教員コードによる職員会議の秩序構築 : 解釈的アプローチによる相互行為分析

抄録

The aim of this paper is to examine the interactions of teachers who construct the order of a school staff meeting in and as practicing interpretations from the perspective of an interpretive approach. The main data for this paper come from participant observations in a public junior high school in 2009. This paper focuses on the teacher code that the members who participated in a preceding department meeting should keep silent in a subsequent school staff meeting during their department head proposing. The distinctive characters of using this code is as below, Firstly, teachers tell the code to make colleagues keep silent in a meeting. Telling the code divides members: the ones possible to give their opinions, the others impossible to do so. And doing so makes a sense of a department meeting as a buffer to avoid heated disputes in a school staff meeting. Secondly, whether someone's statement in a school staff meeting is inside or outside the code depends on a local interaction. The relationship between the code and statement/silent is not causal or stable but retrospective and context-dependent. Thirdly, the unwritten code emerges obviously in a school staff meeting when someone stigmatizes another's statement as a breach of the code or when someone asks about the proposal of his/her own department with an excuse for breaking the code. Paradoxically telling the breach of the code reconstructs the legitimacy of it with making a sense of silent there reflexively. Fourthly, teachers interpret keeping silent as not only a duty but also positive cooperation of organizational members from the perspective of the code. The reality of silence in a staff meeting illustrates the existence of an organization and the reliability of the code to teachers.