「勤労青少年」をめぐる社会秩序の編成過程-戦間期における転職・不良化問題と「輔導」論の展開に注目して-

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Around 1920,the number of youth flowing into the labor markets in large cities grew to excessive levels. This led to the emergence of a social problem, the "youth labor problem." It involved excessive mobility of youth and "blind-alley" workers. The situation was exacerbated by the collapse of traditional apprenticeship. The Youth Employment Service, established in 1925,was devised to deal with this newly developing phenomenon. The purpose of this paper is to examine how social institutions for working youth (kinro seishonen) related to the image of them. The paper begins by examining how job changes among youth were connected with the problem of delinquency. The traditional apprenticeship system was once considered the best system for the training and treatment of youth workers. The increase of wage labor, however, transformed the relationship between boss and apprentice. This meant that the apprenticeship system collapsed, and that youth were discarded from the social order. Social reformers felt that without apprenticeships, youth threatened the social order. Thus job changes and delinquency emerged as a social problem. The paper then illustrates the plan designed by social reformers to solve the problem. They worked out a plan for the extension of Vocational Guidance. This meant that the protection of the Youth Employment Service extended into the workplaces of youth. This was considered Aftercare for youth workers. This protective net was meant to apply particularly to urban youth who lacked social networks. Third, the paper finds that the Youth Employment Service recognized "adolescence" as a term connoting instability and immaturity. Based on the psychology of adolescence, the Service distinguished youth workers from adult workers. Fourth, the paper analyzes the double meanings of Aftercare. This system made it possible to see and control the structure of life of youth at work. It was an act of educational protection for youth workers. The Service transformed them into new subjectsfor social welfare. But on the other hand, it was an act of control over them. They wereforced to subordinate themselves to the orders of the system. In conclusion, a new social order for youth was derived from the process of making the systems of Aftercare in the Youth Employment Service. The system created new images of youth at work, namely universal youth as the subject of education.
2000-11-15

「勤労青少年」をめぐる社会秩序の編成過程-戦間期における転職・不良化問題と「輔導」論の展開に注目して-

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