学級崩壊は学校変革の契機となりうるか
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概要
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"Class disintegration" in schools has been taken seriously not only as an educational but also as a social problem in Japan since about 1998. I take up two positions from discourses on class disintegration; one of them is what I call "liberalism" in this paper, which is a critical position against the power of schools and especially the power of teachers, called in this paper "liberalism," the other is "authoritarianism" which re-affirm their merits. The purpose of this paper is to point out problems of each position, and to make clear the limitation of the theoretical framework for analyzing schooling based on them. This is neither an attempt for demonstrating that the power of schools and the power of teachers cause class disintegration, nor an attempt of showing a prescription for class disintegration. The focus here is on the problem of theories of schooling. There is a conflict between "liberalism" and "authoritarianism" in discourses on class disintegration. The former is the one that criticizes exhaustively the aspect of teachers' control over children and emphasizes children's freedom. The latter is the one that criticizes overstressing children's freedom and emphasizes the necessity of teachers' control over children for the purpose of keeping a class in order. Although the notions of freedom and control are contradictory in nature, both are indispensable and actually can not be ignored in explaining schooling. Hence both viewpoints on class disintegration can not avoid lapsing into the dualism from which it is so much difficult or almost impossible to escape. In current educational discourses "liberalism" which attacks on "authoritarianism" has been dominant, and it is partially applied to explain class disintegration. Class disintegration, however, also reveals the limitation of "liberalism," while "authoritarianism" has been gaining support from those who are facing terrible situations of class disintegration. This is a characteristic point of class disintegration discourses. Class disintegration makes clear the limitation of theoretical framework for analyzing schooling based on either "liberalism" or "authoritarianism," or both. In this restricted sense, it can be said that class disintegration provides the moment of transforming schooling. It also suggests that we need to create an alternative perspective on schooling. Following the concerns in this paper, the power of teachers should be rewrite in order to be treated as positive and not to fall into "authoritarianism." We should also emphasize that it is a political attempt and remains unresolved.
- 日本カリキュラム学会の論文
- 2002-03-31
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- 学級崩壊は学校変革の契機となりうるか