養護学校における「能力」と「平等」 : 教師のストラテジーと,その意図せざる帰結

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概要

• 論文の詳細を見る

• After World War II, the education of children with intellectual disability of Japan has positioned development as the first purpose. Some of pedagogists criticized this as it being capability principle-education. However, they did not actually look at the inside of school. Therefore, in this research, it tried to make it clear that how the development principle have acted inside the school from observation date of a certain school for children with intellectual disability. Consequently, the following things became clear. Certainly, in the school for children with intellectual disability, practice by the capability principle aiming at development was performed. However, teachers had aimed also at equality from the influence of school culture peculiar to Japan. The teachers had tried to make these principles compatible by using various strategy. However, as a result, those strategy had generated the disability on interaction of teachers and children.

• 東京大学の論文
• 2003-03-10

著者

• 澤田 誠二

  東京大学大学院

関連論文

• 4.「能力主義的-差別教育観」の再検討 : 戦前との連続性・非連続性を中心に(II-6部会 教育の戦後,研究発表II)
• 戦後教育思想としての発達保障論と「能力=平等観」
• 戦後教育思想としての発達保障論と「能力=平等観」(IV-9部会 教育の歴史,研究発表IV,一般研究報告)
• 養護学校における「能力」と「平等」 : 教師のストラテジーと,その意図せざる帰結
• 障害学(disability studies)における文化モデルの課題と可能性 : 「ろう文化」と教育をめぐって(II-9 障害と教育)
• 社会関係としての「障害」 : 養護学校における教師-児童間の相互作用に着目して(教師(1))

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