学びの多様化学校における包摂の機能と排除の可能性―卒業生の転校プロセスを事例に―

抄録

The purpose of this paper is to clarify how Diversified Schools include students experiencing non-attendance and to identify possibilities of exclusion from the perspectives of the graduates. Through an analysis of the interviews, the findings of this paper are as follows.

First, some students adjusted their absent days to meet transfer requirements. On the other hand, school transfers were achieved through flexible judgements by school principals, such as individual counseling and interviews, even when students did not meet the transfer requirements. These findings suggest that inclusion in Diversified Schools is made possible not through the uniform application of transfer requirements, but through multiple ways involving both students’ adaptation and flexible judgement from school.

Second, official recognition as a “non-attending student” did not generate negative self-perception; rather, it served as an opportunity for students to form positive identities and develop a sense of security. Though previous research has suggested that students attending a school specializing in supporting non-attending students can experience a sense of stigma, this study found that such recognition could foster a sense of camaraderie as well as a sense of security and promote inclusion in school.

Third, the students may experience difficulties in school attendance after transfer, indicating that new forms of exclusion may emerge within Diversified Schools.

The findings of this paper clarify the transfer process and identify not only functions of inclusion but also possibilities of exclusion from the perspectives of the graduates.

As a policy implication, it is necessary not only to increase the number of Diversified Schools, but also to qualitatively evaluate the voices of current and former students.