「帰国生」の批判力と変革力

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抄録

Japanese school children who have spent some time living abroad before returning to Japan, who are known as “returnees, ” often experience a feeling of uneasiness at Japanese schools. This uneasiness, in theory, may be a potential catalyst for a review of accepted school routines and behaviour, as well as for improvement in such routines and behaviour. Based on fieldwork at a special class for “returnees” at one junior-high school, this paper explores how the students' questions and criticisms regarding school uniform rules were resolved.
The “returnees, ” who were accustomed to the freedom that prevails at schools outside Japan, believed that school uniforms were a sign that Japanese schools were strict. At the time of the study, the school itself was undergoing an intense debate over the use of uniforms, and there were frequent discussions among students. The “returnees” rejected arguments in favour of a school uniform based on ideas such as “commonsense” and “junior-high schoolness, ” citing a diversity of values. On the other hand, they showed signs of self-regulation, using phrases such as “the way it is here” and surmising what they thought “regular students” would naturally take for granted. They believed that as newcomers to the school, they had a responsibility to follow prevailing customs. Despite the teachers' intention to encourage independent decision-making, the “returnees” felt that adapting their behaviour to fit in was the best way of getting along with “regular students.”
Although the “returnees” had been exposed to other school environments, they did not have the confidence to initiate change in their existing environment. Instead they adapted themselves to the dominant regime, enabling them to avoid conflict and engage smoothly in educational activities. At the same time, they gave up the opportunity to exercise critical thinking and argue in favour of change. The “returnees'” tendency to accept the legitimacy of local customs implies a firm internalized conformation to norms, and highlights the crucial influence of unequal power relationships between “returnees, ” “regular students” and teachers. A more active pedagogy needs to be pursued if education is to encourage critical thinking and the ability to bring about change.