ドイツにおける質的学校・青少年研究の動向と「生徒のライフストーリー研究」―ポストモダンにおける青少年の学校体験の解明に向けて―

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  • ドイツ ニ オケル シツテキ ガッコウ セイショウネン ケンキュウ ノ ドウコウ ト セイト ノ ライフストーリー ケンキュウ ポストモダン ニ オケル セイショウネン ノ ガッコウ タイケン ノ カイメイ ニ ムケテ

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type:P(論文)

The purpose of this article is to review the development of qualitative studies on school and childhood as well as youth in Germany. The focus of this review will be on studies dealing with the changing experiences of students at school in the post modern age. Moreover, comparable changes in the relationships between students and school in Japan will be also taken into consideration. Studies on this issue in Germany are characterized by the following two points: The first is that perspectives of the studies on school as well as those on childhood and youth are converging increasingly. The second is that research perspectives on the macro, meso, and micro levels are connected with each other. This article deals with two topics which contributed in 1980s to forming the basis of the actual trend mentioned above: "individualization theory" discussed by U. Beck as well as "narrative analysis" developed by F. Schiitze. Then, light will be thrown upon the development of life story studies of students which have been forming the main stream of qualitative research in Germany. Finally, implications of this research trend in Germany for Japanese contemporary situation will be discussed. It indicates the necessity to pay attention to subjective perspectives of individual students who have their own life stories and to explore what they experience school.

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