多元化社会と学校選択 : イギリス1993年教育法の意義をめぐって(II 研究報告)

概要

論文の詳細を見る
The arguments of school choice have been disputed mainly around the function of the market in education, competition and hierarchy formation. As a consequence, these arguments have led to concerns about the enlargement of inequality in educational opportunities. But the discussion between Walford and D. Hargreaves in the Oxford Review of Education (1996) on school choice called our attention to other aspects which these ideas offer. Focusing on the pluralization of social values which modern nation states should tackle, involving the perspective of 'potential beyond its intent, 'this paper considers the significance of educational reformation based on the 'choice' system implemented during the Thatcher government as its key principle. As a 'modified libertarian, 'Hargreaves insists on diversity and choice need to be positively stimulated to sustain democracy in pluralist societies. His argument proposes the issue being beyond simply supporting 'market discipline' and turns our attention to the issue of democracy in a pluralist society that the U.K. currently faces and questions the propriety of foundation of non-Christian state-maintained schools. Further, he justifies State intervention to promote marketing functions in the education system. Walford, though accepting the potential of school choice in plural democracy, refutes the belief that the educational system based on diversity and choice under Conservative ideology automatically advances towards the reduction of social problems. Well-designed regulations are needed for the system to function under its educational intent for social equality. Walford states his views on the essential balance that needs to be drawn in a pluralist society between the rights of parents to educate their children according to their beliefs and the wider general society. From such a point of view, Walford pays his attention to the 1993 Education Act which represented a conceptual shift in the U.K.'s public educational system. This was made plausible by using the model of analysis of Stephen Ball : 'policy text' and 'policy discourse.' The text of the 1993 Education Act was supposed to enable the foundation of Islam State schools, but the actual realizations were hindered under Conservative discourse. It was not until the Labour discourse came to power, with its will to support schools for minorities, that such foundations grew to become socially accepted. What Walford found was that the Conservative policies may well have other potentials beyond their intent and objective. Arguing the need for institutional correspondence to meet pluralist educational demands, he proposes as a new issue the redefinition of the role of the State needed in such a system, based on the interest of values which society should commonly share. We have to share the value for tolerance in a pluralist society, accepting diversity and respecting the existence of different values. Walford believes that the National Curriculum should uphold such a principle. Pluralist education can only be formed on such a principle. The text of the 1993 Education Act referring to sponsored grant-maintained schools involved finding a way towards coexistence of minority cultures and an approach towards recognizing principles to be commonly shared in the U.K.
2002-10-04

多元化社会と学校選択 : イギリス1993年教育法の意義をめぐって(II 研究報告)

スポンサーリンク

概要

著者

関連論文

スポンサーリンク