アメリカにおける学校選択の研究 : 「市場性」とコントロールドチョイス(VI 研究報告)
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概要
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The purpose of this paper is to consider how School Choice, a type of American educational reform, is defined according to freedom/liberty and equality. The compatibility of freedom/liberty and equality is an eternal theme ; one which is also important for Japanese education as it tries to diversify. To date, a number of studies have been made focusing on only one of the types of School Choice, from the point of view either of freedom/liberty or equality. Now it is possible to understand this comprehensively by focusing on the market. In this paper the concept of 'marketability' has been adopted as the main means of analysis to avoid an idealization of the market. The number of School Choice types tends to depend on the researcher. After extensive research covering the education departments of all 50 states, five types have been identified: Interdistrict School Choice, Charter School, Controlled Choice, Magnet School and Voucher. All five types are marketed to some extent. But the market is not perfect; the degree to which they are free is different for each type. The degree is 'marketability,' which can be defined by two factors: territory and function. The territory, which has two main axes, namely intra/inter school district and public/private school, has been expanding from intraschool district to interschool district and from public school to public and private schools. This indicates that School Choice, which broke down some long-perpetuated inequalities, is expected to rectify all inequalities. The expanding territory shows that School Choice tries to attain equality as a whole. The second factor is the function of the market. The idea of function is different only between the public sector School Choice and School Choice in both the public and private sectors, although both target 'the educationally disadvantaged,' Nathan has done extensive research on the function of the market in public schools only, whereas the research of Chubb and Moe has included private schools. Chubb and Moe's idea is that the function of the market is against bureaucracy. In contrast, Nathan's idea can be summed up in three key words, namely opportunity, motivation and competition. The Cambridge Controlled Choice Program, which originated the idea of expanding territory, was analyzed by applying both of the above-mentioned factors. It has strong political control and difficulty in affecting the market. Although it contributes expansion of opportunity, motivation and competition are absent from this plan. Viewed in this light, we can conclude that School Choice's target is equality and its means is freedom/liberty, which is the market. 'Marketability' manifests the relationship between both these points. My next theme will be other types of School Choice in different territories, elaborating on the measurability of 'marketability,' which will be used to evaluate some case studies.
- 日本教育行政学会の論文
- 1994-10-01