殉職によって表象される教師の心性 : 1920 年代初頭の教師文化の一断面
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概要
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Through analyzing discourses of teachers'martyrdom on newspapers and educational magazines, the aim of this paper is to consider the reason why people paid more atttention to teachers'martyrdom at the beginning of 1920's than before and how teachers'culture was transformed at that time. This paper examines two cases of teachers'martyrdom; one is of Torao Matsumoto, a middle-aged man teacher at an elementary school in Tokyo city, and the other is of Satsuki Ono, a young and new woman teacher at an elementary school in Miyagi prefecture. Matsumoto's accident happened in 1919,and Ono's in 1922,at the very time when there was the 50th anniversary of the proclamation of modern school system in Japan. Analyzing and comparing articles on two sufferes, three points are revealed. First, educational media excessively took up Ono's martyrdom than Matsumoto's. There were two reasons. 1) Ono died in 1922,when people in Japan retrospected the advancement of education and the contribution of teachers to it. 2) in those days women were in minority of elementary school teachers as well as of other fields in industry, and Ono was the first martyr of them. That was why many people's attention was focused on her martyrdom. Second, in those days teachers'social status was lowed, and they bore hardships, so educational media made use of the martyrdom of Ono. She stood at a margin area of teacher groups because she lived in a countryside and was a young and new woman teacher. Therefore, the incident implicated that most teachers were assumed to devote themselves to the nation state and children more than she did. Third, educational media began to compare teacher martyrs to the war dead. So teachers were captured by aesthetic representation of beautiful death characteristic of the Japanese. The aesthetic spread in teachers'mentality at the end of 1930's, when the national totalism was completed in Japan.
- 東京大学の論文
- 2001-03-15
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関連論文
- 殉職によって表象される教師の心性 : 1920 年代初頭の教師文化の一断面
- 『万朝報』「小学校教師の学力問題」に見る教師文化の構造
- 教育における物語的アイデンティティの生成 : 共著者としての教師のかかわりを中心に