概念分析としての言説分析--「いじめ自殺」の<根絶=解消>へ向けて Discourse Analysis as Conceptual Study : Toward the Dismantling of ;Ijime Suicide;

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"Ijime suicide (or suicide caused by bullying) has been one of the most serious problems in Japanese primary and secondary schools since the late 1970s. The problem has been widely studied in Japan. Generally speaking, the prevailing view is that though bullying has always existed, the situation of children committing suicide because of bullying is getting worse. Against this prevailing view, some scholars in the field of the sociology of education claim that "ijime suicides" existed in the past, and bullying condition may not be getting worse, but what has happened is that people have become more sensitive. In other words, they refer to the social condition itself. However, if we strictly observe the methodological standard of social constructionism, the bracketing of the ontological status of "social problems, " we must conclude that they are making an error of "ontological gerrymandering." We may have a tendency to regard ijime as bullying. However, according to Jeff Coulter, To claim that 'X' is the same action as 'Y' can mean creating a connection between them rather than simply recording a pre-existing relationship. We may misunderstand the property of our description. According to Peter Winch, the human activity we study is carried on according to rules. Therefore, we need to study the rulefollowing discourse of "ijime suicide" carefully. I would claim that "ijime suicide" does not exist until people learn of this term and the discourse. This is not an empirical, but rather a conceptual problem. Consequently, the aim of this paper is to solve this problems and explain "ijime suicide" itself analytically by focusing on the discourse involved, and then to indicate the possibility that a discursive reformation can dissolve "ijime suicide."""

収録刊行物

  • 教育社会学研究

    教育社会学研究 70, 145-163, 2002

    東洋館

各種コード

  • NII論文ID(NAID)
    110001878026
  • NII書誌ID(NCID)
    AN0005780X
  • 本文言語コード
    JPN
  • ISSN
    03873145
  • NDL 記事登録ID
    6304700
  • NDL 雑誌分類
    ZF1(教育)
  • NDL 請求記号
    Z7-188
  • データ提供元
    NDL  NII-ELS  NDL-Digital 
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