The History of Co-Ed Home Economics Education　in Kyoto Prefectural Senior High Schools　Concerning Organization Theory and Curriculum Theory　: About the Kyoto Circle of the Organization of　Educational Scholars of Home Economy

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  • 高校男女共修家庭科自主編成における組織論と教科論― 家教連京都高校サークルの活動を対象として―
  • コウコウ ダンジョ キョウシュウカテイカ ジシュ ヘンセイ ニ オケル ソシキロン ト キョウカロン : カキョウレン キョウト コウコウ サークル ノ カツドウ オ タイショウ ト シテ

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Abstract

This study clarifies how the independent movement relating to “General Home Economics” in Kyoto senior high schools made coeducation a reality and enriched the curriculum. The study uses organization theory and curriculum theory to discuss this transformation, with a specific focus on the activities of the Kyoto Circle (a part of the Organization of Educational Scholars of Home Economy) between 1962 and August 1981. The study uses survey findings gathered through interviews of members of the Circle, which took place between April 2012 and September 2016. Additionally, the study uses related materials provided by Circle members. Results show that the Kyoto Circle reformed the Organization of Educational Scholars of Home Economy in order to promote coeducation within home economics. As a result, a more democratic organization, where all faculty members could work together was created by MORI Yukie and others through block discussions and discussions at the general meeting. In terms of Curriculum theory, YASUDA Masako, IKEDA Yuko, and MORI positioned home economics as a subject that nurtures life awareness through a social science perspective, in a practical manner. These scholars undertook a comprehensive study of home economics by conducting an exploratory study of the problems students encounter in their daily lives and making this a main study topic. At the same time, Kyoto Circle members improved the lessons by designing a curriculum and methods that consider the students’ circumstances. Additionally, home economics’ originality as a subject that nurtures life awareness was made even clearer by determining what will be taught and how well it will be covered through the establishment of achievement targets, and by aligning it with the newly established “Contemporary Society” concept, which was part of the 1978 Courses of Study.

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