戦後教育思想としての発達保障論と「能力=平等観」

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概要

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• This paper investigates the relationship between an educational thought that will guarantee children's overall development and a view that saw "ability=equality" in postwar Japan. The paper explores how both thought that had different views of "ability" were compatible examining the debate within the Japan Teachers Union focusing on teachers'views of "ability". We find out that in the 1950s teachers arranged special classes following a logic similar to that used to justify ability grouping based on a generally prevailing view of students'ability as in-born. In the 1960s, the view of ability didn't change in education for children with disability and teachers promoted special classes and schools for the handicapped. Because there were structures that difference of views of ability could be invisible. Teachers could emphasize a view that saw "ability=equality" keeping this "double standard".

• 2008-03-10

著者

• 澤田 誠二

  東京大学大学院

関連論文

• 4.「能力主義的-差別教育観」の再検討 : 戦前との連続性・非連続性を中心に(II-6部会 教育の戦後,研究発表II)
• 戦後教育思想としての発達保障論と「能力=平等観」
• 戦後教育思想としての発達保障論と「能力=平等観」(IV-9部会 教育の歴史,研究発表IV,一般研究報告)
• 養護学校における「能力」と「平等」 : 教師のストラテジーと,その意図せざる帰結
• 障害学(disability studies)における文化モデルの課題と可能性 : 「ろう文化」と教育をめぐって(II-9 障害と教育)
• 社会関係としての「障害」 : 養護学校における教師-児童間の相互作用に着目して(教師(1))

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