The Relation Concerning ʻEducation and Responsibilityʼ Formed Between the Side of the ʻSchool and Teachersʼ and the Side of the ʻParentsʼ

DOI Web Site Web Site 1 Citations 1 References

Bibliographic Information

Other Title
  • 学校・教師と親の〈教育と責任〉をめぐる関係構成
  • 学校・教師と親の<教育と責任>をめぐる関係構成
  • ガッコウ ・ キョウシ ト オヤ ノ<キョウイク ト セキニン>オ メグル カンケイ コウセイ

Search this article

Abstract

The institution of school has several stakeholder sides. This paper directs attention to the relations between the two sides of the ʻschool and teachersʼ and the ʻparents.ʼ These relations have been formed concerning school education and responsibility.<BR> <BR> This paper analyses specific features in the history of the modern school system in Japan, such as ʻthe scheme of non-repetition of the same grade in compulsory educationʼ and ʻthe image of teachers who sacrifice themselves for their pupils.ʼ This scheme and image were rather paternal and performed two functions in the relation formed between the two sides. One was that each school and teacher obtaineda degree of trust and authority from pupils and their parents. The other was that each school and teacher was positioned at the frontage of the school system. This trust, authority and positioning may have served each school and teacher in overcoming relational difficulties concerning school education.<BR> <BR> After the Second World War, this relation has been reconstructed in several dimensions. In present-day Japan, the frontage position causes each school and teacher to become the target of criticism from parents and the people, and so it has become possible for the central bureaucracy of education to avoid criticism and to appear as afair agent for educational reform. In recent years, some educational reforms targeting schools and teachers have suppressed the pedagogic practice of each school and teacher.<BR> <BR> This paper discusses the reconstruction of these undesirable situations and relations at two points. One is that mutual criticism between the two sides should be replaced by a sharing of social realities and difficulties. The other is a proposition to exchangethe self-assessment of educational policy and reform for the construction of an independent assessment scheme. These two reforms might guide the formation of a new relation between the side of the ʻschool and teachersʼ and theside of the ʻparentsʼ.

Journal

Citations (1)*help

See more

References(1)*help

See more

Keywords

Details 詳細情報について

Report a problem

Back to top