコーピング・ストラテジーを編み出していた。それに対して,教師たちは「時間と空間の再コントロール」,「組み替えられた関係性の資源化」,「生徒の意味世界の取り込み」というペタゴジカル・ストラテジーによって,彼らを教育活動に巻き込んでいた。第三に,教師たちのストラテジーにより,〈ヤンチャな子ら〉は教師を肯定的に評価しており,その評価は登校継続に積極的な影響を与えていた。だが,学校から一度離れたケースでは,教師への肯定的評価が登校継続に逆効果をもっていた。<BR> 以上より,生徒が構造的ジレンマのなかで様々なストラテジーを用いて学校生活を過ごしていること,教師のストラテジーの効果は生徒の解釈や状況に依存することが明らかとなった。
2 0 0 0 OA 少女雑誌における「少女ネットワーク」の成立と解体
- 著者
- 今田 絵里香
- 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.70, pp.185-202, 2002-05-15 (Released:2011-03-18)
- 参考文献数
- 11
This paper aims to clarify the image of the girl among the new urban middle class, which had a great influence in society, using analysis of the image of girls that appeared in mass-consumption culture, and especially which arose in the girl's magazine culture. In our analysis of columns in a girl's magazine, we assumed that the interaction between the editors of the magazine and its readers constructed the image of the girl in the magazine. Specifically, the readers' column of the magazineShojo-no-Tomofrom 1931 to 1945 was analyzed.The results are as follows. In the 1930s, a “girls network” among the readers was organized inShojo-no-Tomo.Through this network, readers corresponded with each other in the columns and met at regular readers' parties. The readers were united under the concept of girlishness, especially pureness, and for a concrete thirst for culture and arts. This girlishness, with its “purity, ” was constructed in opposition to the “dirty” “adults, ” and took precedence over adults. However, from the endof the 1930s, in the midst of the war, editors and the surrounding adults started to condemn “girlishness, ” and in response, the girls themselves changed their image to one of “Japanese girls” who served the country with patriotism. However, the image remained one constructed against “adults.”Therefore, there was continuitybetween the “girl” of the 1930s and the “Japanese girl” of that era.The process of change during the War indicates two facts. First, “girls” came tobe admired for their ability to work, and secondly, the idea of “girlishness” had become defective.
2 0 0 0 OA 学級集団構造研究におけるソシオメトリーの適用
2 0 0 0 OA 「失われた10年」と女性のライフコース
- 著者
- 岩井 八郎
- 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.82, pp.61-87, 2008-06-15 (Released:2017-06-01)
- 参考文献数
- 25
- 被引用文献数
- 1
In Japan, the period from the early 1990s to the early 2000s is known as the lost decade. It is said that the economic recession, aging of society, declining birth rate, downsizing of enterprises and new gender role attitudes changed the patterns of oneʼs life. During that period, women born in the early 1970s, who belong to the second generation of the postwar Baby Boomers, completed their education and entered into the labor market. Using work history data from SSM surveys, this paper clarifies how Japanese womenʼs life course has changed from the cohort born in 1970-74. Although the M-shaped pattern of womenʼs labor force participation still characterizes womenʼs life course, the work life patterns of women in their twenties and early thirties has changed from the 1970-74 birth cohort. Fulltime employment is declining and the number of part-time and other irregular employees is growing. Mobility between workplaces has become increasingly frequent. Few women follow the pattern of transition from clerical workers to homemakers. The link between university education and work careers for women has strengthened. Using a graphic presentation, this paper demonstrates the differentiation of womenʼs life courses in Japan.
2 0 0 0 OA 戦後経済と教育の構造変動
- 著者
- 吉本 圭一
- 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.48, pp.42-64, 1991-06-05 (Released:2011-03-18)
- 参考文献数
- 80
- 著者
- 秋葉 昌樹
- 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.92, pp.83-104, 2013
本稿の目的は,「フォーラムシアター」と呼ばれる応用演劇の手法によって,養護教諭が日常的に抱える問題意識やその仕事の流儀と向き合う作業を支援する方法について考察し,「教育臨床の社会学」の新たな展開可能性を探ることにある。<br> 「フォーラムシアター」は,観客ないし演じ手が日頃直面しがちな問題をとりあげ劇として上演し,観客を巻き込んだ 討論と劇の再演を繰り返しながら問題状況における変化,変容可能性を探っていく手法である。それはいわば演劇を用いた社会教育的実践とも言いうるものだが,その応用的性格からか,理論的定式化は必ずしも十分に進められてこなかった。<br> 本稿では,この手法がもたらす当事者支援の可能性を視野に,筆者が養護教諭らのグループとともに運営してきたフォーラムシアターを事例として分析した。 その結果見えてきたことは,フォーラムシアターという手法によって,参加者である養護教諭が,日頃の葛藤や問題意識を共有しつつ再認識し,またそれらを乗り越えるべく主体的に探究を開始し,今後の変容可能性を見いだしているということである。そして本稿では,参加者によって主体的に見いだされる変容可能性が,フォーラムシアターが備える遊戯性および"未完"性という構造的特質によってもたらされることを明らかにした。
2 0 0 0 OA 教育政策の導入過程におけるアクター間関係と制度
- 著者
- 川上 泰彦 橋野 晶寛
- 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.235-255, 2006-05-31 (Released:2011-08-04)
- 参考文献数
- 25
The recent tendency toward diversification of the educational policy among local governments makes research about the policymaking process important. In particular, Special Zones for Structural Reform (Kozo Kaikaku Tokku) stimulate municipal governments through deregulation. This paper analyzes the factors that lead to differences in educational policy output via Special Zones for Structural Reform.The authors focus on two respects that have not been sufficiently analyzed in prior studies on the educational policymaking process. The first is the relationship among actors. All prior research has reduced the unit of analysis to individual actors, but it has not reached conclusions on the puzzle of “who is the most influential.” The authors of the current study strategically avoid this problem by looking not at the behavior and attributes of individual actors, but at the relationships among actors such as school principals, mayors and local assemblies. The second is the institutional context. Municipal organizations (governments and educational boards) are nested in the institutions of prefectures, and this study explicitly assumes that the differences between the exogenous institutions of educational administration set up by prefectural governments lead to the diversification of the municipal policymaking process and policy output.The study examines the above two factors quantitatively. Bayesian methodsare used to analyze the population data of municipalities. The dependent variables are the introduction of new educational policies via the admission of Special Zones, and proposals for new educational policies. The following results are obtained by fitting the Bayesian hierarchical heteroskedastic binary probit model.As the size of the network among principals grows, communication among them becomes diluted, so it becomes more difficult to suggest and adopt new educational policies.The relationship between the mayor and members of the local assembly has a major impact at the stage where new educational policies are suggested. The larger the distance between the preferences of the mayor and the assembly members is, the smaller the likelihood that new educational policies will be suggested. In other words, the educational board-the agent of political actorshas autonomy when educational policy does not change at the mercy of political actors, and greater distance between the mayor and assembly members brings about a loss in the consistency of agenda setting by political actors.The institutional factors-rules governing personnel changes and the allocation of educational administration staff-are influential in proposals for new educational policies. Major personnel changes amplify the effect of the network size among principals, and end up diluting the density of communication and preserving the status quo in municipalities.
2 0 0 0 OA 戦前における中等学校長の学歴構成
- 著者
- 山田 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.66, pp.177-194, 2000-05-10 (Released:2011-03-18)
- 参考文献数
- 13
The purpose of this article is to clarify differences in status among secondary school principals by examining their educational background.This article focuses on secondary school principals in 1937, using data from Taishu Shinshiroku (Popular Social Register), Shokuinroku (The List of Public Servants) and other similar sources. The purposes for studying the principals were as follows: to examine all types of educational backgrounds throughout the country; to compare the types of secondary schools to which the principals belonged and the rate of their promotion to the position of principals; and to collect data on the educational backgrounds of principals and analyze these statistically.The results of the article may be summarized as follows. Firstly, it clarified the distribution of each type of educational background. The largest proportion of principals were graduates of higher normal schools (koto shihan gakko). In particular, the proportion from normal schools (shihan gakko) exceeded 80%. The lowest proportion was for those who had not experienced any higher education at all. People with such backgrounds had extremely limited chances of promotion to the position of principal, especially in public schools.Secondly, differences in salary as influenced by educational background were examined. The salaries of graduates of imperial universities (teikoku daigaku) was the highest. Their salaries were superior to those of the graduates of higher normal schools who made up the largest share of secondary school principals. Even middle-aged principals who had graduated from imperial universities had higher salaries than older principals who had graduated from higher normal schools.Based on these findings, three topics are discussed. The first is the reason for which the percentages of graduates from higher normal.Schools among secondary school teachers increased from the Taisho (1912-1916) to Showa (1916-) era. The second is the influence of hierarchies within secondary school teaching. The last is the status of those who had not experienced higher education.
2 0 0 0 OA 教育内容の制度化過程-学習指導要領(算数・数学)の内容の変遷より-
This paper considers three concerns: (1) examination of the interaction between intellectual educational practices and other ideal and cultural aspects of schools; (2) examination of the effects of intellectual curricula on Jukentaisei (entrance examination system) in Japanese society ; and (3) verification of the theoretical proposition that the Japanese educational system is autonomous with regard to its intellectual curricula. Based on these considerations, this paper investigates quantitative and qualitative changes of mathematics curricula for elementary and secondary schools prescribed in courses of studies. The findings are that: 1) the mathematical items apparently have reduced in number, but 2) the examination of the appearance, disappearance, and the allocation in school years of each item reveals that the mathematical curriculum has a tendency to stabilize at advanced levels, and 3) the examination of contents of items also reveals that while practical items disappear, numerical and algebraic items are introduced in earlier school years, and that the curriculum has a tendency to keep advanced levels. These tendencies indicate the 'Institutionalization of Curriculum'. The word 'Institution' means social patterns reproduced routinely with some features such as values that are taken for granted, standardized actions, and relative fixity. This implies that: (1) although the introduction of 'Yutori (latitude)' and 'Kosei (individuality)' into schools is advocated in Japan, the intellectual curriculum follows its own process of 'Institutionalization'. This increases conflicts and gaps between the intellectual educational practices and schools' apparent ideals and objectives; (2) because of 'Institutionalization', curriculum contents as the object of competition are more and more taken for granted and children are required to expend more effort to master them. Consequently more and more people are subject to Jukentaisei and the closed competitive order permeates Japanese society. (3) The 'Institutionalization of Curriculum' is a typical example of the autonomy of the educational system. This implies that the educational system tends to close itself off without reflecting its accountability to wider society. It will be one of the main themes for sociology of education to recognize the theory of this tendency and to consider its consequences.
2 0 0 0 OA 後期青年期における自己アイデンティティとNPO
- 著者
- 田中 雅文
- 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.95-110, 2005-05-30 (Released:2011-03-18)
- 参考文献数
- 57
- 被引用文献数
- 1 1
Previous research findings show that voluntary activities carried out by NPOs (nonprofit organizations) enhance learning and self-development among volunteers. Meantime, it has become difficult for post-adolescents to form a selfidentity. Can NPOs reduce this difficulty?This report discusses the above-mentioned issue, by adopting the concepts of reflexivity and public space. First, it discusses how the human relationships nurtured in voluntary activities can provide the self as a “reflexive project” with opportunities to form an identity. Second, it proposes a concept of public space produced by NPOs and examines the possibility of a reflexive transformation of the self and society promoted by voluntary activities within the public space. Finally, it discusses the significance of that kind of space for the formation of identity in post-adolescence, by combining two concepts, namely, public space and learning.The following findings are obtained. Voluntary activities nurtured within the public space produced by NPOs promote the reflexive transformation of the self and society based on concrete human relationships, experience and outcome of activities, and therefore liberates the participants from the formation of an identity dependent on abstract information. Such public spaces are filled with various kinds of learning, and therefore are nothing less than “learning spaces.” The learning emerging there can be called “reflexive learning.” At present in Japan, it is important for post-adolescents to understand that social transformation and self-development are part of one united body. Through that process they can recognize their own position and power in actual society and gain an identity as a member of society. Meanwhile, it may lead us to evade a “risk society.” Therefore, “reflexive learning” has the potential to achieve simultaneously the formation of identity in post-adolescence and the liberation of our society from risk.