米国における教育の歴史社会学・社会史研究-「教育拡大」研究の理論と方法を中心に-
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A major focus of studies in the social history and historical sociology of education in the United State has been the "expansion of education." The emergence of "revisionist" scholars, most notably Michael Katz, in the 1960's and 1970's marked a significant departure from the prevailing paradigm. Heretofore, the predominant view on schooling in the United States was progressivism. The revisionists emphasized instead class conflict and the imposition of public schooling by the ruling class on the working class. In response to writings by these so-called "radical" revisionists, many studies by historians appeared in the 1970's and 1980's. Such studies can be grouped into discrete theoretical camps. These include : (1) emphasis on a broader perspective of public schooling incorporating but going beyond class conflict, for example Daved Tyack ; (2) "post-revisionists" emphasizing ethnic, religious, political and racial conflict, for example Carl Kaestle, David Hogan ; (3) "liberal" studies that underline the positive aspects of public schooling in opening up opportunities for working class children, for example Diane Ravitch. Sociologists, in contrast. have looked at educational expansion from somewhat different perspectives. Margaret Archer sought to formulate a general model of educational systems in Europe from a comparative historical perspective. Recent trends in the sociology of educational expansion are : (1) the perspective of "family economy" and micro-analysis regarding child labor and school attendance, for example Pamela Walters ; and (2) "world institutions" theory that stresses the expantion of the value of modern public schooling throughout the world, for example John Meyer, John Boli, and Francisco Ramirez.
- 日本教育社会学会の論文
- 1995-10-20
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- 近代日本における軍事エリート形成に関する研究(II-1部会 高等教育(II))
- 米国における教育の歴史社会学・社会史研究-「教育拡大」研究の理論と方法を中心に-