教育政策における2つの知識の特性 : 教育政策の公共政策学的分析(II <特集2>公開シンポジウム 公共政策としての教育政策)

抄録

This study analyzed the specificity of educational policy from the viewpoint of policy studies, especially two kinds of knowledge: "knowledge in (policy) process" and "knowledge of (policy) process." First, with regard to the characteristics of "knowledge in process" of educational policy, we analyzed the policy knowledge and knowledge production activities of this policy area. We pointed out that experimental knowledge, which was considered implicit knowledge, was turned into explicit knowledge through several kinds of activities. This meant that the field of educational policy was potentially open to actors outside the policy community. Second, with regard to the characteristics of "knowledge of process" in educational policy, we analyzed three factors in the educational policy process - actors, institutions, and ideas. We pointed out that, since the 1990s, several reforms to the Japanese policy-making system have changed the educational policy process. Particularly within the educational policy community, core actors have formed close relationships, while also allowing outside actors to access this community. Therefore, we could not demonstrate the specificity of educational policy. However, we pointed out the possibility of policy process analysis from the viewpoint of policy studies.