Japanese Sociological Review
Online ISSN : 1884-2755
Print ISSN : 0021-5414
ISSN-L : 0021-5414
New Social Problems and Social Movements
Private Activities for School Refusal, Social Withdrawal (Hikikomori), and NEET
Tatsushi OGINO
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2006 Volume 57 Issue 2 Pages 311-329

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Abstract

This paper tries to answer two questions. First, what kind of social movement is especially needed under individualization? Second, can we empirically find appropriate theoretical movements? To answer the first question, I view arguments about individualization and confirm statements about an intolerable burden on individuals to reflexively construct self-identities without authentic exemplars.
I then examine Axel Honneth's (1992) theory about the struggle for recognition. I think that there are two flaws in his arguments. Although he recognizes the vulnerability of self-identity depending on mutual recognition, he has not discussed the possibility that actors with a deeply damaged self-identity cannot communicate with others and consequently cannot engage in constructing the collective identity. He also seems to be unaware of the dangers of collective identities. Collective identities are often repressive. They tend to ignore differences and power relations within each group.
Therefore, there is a need for collective activities that can address deeply damaged self-identities and avoid the dangers of collective identities. Drucilla Cornell (1995, 1998) provides a very good concept to pass the bottleneck. “The Imaginary domain” is suggested as a mental and moral space that enables people to acquire self-respect and re-imagine the self as one's orientation. Then, the collective activities that demand and construct the imaginary domain are theoretically suitable movements. I call these movements “meta life politics” because this politics is a precondition for Giddens' (1991) life politics.
To answer the second question, I analyze private support activities addressing educational or youth problems : school refusal, social withdrawal (Hikikomori), and NEET (young people not in employment, education, or training). These kinds of activities have often created spaces for children who refuse or cannot go to school and for adolescents who have withdrawn from human relationships. I explain that these spaces have functioned as conditions of the imaginary domains.

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