抄録
The purpose of this paper is to clarify how a former teacher of a part-time high school formed “the unexclusive practices”. We focused on the logics through which the teacher justified his practices. The paper argues that the teacher justified “the unexclusive practices” by using the three types of logic. First, certain types of students were at risk of being excluded due to dominant “normal” practices in the school. Second, teachers were required to have their own non-elite experiences so that they can be on the same side as students. Third, the part-time high school requested teachers to prevent students from joining the antisocial groups in the future.
