年報社会学論集
Online ISSN : 1884-0086
Print ISSN : 0919-4363
ISSN-L : 0919-4363
戦後教育における障害児を「わける」論理
1950年代から60年代の日教組の言説を手がかりに
澤田 誠二
著者情報
ジャーナル フリー

2007 年 2007 巻 20 号 p. 96-107

詳細
抄録

This paper investigates the rationale among teachers for separating children with disability in special classes or schools for the handicapped in postwar Japan. It examines the debate within the Japan Teachers Union focusing on teachers' views of “ability” and “discrimination”. We find out that in the 1950s teachers arranged special classes following a logic similar to that used to justify ability grouping based on a generally prevailing view of students' ability as in-born. Notwithstanding the fact that there was a change to a view that saw “ability=equality” in the 1960s, they promoted special classes and schools for the handicapped without seeing the contradiction in logic. By making (social) discrimination the problem, they were able to ignore the inferiority complex of students.

著者関連情報
© 関東社会学会
前の記事 次の記事
feedback
Top