教育社会学研究
Online ISSN : 2185-0186
Print ISSN : 0387-3145
ISSN-L : 0387-3145
知識配分と組織的社会化
「カリキュラムの社会学」を中心に
柴野 昌山
著者情報
ジャーナル フリー

1982 年 37 巻 p. 5-19,en233

詳細
抄録

The author presents a conceptual framework for the analysis of distribution forms of knowledge and “negotiation” processes between teachers and students in the school instead of a “black-box” view of schooling.
The analysis based on the interpretative paradigm has several implications for the direction along which researchers should proceed. First, educational knowledge is, as B. Bernstein says, a major regulator of the structure of schooling experiences. Second, the hidden curriculum determines the mode of the transmission of educational knowledge and the forms of knowledge by which students are socialized in terms of the legitimation of symbolic control. Third, major implication of this idea is that this framework would give us a possibility of articulating micro- and macro-levels of analysis, if researchers concerned with sociology of schooling pay more attention to the organizational socialization processes regulated by the hidden curriculum, despite the relative lack of empirical studies under existing circumstances.

著者関連情報
© 日本教育社会学会
次の記事
feedback
Top