日本社会のマインリティと教育の不平等
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概要
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On the whole, the educational attainment of Buraku people has rapidly improved in recent years. The main factors behind this improvement are (1) betterment of economic life of Buraku people, (2) modernization of community life and greater communication with outside communities, and (3) efforts and intervention by schools. But a significant gap between the educational achievement of Buraku people and other Japanese, still persists. Diminishing this gap is a major concern of both educational practitioners and researchers, and one of the most important tasks of the Buraku liberation movement today. This paper sheds light on the present state of Buraku children's educational achievement and theories which explain why the present gap exists. The first theory is the "Opportunity Structure Theory" where the gap is thought to be caused by discrimination against Buraku people, preventing full participation in the labor market, selection of marriage partners and interaction with other communities. The second theory is the "Subculture Theory" which views the gap as having roots in the Buraku people's "culture of poverty" such as a distinct language pattern, motivations and anti-school attitude. The third theory is the "Cultural Dominance Theory" where culture is thought to independently influence educational achievement, although culture is, in turn, affected by conditions of opportunity structure. And unlike the Subculture Theory which presumes self-reproduction and self-perpetuation of "culture of poverty", the Cultural Dominance Theory ashumes that Buraku culture is affected by changes in environmental conditions. The former two theories are inadequate with respect to explaining the relation between educational achievement and changes in Buraku comrnunity and the surrounding social situation. On the one hand, Subculture Theory cannot explain the change in Buraku community and culture in recent years, and on the other, Opportunity Structure Theory does not take into consideration the recent changes in the social situation surrounding Buraku people. By taking into consideration both the legitimation process and perspectives of cultural and cognitive differences, Cultural Dominance Theory seems to be more relevant in analyzing the change and the present situation concerning educational achievement of Buraku people. It emphasizes the function of school in modern society which stigmatizes Buraku children by blaming them for their behaviors and values that are inappropriate to school learning and school norms, thereby putting a dampening effect on the achievement motivation of Buraku children. Consequently, this leads to a reinforcement of the cultural subordinance of Buraku people.
- 日本教育社会学会の論文
- 1987-09-30
著者
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