著者

間山 広朗

出版者

東洋館

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.70, pp.145-163, 2002

被引用文献数

11

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"Ijime suicide (or suicide caused by bullying) has been one of the most serious problems in Japanese primary and secondary schools since the late 1970s. The problem has been widely studied in Japan. Generally speaking, the prevailing view is that though bullying has always existed, the situation of children committing suicide because of bullying is getting worse. Against this prevailing view, some scholars in the field of the sociology of education claim that "ijime suicides" existed in the past, and bullying condition may not be getting worse, but what has happened is that people have become more sensitive. In other words, they refer to the social condition itself. However, if we strictly observe the methodological standard of social constructionism, the bracketing of the ontological status of "social problems, " we must conclude that they are making an error of "ontological gerrymandering." We may have a tendency to regard ijime as bullying. However, according to Jeff Coulter, To claim that 'X' is the same action as 'Y' can mean creating a connection between them rather than simply recording a pre-existing relationship. We may misunderstand the property of our description. According to Peter Winch, the human activity we study is carried on according to rules. Therefore, we need to study the rulefollowing discourse of "ijime suicide" carefully. I would claim that "ijime suicide" does not exist until people learn of this term and the discourse. This is not an empirical, but rather a conceptual problem. Consequently, the aim of this paper is to solve this problems and explain "ijime suicide" itself analytically by focusing on the discourse involved, and then to indicate the possibility that a discursive reformation can dissolve "ijime suicide."""

著者

沙士比阿 (シェークスピア) 著

出版者

東洋館

巻号頁・発行日

1884

著者

井上哲次郎, 有賀長雄 増補

出版者

東洋館

巻号頁・発行日

1884

著者

児島 明

出版者

東洋館

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.69, pp.65-83, 2001

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The aim of this paper is to describe the moment when Japanese school culture changes by accepting" newcomer" children, from the point of view of the politics of "borders." The paper is based on observational data obtained in a Japanese class in a particular junior high school. The author focuses on the "border strategies" which a Japanese teacher worked out in order to position herself within the school or classroom, and explores the possibility that they changed the Japanese school. There exist various given "borders" within the Japanese school. Teachers often cope with newcomer children by depending on these given "borders." This can appear in a variety of forms, such as "marginalizing" the special Japanese class and Japanese teacher, "institutionalizing" the relationship with newcomer children, and permitting deviant behavior by newcomer children. All of these contribute toward maintaining the existing school culture. While teachers who teach Japanese in special Japanese classes for foreign children also often use the given "borders" to cope with newcomer children, they find themselves confronted with the contradiction that they themselves are marginalized by these same "borders." This experience can prompt them to reconsider the existing "borders" which they have depended on. The Japanese teacher whose experience is described in this paper positioned herself anew as a "mediator" able to provide a place where different "borders" crossed one another, by becoming aware through the experience of conflict that she did not fit any of the existing "borders" in the school culture. It gave her the chance to try to create a site for overcoming the given "borders" of the school culture within the Japanese class and in her relationship with other teachers.

著者

山口 透

出版者

東洋館

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

no.40, pp.p212-214, 1985-09

著者

秦 政春

出版者

東洋館

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

no.32, pp.p67-79, 1977-09

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The objective of this article is to analyze empirically the impact of mass upper secondary school on the structure of educational opportunity. The proportion of compulsory school graduates going on to upper secondary schools increased from 55% in 1960 to 91% in 1975, on the nationwide average. This rapid expansion, however, has created a wide difference in the level among schools. This school hierarchy structure functions to cool out increasing social demand for higher education and to distribute educational opportunity, appropriately. There is the ploblem, howevers, that school hierarchy structure is influenced by both regional and social class structure. In short, school hierarchy structure is clearly built in social structure. In order to explore the mutual relationship between educational and social structure, I examined the structural changes in the upper secondary school system in terms of percentage distribution of enrollments by social class. It was then clarified how structures of the school hierarchy system were varied in different localities. As for the impacts of mass upper secondary education on the structure of educational opportunity, the following generalization has been derived. 1. Percentage distribution of enrollments by social class is different between general course and vocational course: general course→white-collar class vocational course→farmer, fisher, forester. 2. Forms of school hierarchy system clearly reflect socio-economic structure. 3. On the other hand, the structure of school hierarchy has the function of maintaining the socio-economic structure.

著者

池田 秀男

出版者

東洋館

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

no.26, pp.38-52, 1971-10

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The purpose of this paper is to present a summary of the analysis of students' preferences for senior secondary curriculum and their course selectivity in relation to college aspirations. We attempted to approach this study from three aspects. First we looked at hierarchies and at inter-course relationships in preferences as revealed by examination patterns at entrance and by senior-year "hindsight" preferences in relation to the courses in which the respondents were actually enrolled. We then examined stability and shifts in preferences from examination and entry to graduation. Finally, we looked into senior-year "hindsight" preferences in relation to the reasons expressed for those preferences, their relation to college aspirations, and the reasons why dissatisfied students were enrolled in other than the curriculum that, as seniors, they preferred. The data used in this paper were based upon the responses to the questionnaires entitled "Research on Course Selectivty and Career Perspectives Among Male Upper-Secondary Students", which were administered in the middle of December 1966, to 72007 senior secondary students sampled from all over Japan, except the north-eastern parts to the Kanto-disrtrict. The paper reports four findings (1) preference patterns and realization, (2) stability, focused adjustment, and instability in course preferences, (3) same inter-pretations of choices and preferences, and (4) some impacts of college aspirations upon the course preferences among senior secondary school students. In the process of the analysis, the author has introduced some new concepts: One of them is the course preference patterns with three symbols and three digit locations in order to analyze their stability and shifts; on the other hand the author constructed four types of college aspirations to carry an analysis of the impacts of the college aspirations upon "hindsight" preferences for senior secondary curriculum. The paper is characterized by these concepts which are in the key positions of the analysis.

著者

曽先之 編

出版者

東洋館

巻号頁・発行日

vol.巻1, 1882

著者

岩村 美智恵

出版者

東洋館

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

no.58, pp.5-28, 1996-05

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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

北沢 毅 Takeshi KITAZAWA 立教大学 Rikkyo University

出版者

東洋館

雑誌

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

巻号頁・発行日

vol.63, pp.59-74, 1998-10-20

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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 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 them-selves. 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

菊地 栄治 永田 佳之

出版者

東洋館

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.68, pp.65-84, 2001

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One of the outstanding phenomena of Japanese education in the last few decades has been the increasing number of children with a psychological hatred toward attending school. These "school-refusers" have rapidly increased in number, coming to exceed 130,000 in the 1990s. In order to resolve this newly emerging problem, the government has implemented a number of educational reforms at various levels. However these efforts based on "operationalism" have not brought the problem settled. The present authors believe that it will be impossible to find a solution without regarding the phenomena not as a burden to the existing systems of our society, but rather as a mirror image of modern society. Therefore, our attention should be directed not to discovering the causes of "school-refusing" and to shifting the responsibility onto their mental defects, but to creating "public spheres" in pluralistic educational systems. This paper, which focuses upon various forms of alternative learning for "school-refusers" in Japan, endeavors to depict the whole picture of Japanese alternative education. First, it begins by reviewing the strengths and weaknesses of some thoughts on "publicness" by several thinkers such as H.Arendt, J.Habermas, N.Fraser, R.Sennett. Second, the authors attempt to give a picture of the present situation of alternative education in Japan with quantitative and qualitative analysis from the findings of a questionnaire survey conducted in 1999. Third, in order to take an objective view of the existing educational system, the paper describes some trends in alternative education and supporting systems in countries as the United States, Denmark, Republic of Korea and Thailand. It is indispensable to examine these actual movements in and outside the country and search for possibilities for creating our own "public spheres." In conclusion, the paper attempts to discuss some portions of the "message" we receive from these alternative practices and finally the authors stress the importance of taking a self-reflective attitude towards the creation of "public spheres."

著者

門脇 厚司

出版者

東洋館

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

no.39, pp.p235-237, 1984-09

著者

矢野 真和

出版者

東洋館

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

no.45, pp.p20-34, 1989-10

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The aim of the present paper is to specify the tasks with which higher education policy has to deal at the present time, after pointing out the characteristics of higher education policy taken in Japan during the period of educational expansion in the 1960s and the early 1970s. The first question I seek to explore is the framework underlying the educational policy. There are three concepts to be brought out with respect to the framework. They are a) the contrast between 'Individual Demand Model' and 'Social Needs Model', and as criteria for policy-making, b) the collision between three aspects of efficiency, equality and educational goal, and c) distinction between economic factor and non-economic factor. I endeavour to illustrate the framework constructed with these three inter-crossing concepts. Within this reexamined framework, higher education policy during the period of rapid growth has the following characteristics: 1) Japan decided on the 'Individual Demand Model', and at the same time gave priority to efficiency from both economic and non-economic aspects. 2) It has rather successfully solved dilemmas with social needs and with the criterion of equality which were neglected, owing to the steady expansion in demand for higher educational opportunity and to the dual structure or differentiation between the public sector and the private sector. What I propose in the second place is that the following questions deserve serious discussion in helping to understand problems that the past policy decisions have created and policy tasks under the present situation: a) educational demand and supply, b) differentiation of higher education system, c) equality of opportunities, and d) labor supply and labor demand. As a result of the discussion about the problems and policy tasks from the four above-mentioned viewpoints, I have concluded that the quantitative balance between educational demand and supply still remain the greatest concern in higher education policy within a framework which has not substantially changed since the period of rapid growth. The central issue of higher education today should be how to adjust provision to varieties of demands in quality, and therefore Japanese higher education will not able to enter upon a new phase until the task to respond to diversified needs receive mature consideration in poliby-making.

著者

小野 浩

出版者

東洋館

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

no.25, pp.196-208, 1970-10

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(1) This is an introductory work to a study of the evolution of lower secondary schools in post-war Japan, which will survey a transition of the placement circumstances of lower secondary school graduates and their actual working condition in these circumstances. (2) Present desperate efforts to employ graduates from lower secondary schools result, generally speaking, from the unbalanced ratio between supply and demand. In this respect, we need to inquire into the constitution of youth worker's employment of the enterprises. (3) The lower secondary school graduates are far more favourable in the labour market in 1956~7 and after than before. But, being employed only as such, most of them cannot but work as the unskilled, and may remain as the same throughout their career.

著者

天野為之 著

出版者

東洋館

巻号頁・発行日

1884

著者

柴野 昌山

出版者

東洋館

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

no.37, pp.p5-19, 1982-09

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The author presents a conceptual framework for the analysis of distribution forms of knowledge and "negotiation" processes between teachers and students in the school instead of a "black-box" view of schooling. The analysis based on the interpretative paradigm has several implications for the direction along which researchers should proceed. First, educational knowledge is, as B. Bernstein says, a major regulator of the structure of schooling experiences. Second, the hidden curriculum determines the mode of the transmission of educational knowledge and the forms of knowledge by which students are socialized in terms of the legitimation of symbolic control. Third, major implication of this idea is that this framework would give us a possibility of articulating micro- and macro-levels of analysis, if researchers concerned with sociology of schooling pay more attention to the organizational socialization processes regulated by the hidden curriculum, despite the relative lack of empirical studies under existing circumstances.

著者

島 一則

出版者

東洋館

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

no.59, pp.127-143, 1996-10

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The purpose of this paper is to examine whether the university decentralization policy has influenced variations in the percentage of applicants for admission to universities between prefectures and to suggest the policy implication of the reconsideration of the policy which is being argued now. In the second section I investigate the articles which were concerned with the effect of the policy of correction of the variations in application rates. In the third section I analyze the time series change of the variations in acceptance and application rates between prefectures. And in the fourth section I make a regression analysis to examine the effect of the policy of correction of the variations in application rates. To conclude, the university decentralization policy has influenced the variation in application rates. But the university decentralization and the correction of variation in application rates have not progressed or retreated since 1986 because the policy has been weakened. If the university decentralization policy is removed, it is expected that the variations in application rates will expand. So I think that the reconsideration of the university decentralization policy should be argued fully from various view points.

著者

小野梓 著

出版者

東洋館

巻号頁・発行日

vol.上篇, 1884

著者

小野梓 著

出版者

東洋館

巻号頁・発行日

1885

著者

高田早苗 著

出版者

東洋館

巻号頁・発行日

1884