教育社会学における解釈的アプローチの新たな可能性-教育的言説と権力の分析に向けて-

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概要

• 論文の詳細を見る

• Since the "New Sociology of Education" was introduced in Japan, the interpretive approach has occupied an important position as a research method in the Sociology of Education. However, the problem, it seems to me is that, it is used without considering sufficiently the important epistemological issues raised by the interpretive approach. Two crucial problems in particular : the "synthesis of micro and macro" and the "reexamination of premises which are taken for granted" are not fully solved. Consequently, studies based on the interpretive approach have evolved into two branches, one contributing to policy sciences and the other inquiring into entirely theoretical and epistemological questions. The former studies, oriented toward policy sciences, suppose micro-macro synthesis can be achieved by approaches which assume that micro interaction processes can be explained in structural analysis. Although these studies have flourished in the traditional studies of schooling, the interpretive approach itself was given only a secondary status comprised of input-output studies. On the other hand, the epistemological problems which the interpretive approach raised about the sociological meaning of interaction itself have been developed within the framework of symbolic interactionism and ethnomethodology. Particularly, ethnomethodology, in avoiding the micro-macro dichotomy, has provided the epistemological basis for analysing processes of interaction. But this purely theoretical appreciation of ethnomethodology is not a proper direction for the study of schooling. Which direction should we then take to put the interpretive approach to practical use in the study of schooling? First, we should reexamine the stories provided by the traditional studies of schooling, which have developed in the scientific and educational discourses in modern society. Second, we should look upon the interaction process as a bio-political process where power is exercised. Taking these viewpoints into consideration, we can make clear what is the taken for granted premises to be asked, and also, we can provide an answer to "micro-macro" problems. Therefore, analysing how various scientific and educational discourses are recognized as facts, we can clarify better the mechanisms of working power that are involved in the process of interaction and of maintaining its order. That is, it is an epistemological attempt to analyse the mechanisms of the school, which exsist as a cntrol system of modern society. It also means that it allows the interpretive approach takes the right position as a sociological study, but not merely as a method of contributing to policy sciences, nor as an epistemological study in a narrow sense.

• 日本教育社会学会の論文
• 1990-10-05

著者

• 稲垣 恭子

  滋賀大学

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• 現代のしつけ状況と社会化エージェント : しつけの社会学(その1)(III-3部会 社会化)
• 知識の配分と社会化(その3) : 高校におけるHidden Curriculumの調査から(一般研究 II・1部会 教育課程)
• 教育社会学における解釈的アプローチの新たな可能性-教育的言説と権力の分析に向けて-
• 教師-生徒の相互行為と教室秩序の構成-「生徒コード」をてがかりとして-
• 421 教室における相互行為と現実構成の方法 : 「生徒コード」をてがかりとして(課題研究II 学校の存立構造(その2) : 内側からの視点)

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