【Abstract】A Study of Teacher’s Disciplinary Right―With reference to the UK disciplinary power―Mariko Suzuki（Ryutsu Keizai University） The purpose of this article is to clarify the issue of teachers’ disciplinary right in Japan. In Japan, corporal punishment, which should have been banned under the School Education Act, is rampant and has been viewed as a problem. At the same time, attention has been paid to “improper guidance” by teachers. On the other hand, proper discipline has been largely debat-ed so far and remains unsorted. To take this situation as an issue, I referred to the case in the UK. In this country, the “the Education and Inspection Act 2006” was developed, in which school disciplinary rights became the first legal basis. Making schools obligatory to formulate and disclose the “Behaviour Policy” has been positioned as an important resource for parents when choosing a school. In 2016, a guidebook was published to facilitate this from DfE, includ-ing clarification of disciplinary rights holders, “Behaviour Policy” and disciplinary actions and procedures for violating them. There are two issues related to teachers’ right to discipline in Japan, as suggested by the UK case. The first is the organization of the disciplinary content of teachers. At present, the exercise of discipline, that is, “discipline as a factual act” is left to the discretion of the teacher, and there is no mechanism to judge its legitimacy. Second is the identification of disciplinary rights holders. Schools have been expanded to include non-teacher professional staff since the “school as a team” was sought in 2015, but they may now exercise disciplinary powers. It is necessary to clarify how these specialized staffs participate in student guidance.

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The aim of this article is reconstructing the historical narrative of Creative Writing (CW) course at University of East Anglia (UEA). UEA at Norwich was one of new universities found-ed in Britain in the 1960s to response to the increasing need for higher education. Angus Wil-son and Malcolm Bradbury were both professors of literature there, and in 1970 they found the first CW course for postgraduates in the UK. CW was established as an academic subject in the US from the early 20th century, so not a few UK academics assumed skeptical attitudes for this cultural intervention. They thought writing couldn’t or shouldn’t be taught. Now CW course at UEA is famous for its graduates and Writers Centre Norwich leads the UNESCO City of Literature. This article examines how CW program was accepted as an aca-demic subject or discipline and why this specific university was suitable for new educational program from historical view. Reconstructed narrative of beginning story provides several ways of looking at the characteristic of university as educational system.

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