テキストから考える教育行政学教育：序論的ノート

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  • An introductory Note on Rethinking educational administration education through its Textbooks in Japan and the United States

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This paper is an essay on reflection of educational administration education in the undergraduate and master courses through its textbooks. The classes named ‘educational administration’ in Japanese universities will be fewer in number than ones named ‘educational management’, ‘school law’, or ‘educational system’. But there are many classes that have the contents combined with educational administration and policy, management, law, and system. I tried to analyze the characteristics and contents of the textbooks by using sociology of knowledge. The analytical aspect is mainly adapted a binary opposition model between standardization and diversification, and the model between systematization and non− systematization is also used as another additional aspect. To conclude my analysis, the Japanese textbooks have much tendency promoting pseudo− standardization. But the new textbooks which use specific academic approach such as institutional analysis are also emerging in our country. On the other hand, American textbooks have been standardized on the academic bases of behavioral and management sciences. As a recent situation, the textbooks focused on organizational behavior and politics of education are more popular in the United States. The table of its contents is as follows: 1. Awareness of Issues and Aspects of Analysis 1−1: Issues and Objects of This Paper 1−2: Some Aspects of Analysis 2. Existing Condition of the Textbooks on Educational Administration in Japan 2−1: Seiya Munakata, Kyouiku− Gyouseigaku Zyosetu as a Starting Point 2−2: Pseudo−Standardization of the Japanese Textbooks 2−3: An Early Sign of Diversification 3. Standardization and New Tendencies in American Textbooks 3−1: Characteristics and Contents of the Standardized Textbooks 3−2: Some New Tendencies

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