著者

天野 郁夫

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.44-49, 1983-10-20

著者

石田 賢示 石田 浩 大島 真夫 元治 恵子 佐藤 香 三輪 哲 茂木 暁

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.63, pp.348-351, 2011-09-20

著者

寺沢 拓敬

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.63, pp.108-109, 2011-09-20

著者

広田 照幸

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.76-88, 1990-10-05

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This paper surveys the historical research on modern Japan that has been conducted in Sociology of Education since 1960. Following many pioneering studies in 1960s, five kinds of research trends can be observed since 1970s. The author first reviews and assesses three major trends on teacher, aspiration and women. Then, the other two important trends are focused : elite and credentialism. Mdkoto Aso's "Kindaika to Kyoiku" (Modernization and Education) and Ikuo Amano's "Kyoiku to Senbatsu" (Education and Selection) are examined as representatives of these two trends. The author makes it clear that Aso's functional approach has a theoretical limit in light of contemporary research concerns - a limit that the institutional approach taken by Amano has been able to overcome. Amano and his group have focused on the process of institutionalization of modern educational systems. Consequently, their perspective is getting close to that of the one in the French social history. As a conclusion, the authors insists that any new approaches are required in order to grasp totally the diversity of the transition of the traditional daily-life world to a modern one, and the relation between modern educational systems and traditional ones.

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.41, pp.10-11, 1989-10-06

著者

清水 睦美 家上 幸子 角替 弘規 児島 明

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.60, pp.79-84, 2008-09-19

著者

角替 弘規

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.61, pp.283-284, 2009-09-10

著者

篠原 清夫

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.53, pp.306-307, 2001-10-06

著者

棚田 洋平

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.60, pp.264-265, 2008-09-19

著者

志水 宏吉 酒井 朗 小澤 浩明 堂寺 泉 清水 睦美 池田 京 管 俊介

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.302-307, 1998-10-30

著者

家上 幸子 児島 明 清水 睦美

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.56, pp.300-303, 2004-09-11

著者

清水 睦美 家上 幸子 児島 明

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.61, pp.273-278, 2009-09-10

著者

清水 睦美 児島 明 家上 幸子

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.29-34, 2005-09-17

著者

井上 正志

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.41, pp.166-181, 1986-10-15

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The aim of this paper is to examine the dominant role of educational system in the modern society by clarifying the concept of "cultural capital" proposed by Pierre Bourdieu. For this purpose, we firstly made clear how the "cultural capital" is formed from ordinary "pratique" by analyszing four aspects of "habitus". We then described three states of specific cultural capitals, and we argued that each of these capitals is based on "value of rarity" and becomes more or less a cultural capital in the institutionalized state (or, alchimie proprement sociale). And finally, we made clear a mechanism by which the distribution of cultural capital is controlled through a state-regulated examination system.

著者

野垣 義行

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.41, pp.191-194, 1986-10-15

著者

住田 正樹

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.74, pp.93-109, 2004-05-20

被引用文献数

1

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The aim of this paper is to provide an outline of the clinical sociology of education, with the aim of solving educational problems and to think about the effectiveness of "belonging" for problems involving children. The author takes up children's problems as one example of educational problems, from the viewpoint of the clinical sociology of education. In recent years, many difficult educational problems have arisen, and the sociology of education needs to carry out useful studies for solving these problem. Consequently, the clinical sociology of education has attracted the attention of many researchers. This is because it aims to actually solve educational problems in a different from the sociology of education, which aims to acquire scientific knowledge. The sociology of education focuses on science, while the clinical sociology of education places weight on practice. Therefore research from the perspective of the clinical sociology of education should be useful for solving actual educational problems. The defining characteristic of the methodology of the clinical sociology of education is intervention in actual educational problems. It attempts to solve actual educational problems through interventions. Therefore, the author argues that it is necessary to limit the object of the clinical sociology of education to fields where the scientist and practitioner can actually intervene. In other words, the field of the clinical sociology of education should be limited to the dimensions of interpersonal relations and groups. This means that the clinical sociology of education takes the individual in social context as the unit of analysis. There are various patterns of problem behavior among children. Whatever form it takes, however, negative self-definition is a common feature. Therefore, such children always suffer from undefined anxieties about themselves. Children adopt problem behavior as means to escape from these anxieties. Children must redefine themselves in order to overcome such problem behavior. The negative self-definition of the child is changed into an active, affirmative one. That is the intervention of the researcher and practitioner. Here, it is "belonging" that prompts the beginning of the child's self redefinition. "Belonging" means a gathering of similar children. Therefore, it indicates a place where the child can feel at ease, relaxed, free and can become calm. Therefore, (1) "belonging" acts as a self-help group and (2) "belonging" refers to a place where children can speak freely. Therefore, it is a clinical place where the researcher and practitioner can actually intervene. Children redefine themselves in the place where they belong, and can experience self-reconfirmation and rediscovery. This self-redefinition is the solution to children's problems, and it is the goal of the clinical sociology of education.

著者

貫田 優子

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.56, pp.304-305, 2004-09-11

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.59, pp.69-88, 1996-10-15

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"Ijime" has been one of the most serious problems in the field of primary and secondary education in Japan since late 1970s. "Ijime" is generally thought of as continual acts of violence including insulting words on victims by their classmates which sometimes force the victims to kill themselves. But the arguments have often suffered from the following question : how do we distinguish it from other similar acts? Ijime was defined by physical and mental pain of victims and this definition made it logically invisible. This paper focuses the arguments around the logically invisible ijime and discusses what effects the arguments have actually had on school management and the general concept of education. For this purpose, I analyzed the discursive formations of ijime-discourse from the view point of "articulation" which was introduced into the field of cultural studies by Stuart Hall et al. It sees a discursive formation as complex processes of articulation, de-articulation and re-articulation of discursive elements. Ijime-discourse consists of various elements, for instance, victims' deaths which made ijime a serious problem, the attitude of the audience and other indifferent classmates, the responsibility of teachers or school boards, and the school system itself. Ijime-discourse is not just unity but a compound of contradictory discourses. All the elements in it echo, confront or reinforce each other and ijime-discourse can be transformed beyond the control of discourse-makers. It also makes ijime-discourse open to possibilities for de-construction of itself. One of them is to put it into wider educational context which demands a charmge of the concept of education itself. Another one is de-construction of ijime-discourse into political discourse. Both examples of de-construction show that any one of the practices of discursive formation is political. Most ijime-discourses, however, have concealed their political character and have tried to fill every school with a psychological perspective which is, in itself, a very political way of management of schools. To know that any practice of discursive formation is political may lead us onto new horizons where we can see our education in a different way.

著者

石飛 和彦

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.51, pp.41-42, 1999-10-01

被引用文献数

1

著者

平沢 和司

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.309-310, 2007-09-22