2023 Fiscal Year Final Research Report
The Study on the Interpretation Process of Troubles among Students
Project/Area Number |
21K20213
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Research Category |
Grant-in-Aid for Research Activity Start-up
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Allocation Type | Multi-year Fund |
Review Section |
:Education and related fields
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Research Institution | Ehime University |
Principal Investigator |
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Project Period (FY) |
2021-08-30 – 2024-03-31
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Keywords | 教育社会学 / エスノグラフィー / 児童生徒間トラブル / トラブルの生成・変容・消失過程 / 合意形成 |
Outline of Final Research Achievements |
The purpose of this study is to clarify the process of generation, transformation, and disappearance of troubles among students and the interpretative framework of teacher and students in this process from a qualitative study in schools. In particular, this study focused on the process in which troubles are manifested once in the classroom and then become latent (inactivation process). As a result, the following three points became clear. First, a complementary and multilayered reality is constructed by teachers and students in the process of "inactivation" of troubles. Second, that the reality is structured on the basis of a variable and unstable order that is both fragile and dangerous. Based on these findings, this study reconsider the discussion of trouble resolution through "dialogue".
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Free Research Field |
教育社会学
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Academic Significance and Societal Importance of the Research Achievements |
本研究は、先行研究で看過され、かつ困難とされてきた、児童生徒間トラブルの動的でダイナミックな相互作用過程を質的調査から描き出す理論的・方法論的視座の可能性を開いた点及びそれらの視座から具体的な相互作用過程の特質を描き出した点に意義がある。これらの知見は、質的調査が困難とされてきた「いじめ」に対して、学校現場の「現実」を分析的・批判的に捉えつつ、その「現実」から従来のいじめやトラブル解決の議論を再考しうるものである。ここに、本研究の社会的意義が認められる。本研究の成果は、日本教育社会学会の研究紀要に査読論文として掲載されており、本研究の学術的意義が認められている。
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