Correspondence principle
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1 障害の視点から見た批判的教育学 N. エレヴェレスの所論を中心に 教育内容開発コース 堤 英 俊 Critical Pedagogy from the Perspective of Disability focusing on Erevelles s Arguments Hidetoshi TSUTSUMI The aim of this paper is to examine the significance and disputes surrounding Nirmala Erevelles s arguments on Critical Pedagogy for Disability Studies. Her arguments consist of the following three matters. Firstly, she poses an urgent problem whereby the dualistic logic and segregation between able-bodied students and disabled students have a close connection with the unemployment and poverty among disabled adults according to the correspondence principle by Samuel Bowls and Herbert Gintis. Secondly, she focuses on Critical Pedagogy after the 90 s was influenced by the impact of post structural theory and cultural studies, in particular Henry Giroux s Border Pedagogy to overcome the negative schooling=economical structure. Finally, she brought up the limitations and possibilities inherent in Critical Pedagogy after the 90 s from the perspective of disability. Then, she reaches one radical possibility in disruptive and irrational voice of disabled students. 目 次 １ はじめに ２ エレヴェレスの問題構成 障害 学校 貧困 ３ エレヴェレスの批判的教育学議論 障害の視点から Ａ １ ９ ９ ０年代以降の批判的教育学への注目理由 Ｂ １ ９ ９ ０年代以降の批判的教育学の限界と可能性 ４ 考察 意義と課題 ５ おわりに １ はじめに 本稿の主要なねらいは 現代アメリカの障害学者 １ ニルマラー エレヴェ レ ス Nirmala Erevelles の 問 題 構成や批判的教育学議論から見出される論点を整理し た上で その研究の有する意義と課題について考察す ２ ることにある 批判的教育学 Critical Pedagogy は ８ ０年代以降のア メリカでラディカルな立場から構築されてきた教育理 論である ８ ０年代の批判的教育学は 文化をめぐる政 治力学の中に学校教育という営為を位置づけ ミクロ な教育実践における様々な差異を社会構造と結びつけ て本質主義的に分析する中で 平等で公正な社会の実 現を目指す実践知を創造しようと試みてきた ９ ０年代 に入ると ポスト構造主義やフェミニズム カルチュ ラル スタディーズとの関係を強めるようになり 流 動性 混成性 多元的な会話 声などを織り込んだ境 界教育学 Border Pedagogy と呼ばれる理論へと変容し ていった それと同時に これまで主たる研究領域と してきた学校を超えて 家庭 教会 企業といったあ らゆる文化生産の場へと関心を拡げていった このよ うな批判的教育学の代表的な論者には ヘンリー ジ ルー ピーター マクラーレン ニコラス バービュ レスの名前を挙げることができる こうした動向の中で 本稿で主題とする障害と批判 的教育学に関する先行研究は その絶対数からして少 ない 残念なことに 国内に限っては１つも見当たら ない状況にある 推察するに 当の批判的教育学論者 らが自身の著作や論文の中で障害という用語を一切用 いていないところに原因があるのだろう 海外に存在 する数少ない先行研究については おおよそ次の３つ のタイプに大別できる １つ目は ８ ０年代の初期の批判的教育学理論を 軽 度の機能障害を有する子どもの在籍する集団での教育 実践に適用し 単線的に健常 障害の関係性の変革と 障害児の人間的解放を目指すタイプの研究である こ
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8 Assistant Professor Associate Professor Peters, S. Transforming disability identity through critical literacy and the cultural politics of language in Corker, M. French, S. Disability discourse Open University Press, 1999 Anderson, R. C Teaching (with) Disability : Pedagogies of Lived Experience. Review of Education, Pedagogy & Cultural Studies, 28, 3 Nocella, A. J Emergence of Disability Pedagogy. Journal for Critical Education Policy Studies, 6, 2 Erevelles, N Educating unruly bodies : Critical pedagogy, disability studies, and the politics of schooling. Educational Theory, 50, 1 Erevelles, N. Rewriting Critical Pedagogy from the Periphery : Materiality, Disability, and the Politics of Schooling in Gabel, S. L. Disability Studies in Education : Readings in Theory and Method Peter Lang Pub Inc, 2005 Erevelles, N. op. cit., 2005, p. 29 Erevelles, N. op. cit., 2000, p. 25 Erevelles, N. op. cit., 2005, p. 77 Bowles,S.Gintis,H. Schooling in Capitalist America : Educational Reform and the Contradictions of Economic Life Basic Books, 1976 Bowles, S. Gintis, H. op. cit., 1976, p. 131 Bowles, S. Gintis, H. IQ in the U. S. class structure. Social Policy, IQ p. Bowles, S. Gintis, H. op. cit., 1976, p. Bowles, S. Gintis, H. op. cit., 1976, p. Bowles, S. Gintis, H. op. cit., , pp. Bowles, S. Gintis, H. op. cit., 1976, p. 123 Erevelles, N. op. cit., 2000, p. 30 Erevelles, N. op. cit., 2000, p. 28 Erevelles, N. op. cit., 2000, pp Erevelles, N. op. cit., 2000, p. 29 pp. Erevelles, N. op. cit., 2005, p. 78 Bowles, S. Gintis, H. op. cit., 1976 p. Erevelles, N. op. cit., 2000, p. 41 Erevelles, N. op. cit., 2005, p. 69 Erevelles, N. op. cit., 2005, p. 71 Erevelles, N. op. cit., 2000, p. 31 Giroux, H. A. Teachers as Intellectuals : Toward a Critical Pedagogy of Learning Bergin & Garvey, 1988, p. 76 Giroux, H. A. Border Crossings Routledge, 1992, p. 244 Giroux, H. A. op. cit., 1988, p. 159 Giroux, H. A. Schooling and the Struggle for Public Life : Critical Pedagogy in the Modern Age University of Minnesota Press, 1988, p. 117 Giroux, H. A. op. cit., 1992, p. 193 Giroux, H. A Rewriting the Discourse of Racial Identity : Toward a Pedagogy and Politics of Whiteness, Harvard Educational Review, 67, 2, p. 299 Erevelles, N. op. cit., 2005, p. 81 Erevelles, N. op. cit., 2005, p. 69 Giroux, H. A. Theories of Reproduction and Resistance in the New Sociology of Education : Toward a Critical Theory of Schooling and Pedagogy for the Opposition in The Giroux Reader Paradigm Publishers, 2006, pp. 7 9 p.
9 p. Erevelles, N. op. cit., 2000, p. 32 Erevelles, N. op. cit., 2000, p. 32 Erevelles, N. op. cit., 2000, p. 31 Giroux, H. A. op. cit., 1988, p. 84 Erevelles, N. op. cit., 2005, p. 71 Erevelles, N. op. cit., 2005, p. 72 Erevelles, N. op. cit., 2000, p. 38 Erevelles, N. op. cit., 2005, p. 71 Erevelles, N. op. cit., 2005, pp pp. pp. pp. hooks, b. Teaching to Transgress : Education as the Practice of Freedom Routledge, 1994 pp. Kohli, W Critical Education and Embodied Subjects : Making the Poststructual Turn. Educational Theory, 48, 4 p. p. pp. SNE p. pp. pp. pp.
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