Discourse and Practice of 6 years Secondary Schools : a Perspective on the Study of Educational Administration(Educational Reform and Educational Management)

KIKUCHI Eiji

doi:10.24493/jasea.40.0_28

Bibliographic Information

Other Title

中高一貫校の言説と実践 : 教育経営研究の行方(<特集>教育改革と教育経営)
中高一貫校の言説と実践--教育経営研究の行方
チュウコウイッカンコウノゲンセツトジッセンキョウイクケイエイケ

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Description

At present, a dispute is carried out from various positions centering around the introduction of 6 years secondary schools. The purpose of this paper is to examine the following two themes. First of all, a qualitative analysis is tried to describe the content and form of some discourses. The initial intension for 'tentative attempt' is turned into more realistic strategy, which is regarded to be indsipensable for survival of school organizations. It is so difficult to find persuasive grounds for the institutionalization of 6 years secondary school. The well-balanced attitudes cannot be maintained in the dispute and disappears through the dynamics of 'educational market'. In the latter half of this paper, the empirical data are analysed to explore the reality of practices in 6 years secondary schools. For instance, advanced learning for entrance examination is likely to be adopted in the schools, and a large number of the private schools hold to the system of 6 days schooling. The hierarchical structure among schools influences upon the functioning of 6 year secondary schools. A study of educational administration is required to refine more ecological approaches in order to brush up more 'radical' social philosophy. In a sense, we stand at a turning point like other social sciences.

Journal

Journal of JASEA

Journal of JASEA 40 (0), 28-37, 1998

The Japanese Association for the Study of Educational Administration