The School Experience of Japanese Lads

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  • 〈ヤンチャな子ら〉の学校経験
  • 〈ヤンチャな子ら〉の学校経験 : 学校文化への異化と同化のジレンマのなかで
  • 〈 ヤンチャ ナ コ ラ 〉 ノ ガッコウ ケイケン : ガッコウ ブンカ エ ノ イカ ト ドウカ ノ ジレンマ ノ ナカ デ
  • Dilemma of Differentiation from and Integration into School Culture
  • ──学校文化への異化と同化のジレンマのなかで──

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The aim of this paper is to show how Japanese lads experience school life, using the concept of strategy, and to show how their school experience is influenced by teacher strategy. The paper is based on observational data obtained a particular high school and interview data from ten pupils in the same school. In this paper, the author focuses on fourteen pupils mostly from the poor and lower class. They are smoking, drinking, and fighting on a daily basis, in a similar way to the lads who were written about by Willis.<BR><BR>The findings are as follows: (1) Japanese lads have a dilemma between home culture and school culture; in other words, a dilemma of differentiation from and integration into school culture. (2) They spend their school lives dealing with this dilemma by a coping strategy. Using the coping strategy, they control time and space in the classroom, reform teacher-pupil relationships, and change the meaning world of school. However, they are involved in the classroom through the teacher's pedagogical strategy, which re-controls time and space in the classroom, makes use of teacher-lad relationships as a resource by managing the classroom, and diverts the lads' meaning world. (3) As a result, they esteem the teacher and become involved in school, unlike the lads written about by Willis. However, if they once become unable to go to school because of the deterioration of the living environment, are committed to juvenile correctional institutions and so on, their respect for the teacher becomes a barrier against going to school.<BR><BR>The findings of this paper have three implications. Firstly, pupils, as well as teachers, also spend their school lives using strategies to resolve dilemmas. Secondly, in contemporary Japan, the school experience of pupils from the poor and lower class have the feature of the dilemma of differentiation from and integration into school culture, in contrast with lads in 1970s England, who roundly differentiated themselves from school culture. Thirdly, how teacher strategies effect pupils' school lives depends on the interpretation and situation of the pupils.<BR><BR>In Japan, previous studies have tended not to focus on the pupil' s school experience, but, on other hand, have researched the teacher's school experience. Thus the pupils? school experiences have been covered up. In order to develop classroom study in Japan, this cover must be removed.

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