いじめの対策と「学校の境界」

中国大陸、台湾、日本のいじめ対策をめぐる比較研究

抄録

　School bullying is recognized as a public issue in Mainland China, Taiwan and Japan, and anti-bullying programs in three societies have been performed for more than a decade. In order to prevent school bullying, a number of agencies including school, police, administrative, counselor and social worker are participating in the programs, and the school plays as a major performer of bullying prevention programs in each society. However, the role of school required for each bullying prevention program always differs from each other as a result of differences in institutional contexts.<br>　This paper aims to clarify the diverse roles of schools and the responsibility division between school and other agencies in the current anti-bullying programs of Mainland China, Taiwan and Japan. To construct the analysis strategy, I briefly reviewed the sociological studies about the function of school in Section 2, and adopt the idea of “dispositif” advocated by Michel Foucault for understanding the roles of school in three societies. In Section 3, I made an analysis about the bullying recognition, prevention, and role of school in anti-bullying program of the three societies by using the official documents issued by the Ministry of Education in Mainland China, Taiwan and Japan. In Section 4, I summarized the features, especially the technology of current anti-bullying programs of Mainland China, Taiwan and Japan as “Punishment Type”, “Disciplining Type” and “Risk-decreasing Type”. As a further step, I verified that bullying prevention technology, which provides both a structure and a field for school in an anti-bullying program, is an important clue for understanding the role of school and responsibility division between school and other actors.