著者

德久 恭子

出版者

日本政治学会

雑誌

年報政治学 (ISSN:05494192)

巻号頁・発行日

vol.63, no.1, pp.1_138-1_160, 2012 (Released:2016-02-24)

参考文献数

26

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This article analyzes continuity and change of education policies in Japan, giving attention to political coalition and discourse related to that. The government had embarked in education reform since 1967. Most of them, however, could not be carried out because of a “immobilism”. This immobilism was enhanced by the status quo orientation of Ministry of Education (MOE) and the education zoku in LDP. At the same time, the conservatism and radicalism of the progressive opposition were maintaining institutions of ‘democratic’ education founded in Occupation Era. Public support to education reform was weak until 1993. After the election of that year, new government changed the policy toward reforms, induced political groups to a pragmatic policy line. The discourse of “Yutori” idea made MOE and Nikkyoso (Japan Teachers Union) settle their differences peacefully and achieve the reform.