学校と家庭・地域の連携における子どもの位置(<特集1>教育経営と地域社会)

抄録

The purpose of this paper is to examine the position of the child in the decision-making process of various programs. In this paper, I consider 1) treaty of the child right and attitude of Japanese government toward it, 2) theoretical development of participation of children, 3) policy document concerning to school, family, community partnership, 4) two cases that students worked on activities independently. An argument has been developed about the right of children, particularly the right to express own views and to participate to decision-making process since the right treaty of the child was approved in 1989. But, attitudes of Japanese government was negative, and educational laws and regulations did not changed. The opinion of the child is not still respected in many schools. In the developed country, many researchers discuss even the theoretical side about the participation of child. In Japan, such an argument is not at all considered. The policy documents about the school, family, community partnership program show the thought of the child contempt. I think the partnership policy is one step of progress, but these documents empathize the voice of parents and residents, but in policy, the child is existence as the object, not subject. The child only runs on the rail which an adult spread, and it is not permitted that the child spread a rail by oneself. What is the cause that brought such situation- I think that it is strong "paternalism" which stole into overall teachers, education researchers and adults. It is necessary to get rid of this "paternalism" as soon as possible. I introduced the example of two schools which overcame this spellbinding. It is not difficult. In many schools, there are a lot of students who are active in various activity. Without believing the power of the child, we cannot expect the growth of the child as independent human being.