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

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

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

著者

山田 昌弘

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.44, pp.80-84, 1989-04-30

著者

田原 宏人

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.91-112, 2014-05-31 (Released:2015-06-03)

参考文献数

35

被引用文献数

1

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教育において平等をいかにして実現するか。数多の研究がこの課題に取り組んできた。だが,苅谷剛彦によれば,日本における教育の平等を求めるレトリックはきわめて特異であり,「能力主義的差別」という言い回しは,彼の見るところ,一種の範疇錯誤である。以来20年,平等主義者たちはこの批判にうまく対応しきれていない。本論文は,教育の内外における分配の正義に関する諸論点を論じる。そのさい,平等主義,優先主義,十分主義(適切性)という異なる三種の分配原理に着目する。平等が教育における正義の重要な価値であるとしても,それは一つの価値に過ぎない。いかなる原理に基礎を置くかに応じて,何をいかに分配すべきかに関する規範的な判断は変わってくる。よって,本稿は,各原理の相違点と,その含意を理解するために,それぞれを支持する論者たちによって繰り広げられている論争に多くの紙数を費やしている。結果,分配の正義に関する今日の知見に照らすならば,40年前の教育実践集に記録されたバナキュラーな声には,大方の予想に反して,平等だけではなく,十分性が,そして時として優先性が,教育における正義の要求であるとの実践感覚が,暗黙裏に反映されていた,ということが明らかになる。彼らには,望ましい教育を構築するために利用可能な言語的資源が欠けていたのである。

著者

福永 安祥

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.26, pp.137-149,en234, 1971-10-10 (Released:2011-03-18)

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There live two hundred and sixty million people in Southeast Asia. It isdivided into peninsulas and islands from the geographical point of view. Accordingto the various religions (Mahayanist Buddhism, Hinayana Buddhism, Islam) and the differences in historical backgrounds as colonies, Higher Education ineach country is quite different. But, in general, we can indicate some points:1.Old suzerain's cultural influence still survives.2.They direct great efforts to foreign language education and they are rewardedwith good fruits.3.They are apt to attach much importance to law.4.On the whole, Science Faculty, specially the department of technology, ispoor in its educational facilities and contents.The following universities can be named as the representatives in Southeast Asian Countries. We explain a little abut these.1.Viet Nam-Saigon University.2.Thailand-Chulalongkon University. Thammasart University.3.Malaysia-University of Malaya.4.Laos-University Sisavang Vong.5.Indonesia-University of Indonesia. University of Padjadjaran.University of Gadja Mada.6.Singapore-University of Singapore. Nanyang University.

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.70, pp.89-103, 2002

被引用文献数

2

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Until the 1980s, adolescent culture in Japan was, for the most part, a student subculture, formed in school and differentiated in relation to students' attitudes toward school. However, in the 1990s this tendency weakened. During this period : (1) Adolescent culture strengthened its character as youth culture in relation to the mass-consumption society and the media ; (2) Adolescents' interests shifted from the society, or their status within it, to their inner selves or the human relationships around them ; and (3) Establishing an identity became more difficult and adolescents' identities showed a tendency to diffuse. These changes were caused by schooling and the society surrounding it. Schooling came to emphasize the instant satisfaction and individuality of students rather than their future accomplishments or conformity (This can be described as the "Consumerization of Schooling"). Moreover, it was becoming more difficult for students to realize the merit of schooling, because of the universalization of higher education. As a result, school became just a "place of living, " where students spent long periods of time. As for the society outside school, adolescents were celebrated as independent consumers in the mass-consumption society. On the other hand, with the progress and spread of personal media such as cell-phones, the Internet and e-mail, it became easier for adolescents not only to greatly expand their relationships, but also to have several characters and to present any of them depending upon the context. Consequently, the basis of adolescence and adolescent culture was greatly weakened. This is bound to make the purpose and meaning of schooling more ambiguous in the twenty-first century.