故郷とはどのように創られていくのだろうか。そしてそれが移住を経験した人にとっての帰るべ き場所となるにはいかなる過程があるのだろうか。本論文は、南スーダン出身のクク人が、植民地 化や内戦等による移住を繰り返す中で「カジョケジ」と呼ばれる場所を故郷として眼差すようにな る過程を見ていくことを通して冒頭の疑問に答えることを目的としている。

クク人は東ナイル系の民族であり、内戦等の事情で多くがその地を離れた経験を持つ。彼らが現 在故郷とみなす南スーダン共和国旧

そして第２次内戦終結後、カジョケジに帰還し、そこでの生活を経験した人々は、避難先での生 活を背景としながら、カジョケジにおける生活を通してカジョケジの中でのそれぞれの「ホーム」 を見出していく。だが、「外」に対する時は変わらずカジョケジはククという民族にとっての故郷 である。

  South Sudan obtained independence in 2011 after decades of conflict. This conflict partly resulted from a war against the Arab-led Sudanese government by non-Arab anti-government Africans, i.e. the Sudan People’s Liberation Army (SPLA). Due to the conflict, the vast majority of people missed educational opportunities.

  In post-conflict countries, it often happens that the new government introduces the new medium of instruction along with replacing the official language. In South Sudan, it was changed from Arabic to English. This move had a great impact on people’s daily lives and school education, particularly teachers. The international community is keen in providing South Sudan with significant assistance, but this has also created an aid-dependency syndrome, particularly in the situation where administrative capacity is considerably low. A high-ranking official in the Ministry of Education confessed during a donor meeting that, “We understand how to fight a war, but we do not know how to provide education. Therefore there are no other ways except to ask for your help.” External consultants have collected essential educational data, and aid agencies and their affiliated researchers have conducted an education sector study. However, independent researchers working in education are very rare because of tight security in the country. Aid-related researchers conduct studies in order to grasp overall pictures of education systems, yet while focusing on quantitative macro data pay little attention to individual schools. Although educational statistics appear to be rich in information, the realities in schools are not as easily measurable. Moreover, there are always limitations in accuracy and validity in such quantitative figures.

  The purpose of this study is to explore the realities of primary education in South Sudan from the perspectives of teachers, students and parents by employing a qualitative approach. We particularly focus on the impact of changing the medium of instruction on the operation and management of individual schools, and people’s behavior towards education. Fieldwork was carried out twice in 2013 for a total period of 4 weeks, which principally covered the four primary schools located in Juba County. Interviews were made among some fifty stakeholders. We also observed the operation and management of schools and the deployment of teachers with particular attention to their working conditions and teaching styles in class.

  This study revealed the following five observations, which have occurred due to the change in the medium of instruction: (1) The emergence of ‘Arabic-pattern’, ‘English-pattern’ and volunteer teachers: Arabic or English-pattern teachers are categorized based on the language taught in secondary schools or/and teacher training institutes. Volunteer teachers, who are employed and paid by individual schools, are all English-pattern. They are expected to teach in the upper-grade classes where Arabic-type teachers cannot teach since the medium of instruction is English. (2) A disproportionate number of deployed teachers and a prevalence of teacher absenteeism: Efficient deployment of teachers remains challenging. Arabic-pattern teachers are limited in their ability to communicate in English. There is often an excess of teachers in urban schools in order for the Arabic-pattern teachers to remain. On the other hand, many rural schools lack teachers and absenteeism is common partly because of the poor public transportation system. (3) The collection of school management funds and the burden of remuneration for volunteer teachers: The government encourages cost sharing in education. Each school needs to employ English-pattern volunteer teachers to substitute for Arabic-pattern teachers. The personnel expenses for volunteer teachers have to be covered by each school and (View PDF for the rest of the abstract.)

Although South Sudan gained independence from Sudan in 2011, the country retrogressed into its own civil war, causing the third largest refugee crisis in the world after Syria and Afghanistan. Uganda is currently hosting a large proportion of South Sudanese refugees and has become the largest refugee-hosting country in Africa. Many studies have been conducted to investigate the factors that could hinder refugee children's access to schooling despite development-oriented refugee assistance in Uganda. However, there is a lack of study perceiving refugees not as recipients of benefits but as active players in the education system within refugee settlements.

The objective of this study is to explore the challenges of primary and secondary schooling under development-oriented refugee assistance in a South Sudanese refugee settlement in Northern Uganda from the perspectives of refugee students. Field study was conducted for one week in the Bidi Bidi Refugee Settlement in August 2017. Questionnaire surveys were conducted among students in one community primary school and one community secondary school, which were funded by aid agencies such as UNHCR. Semi-structured interviews were also carried out to complement the findings obtained from the questionnaire survey data.

The study revealed the following three insights. First, refugee children are still excluded from primary and secondary schooling even under Uganda's development-oriented refugee assistance. In addition to the limited capacity of the education system in the host communities, unequal land distribution for refugees limit their children's access to schooling in the settlement. Second, students'learning environment in community schools is poorly regulated as a side effect of the open-door policy. Learning in a well-managed and peaceful environment is important for refugee students. Third, refugee students are motivated to learn not necessarily because of Uganda's refugee policy nor external support, but because of their own passion to learn along with self-sustained income generating activities.

現代世界の構成単位である国民国家内部の政治空間は均一ではない。国家という大きな政体（polity）の内部に、統治と法の支配が十分には及んでいない空間が存在することがある。こうした空間の住民がある程度の独自の統治と法の支配を実践している場合、それを小政体（small polity）と呼ぶ。犯罪者集団や武装集団に支配されている地域はその例である。人類学が伝統的に研究対象としてきた王国と首長国も小政体である。本論の目的は、こうした小政体に人類学的主題として光を当てることにある。それは、国家と社会との関係や、国家自体を再考する新たな政治人類学の視座を提供するものと考えられる。

本論で具体的に論じる小政体は、南スーダンの南東部に存在する、「モニョミジ・クラスター（monyomiji cluster）」と呼ばれる、10数ほどの民族集団の社会に見られる、人口数千から数万人規模の小政体だ。これらの小政体は、政治制度として首長制（あるいは王制）と階梯式年齢組組織の両方を有する、二元的および分節的な構造をもっている。本論で注目するのは、小政体は国家に抵抗すると同時に、国家を模倣しているという側面である。そのさい、19世紀半ば以降の諸国家の暴力的で収奪的な特性が重要である。アフリカ社会に関する従来の研究では、植民地国家や脱植民地国家、および資本主義のシステムに対する抵抗の側面が強調されてきた。抵抗だけでなく模倣の側面に注目することにより、より動態的で今日的な小政体のあり方を把握することが可能になる。