構造改革特区における不登校対策の制度的特徴

—分析枠組みとしての「財―capabilities過程」—

抄録

The purpose of this paper is to clarify the characteristics of the approaches concerning school non-attendance in special zones for structural reform from the perspective of actions taken for the life of children. Referring to Amartya Sen's capability approach， I adopt the concept of‘the commodities-capabilities process' as a framework for analysis. This framework enables us to distinguish probabilities and abilities from what is selected, as well as to recognize the process through which a commodity is transformed into a functioning approach. One's life is a set of functioning which represent one's actual existence and actions. Capabilities, a set of options of functioning, are important for one's well-being.

Children's lives, their existence and action, are limited in schools in terms of time and place. In this paper, the limited life at school is termed ‘the school life.’ This offers children at school a particular set of functioning and capabilities.

The characteristics of special zones, where study through experience is adopted into the curriculum, is a transformation of ’the school life,’ changing the realized set of functioning. It has a possibility that one's abilities and characteristics will change. Another characteristic is that learning out of a school can be approved as a credit. In other words, attendance at school is not needed. It means that the educational system is based not on attendance at school but on the functioning of ‘learning.’ Thus, the approaches in special zones for structural reform cause fundamental changes in the educational system.