本稿は,岩見沢市教育委員会平成13年度男女共同参画講座「ビデオであそぶジェンダーの世界」の一講座「『アニメとジェンダー』～変わる?アニメの世界」(平成14年2月27日開催)の講演内容をもとに,加筆修正したものである。

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This study analyzes the relationship between the usage of media and subculture in extended adolescence. The media seen as most characteristic of people in extended adolescence include chatting and electronic bulletin boards on the Internet, and comic magazines. Sherry Turkle thinks that the use of the Internet has influenced the establishment of the identity of adolescents since they can experiment with multiple identities in the world of the Internet. She also presented the concept of an “online persona, ” where one can assume a fluid and multiple identity and act differently from one's true self.
During the 1960s and 1970s, young people were fond of popular television programs known as teen dramas, which were set in high schools and involved young teachers and their students. The shows were based on themes such as “effort, ” “dreams” and “love, ” and the heroes fulfilled their dreams, overcoming various obstacles. One effect of these shows was that during this period, young Japanese people discovered their own stories of adolescence by reproducing the teen drama programs in their everyday lives. However, after the 1980s, young people started to read comic magazines targeted at teens and the postadolescence stories gained in popularity. At that time, animated cartoons such as “Mobile Suit Gundam, ” “Dragon Ball” and “Neon Genesis Evangelion” became very popular. Their heroes all experienced an “awakening, ” in which they became super-heroes. Unlike the heroes of the teen drama shows, who were regular high school students, they realized that they had latent superhuman powers. In these animated cartoons, the “adherence to identity” is typically represented in the form of an ominous alien.
The sense of liberation from one's actual self through means such as chatting and electronic bulletin boards, as well as the post-adolescence stories, is thought to be closely related to the problem of extended adolescents who are a focus of social attention in the present world. It is clear that the adolescent strategy toward the media, which uses the media as a means to arouse one true self, has a parasitic relationship with the media.

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 Manga and the reading of manga have frequently been subject to criticism. However, manga now often appear within textbooks, signaling a shift from practices that attempted to distance children from manga to practices where manga materials are accepted into school libraries and are being utilized as educational materials. The shift has even progressed to the extent that educational manga are being used in high-school classes and in university courses.

The author would like to encourage the transition from manga reading to educational manga reading. Specifically, the author wishes to utilize manga as textbooks for Japanese language courses and to establish reading circles for educational manga at elementary schools. This paper calls for further investigation of manga.

 The author argues for the recognition of manga as reading materials suitable for morning reading sessions at junior and senior high-school. To that aim, teachers themselves should read manga and should include them in their reading lists. This paper suggests using works like a “Biography of Educational Manga” for investigative study. The paper also proposes comprehensive lessons that integrate the use of manga, such as “Kasai no Hito” and “Mori no Asagao”, as educational materials. Essay writing could also be incorporated.

 Practices of manga reading and educational manga will spread as more teachers come to regard manga as reading materials.

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