Updated on 2024/10/07

写真b

 
AKIBA Yoshiki
 
*Items subject to periodic update by Rikkyo University (The rest are reprinted from information registered on researchmap.)
Affiliation*
College of Arts Department of Education
Graduate School of Arts Doctoral Program in Education
Graduate School of Arts Master's Program in Education
Title*
Professor
Degree
博士（教育学） （ 東京大学 ）
Contact information
Mail Address
Research Theme*

  • （1）教育の現場における省察的実践を支援する枠組みを構築することを目的に、教育実践の構造・機能・意味をエスノメソドロジー・会話分析など質的社会学の方法論で分析すること、（2）見ているが気づかない教育問題への覚醒や学びの深化につながる臨床の知＝演劇の知の獲得プロセスを解明するため、フォーラムシアター等の応用演劇的ワークショップを実践すること、以上を柱として教育臨床社会学研究に取り組んでいる。

    • Research Interests

  • sociology of education

  • applied theatre

  • ethnomethodology, conversation analysis

    • Campus Career*
    • 4 2019 - Present 
      College of Arts   Department of Education   Professor
    • 4 2019 - Present 
      Graduate School of Arts   Master's Program in Education   Professor
    • 4 2019 - Present 
      Graduate School of Arts   Doctoral Program in Education   Professor
     

    Research Areas

    • Humanities & Social Sciences / Sociology of education

    Research History

    • 4 2019 - Present 
      RIKKYO UNIVERSITY   College of Arts Department of Education   Professor

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    • 4 2019 - Present 
      RIKKYO UNIVERSITY   Graduate School of Arts Field of Study: Education   Professor

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    • 4 2019 - Present 
      RIKKYO UNIVERSITY   Graduate School of Arts Field of Study: Education   Professor

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    • 4 2013 - 3 2019 
      Ryukoku University   Faculty of Letters

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    • 4 2004 - 3 2013 
      Ryukoku University   Faculty of Letters

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    • 4 2000 - 3 2004 
      Ryukoku University   Faculty of Letters

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    Education

    • 4 1994 - 3 1998 
      The University of Tokyo   Graduate School, Division of Education

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      Country： Japan

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    • 4 1992 - 3 1994 
      The University of Tokyo   Graduate School, Division of Education

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      Country： Japan

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    • 4 1988 - 3 1992 
      Rikkyo University   Faculty of Literature

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      Country： Japan

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    Committee Memberships

    • 2015 - 2017 
      日本教育社会学会   教育社会学事典編集委員

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      Committee type：Academic society

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    • 2010 - 2013 
      日本演劇学会   分科会「演劇と教育研究会」運営委員

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      Committee type：Academic society

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    • 2010 - 2013 
      日本教育社会学会   紀要編集委員

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      Committee type：Academic society

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    • 2006 - 2007 
      エスノメソドロジー・会話分析研究会   大会世話人

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      Committee type：Academic society

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    Papers

    • The positionality of the 'case' in the texts of "The Japanese Journal of The Study of Guidance and Counseling"

      Yoshiki Akiba

        ( 62 ) 133 - 146   2 2019

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    • Transferring the means/methods of research production : memorandum for career education/training

        ( 63 ) 127 - 137   2019

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      Language：Japanese  

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    • Ethnomethodology and Forum Theatre:A Proposal for Applying Research Outcomes to Research Participants

      AKIBA Masaki

      The Journal of Studies in Contemporary Sociological Theory8   3 - 13   2014

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      Language：Japanese   Publisher：The Society for Sociological Theory in Japan  

      In recent years a need has been identified for clinical research on educational practices. Such studies have generally been qualitative, field-based, and aimed at solving educational problems. In this context, it is important to explore the problem of feeding the outcomes of such research back into the research participant community. <br>This paper asserts that the root of this problem is in the structure of knowledge production. In other words, although qualitative research findings are derived from the everyday knowledge of research participants and lived experience, they are excluded from the production of new knowledge based on that research. This structure does nothing but perpetuate the problem.<br>It can be said that ethnomethodological research exhibits the same structural issue. In order to explore this problem, this paper focuses on the exclusivity of the transcript as an ethnomethodological research tool. Specifically, this paper examines how the detailed conventions and complex structure of transcripts exclude research participants as actors in the knowledge production mechanism of ethnomethodology.<br>This paper proposes a new approach to overcome this problem: forum theatre. Forum theatre, a form of applied theatre, is characterized by its goal of making the participant double as spectator and actors, or "spect-actor." Applied to an ethnomethodological context, research participants functioning as "spect-actors" can produce knowledge on their own.

      DOI： 10.34327/sstj.8.0_3

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    • Forum Theatre as Clinical Educational Studies::A Sociological Account

      AKIBA Yoshiki

      The Journal of Educational Sociology92   83 - 104   2013

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      Language：Japanese   Publisher：THE JAPAN SOCIETY OF EDUCATIONAL SOCIOLOGY  

      This paper aims to investigate the validity of Forum Theatre as a way to explore the transformativity of the hitherto ʻobjectsʼ of research in the Sociology of Clinical education, analyzing two projects conducted with <I>Yogo-Kyoyu</I> (School Nurse Teacher).<br><br>Forum Theatre is one form of the Applied Theatre begun and developed by a Brazilian theatre director Augusto Boal in South America in the 1960s. Forum Theatre, as opposed to the traditional theatre, entices the spectators to participate in the theatre by discussing or even intervening in the scenes played on themes that can be shared by all the participants in the forum. Improvised theatre, which consists of the core of the Forum theatre, also brings change and transformativity by compelling participants to use their own bodies to play parts as actors in the fictional reality.<br><br>Forum theatre, however, has its varieties and its structure has not really been articulated in the sociological sense. This paper endeavors to discover the basic formulation of Forum Theatre, theoretically analyze how it brings about the change and transformativity in the participants and ascertain the potency of the methodology as a clinical educational study.<br><br>The paper identified four stages in which the Forum Theatre proceeds.<br><br>At stage I, the participants, together with the researcher, decide on one theme and create a story for the improvised theatre, which we called ʻproblem-posing-theatre.ʼ At stage II, the participants at stage I and the researcher both become actors and perform the theatre in front of the spectators. At this stage there is no difference from ordinary theatre. Forum Theatre, however, proceeds to stage III, where spectators become floor participants. They express their own opinions and ideas, raise questions and even intervene in the theatre and stage their own improvisations. This stage III constitutes the most important part for making the Forum Theatre come into effect. After the stage III in our project, we advance to stage IV, when the participants at stage I gather together to re-discuss, recreate and complete the scripts which materialized in the three different versions.<br><br><i>Yogo-Kyoyu</i>, in our project as participants in the Forum Theatre as it proceeded in each stage, confronted their own everyday problems and conflicts, eventually to reflect and rethink their own ethnomethodologies in their own workplaces. What brought them to change, as analyzed in this paper, was related to the structure and the nature of Forum Theatre. The drama played out in the Forum theatre is structurally unfinished, and this very fact of unfinishedness attracts the spectators to intervene actively. Improvised theatre also entails bodily engagement in the reality that is shared and experienced at the intersection of a fictitious situation, as written in the play, and the individual participantʼs everyday reality. This nature of the Forum Theatre brings the participants to realize various aspects of their own beings as well as others, and to acquire new perspectives toward their different everyday lives.

      DOI： 10.11151/eds.92.83

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    • エスノメソドロジー研究のパフォーマンス--質的調査研究の臨床性およびエスノメソドロジーの演劇的異化 (小特集 質的調査研究の"質"を問い直す)

      秋葉 昌樹

      社会と調査 ( 3 ) 45 - 51   9 2009

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      Language：Japanese   Publisher：社会調査士資格認定機構  

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    • Poetics of Workshop: Teacher Training through Theatre with Ethnomethodology

      AKIBA Yoshiki, KUMAGAI Yasuhiro

      Japanese Journal of Research in Drama and Theatre Education1   18 - 22   3 2008

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      Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)  

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    • Between "the Breaching Experiments" and "the Invisible Theatre" : awakening "the Problem-Representation through the Dramatizing-Methodology" as a way for the Clinical Research on Education

      AKIBA Yoshiki

      Journal of Ryukoku University468 ( 468 ) 25 - 25   30 7 2006

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      Language：Japanese   Publisher：Ryukoku University  

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    • Ethnomethodology and conversation analysis: theatre-making as an experiment of clinical methodology in the undergraduate curriculum of educational studies

      Theatre studies ( 44 ) 109 - 129   2006

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      Language：Japanese  

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    • 演劇的問題表象のメソドロジー序説--リアリティとアクチュアリティの往還と教育研究における臨床性

      秋葉 昌樹, 広川 義哲

      龍谷大学教育学会紀要 ( 4 ) 17 - 35   3 2005

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      Language：Japanese   Publisher：龍谷大学教育学会  

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    • Looking at Futoko (School Non-Attendance) from the Phenomenon of Hokenshitsu-Toko (Nurse-room Attendance): From a Research Perspective toClinical Ethnomethodology in Education

      AKIBA Yoshiki

      The Journal of Educational Sociology68   85 - 104   2001

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      Language：Japanese   Publisher：THE JAPAN SOCIETY OF EDUCATIONAL SOCIOLOGY  

      Today, the principal paradigm used in the issue of school non-attendance is that of clinical psychology. It takes the issue as a "problem of the heart." However, if too much emphasis is placed on this paradigm, one important fact will be missed, i.e. the conditions under which the phenomenon of "nurse-room attendance" becomes possible. The purpose of this paper is to propose a new method for relativizing this paradigm from the perspective of the sociology of education. First, the methodology and perspectives which are mainly used today of case studies (the term "casism" is used in this paper) are mentioned. There are methods based on the paradigm of clinical psychology. The main characteristic is that a case is constituted by the unit of an individual's life history. Next, an alternative perspective, of "research in clinical ethnomet hodology in education" is proposed. This is a fundamental perspective for using "cases as methodography." "Cases as methodography" are constituted using the fragment of important interaction as a unit. By analyzing the structure of the fragment of important interaction, the conditions which make nurse-room attendance possible can be qualitatively clarified, and can produce a new viewpoint for looking at school non-attendance based on its feature. Furthermore, the following benefits can be gained if school nurses come to share "cases as methodography" at case study meetings. Namely, the case and the "school nurse as a person of deeds" can be separated, and the authoritarian nature or the soul of self-sacrifice involved in the work of writing the case can be removed. For example, it can become easy for a new school nurse to submit a case. Moreover, the sharing of methodography can promote new research exchanges between researchers and persons of deeds. Therefore, "research in clinical ethnomet hodology in education" is an experiment which can build a new direction in clinical research.

      DOI： 10.11151/eds1951.68.85

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      Other Link： http://dl.ndl.go.jp/info:ndljp/pid/10615300

    • 教師の仕事の空間的編成に関する実証的研究

      藤田 英典, 山田 真紀, 秋葉 昌樹

      東京大学大学院教育学研究科紀要 ( 38 ) 99 - 124   1998

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      Language：Japanese   Publisher：東京大学大学院教育学研究科  

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    • エスノメソドロジ-類型学と『教育の臨床エスノメソドロジ-』の可能性

      秋葉 昌樹

      現代社会理論研究 ( 6 ) 99 - 108   1996

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      Language：Japanese   Publisher：「現代社会理論研究」編集委員会事務局  

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    • Ethnomethodological Studies of "Counselling" at Infirmary

      AKIBA Yoshiki

        57 ( 57 ) p163 - 181   10 1995

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      Language：Japanese  

      In examining the way school health teachers (yogo kyoyu) and students in trouble define and manage students' troubles at junior-high school infirmaries (hokenshitsu), We identify special aspects of social interaction critical to that process. Using 'school health teacher's stock of knowledge at hand to the student-in-trouble' and 'filling-in-the-form-of-using-infirmary' activity practically, good work is organized in and through the formal structure of the school health teacher and student-in-trouble interaction, and then the student's trouble is socially understood and managed. That is to say, 'school health teacher's stock of knowledge at hand to the student-in-trouble' is constructed naturally in and as of the school health teacher and student-in-trouble interaction, and that the way this knowledge is made use of is retrospective-prospective is critical to that process. The activity of 'filling-in-the-form-of-using-infirmary' makes that interaction a 'normal visit', and makes the situated features such as time and space characteristic of school organization accountable to that process. Both of them, named 'ethnomethodology (EM) in infirmary' are critical to the school counselling.

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      Other Link： http://dl.ndl.go.jp/info:ndljp/pid/10614956

    • 脱線・中断・再開にみる授業の秩序化と生徒の経験--Applied ethnomethodologyの試み

      秋葉 昌樹

      立教大学教育学科研究年報 ( 39 ) 59 - 71   1995

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      Language：Japanese   Publisher：立教大学文学部教育学研究室  

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    • エスノメソドロジ-と教育研究

      秋葉 昌樹

      東京大学大学院教育学研究科紀要 ( 35 ) 149 - 157   1995

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      Language：Japanese   Publisher：東京大学大学院教育学研究科  

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    Misc.

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    Books and Other Publications

    • 教育社会学事典

      日本教育社会学会

      丸善出版  1 2018  （ ISBN:9784621302330 ）

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      Total pages：xxii, 883p   Language：Japanese

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    • 社会調査事典

      社会調査協会

      丸善出版  1 2014  （ ISBN:9784621087312 ）

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      Total pages：xxv, 892p   Language：Japanese

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    • エスノメソドロジーを学ぶ人のために

      串田, 秀也, 好井, 裕明

      世界思想社  4 2010  （ ISBN:9784790714699 ）

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      Total pages：v, 315p   Language：Japanese

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    • 質的調査法を学ぶ人のために

      北澤, 毅, 古賀, 正義, 清矢, 良崇, 阿部, 耕也, 秋葉, 昌樹, 間山, 広朗, 佐藤, 郁哉, 茂呂, 雄二, 片桐, 隆嗣, 鶴田, 真紀, 稲葉, 浩一, 小野, 奈生子, 高橋, 靖幸

      世界思想社  5 2008  （ ISBN:9784790713333 ）

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      Total pages：x, 268p   Language：Japanese

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    • 学校臨床社会学

      酒井, 朗, 秋葉, 昌樹, 伊藤, 茂樹, 紅林, 伸幸, 児島, 明, 多賀, 太

      放送大学教育振興会  4 2007  （ ISBN:9784595135125 ）

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      Total pages：238p   Language：Japanese

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    • 教育の臨床エスノメソドロジー研究 : 保健室の構造・機能・意味

      秋葉, 昌樹

      東洋館出版社  2 2004  （ ISBN:4491019509 ）

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      Total pages：240p   Language：Japanese

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    • 保健室のエスノメソドロジー : 保健室における養護教諭の教育的活動及び相談的活動の構造・機能・意味に関する臨床エスノメソドロジー研究

      秋葉, 昌樹

      [秋葉昌樹]  3 2001 

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      Total pages：v, 250枚   Language：Japanese

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    • 《教師》という仕事=ワーク

      永井, 聖二, 古賀, 正義

      学文社  9 2000  （ ISBN:4762009679 ）

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      Total pages：239p   Language：Japanese

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    • 会話分析への招待

      好井, 裕明, 山田, 富秋, 西阪, 仰

      世界思想社  2 1999  （ ISBN:4790707393 ）

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      Total pages：xiv, 264p   Language：Japanese

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    • 教育のエスノグラフィー : 学校現場のいま

      志水, 宏吉, 箕浦, 康子, 藤田, 英典, 西田, 芳正, 古賀, 正義, 結城, 恵, 宮内, 洋, 池田, 寛, 葛上, 秀文, 酒井, 朗, 秋葉, 昌樹, 宮崎, あゆみ, 朝倉, 景樹

      嵯峨野書院  6 1998  （ ISBN:4782302584 ）

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      Total pages：iv, 347p   Language：Japanese

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    • 語る身体・見る身体

      山崎, 敬一, 西阪, 仰

      ハーベスト社  12 1997  （ ISBN:4938551373 ）

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      Total pages：x, 315p   Language：Japanese

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    Presentations

    • エスノメソドロジーと演劇の間——質的研究による学校文化へのアプローチとして Invited

      秋葉昌樹

      南京大学フォーラム「知識、文化と学校教育：東アジアにおける教育社会学の質的研究ワークショップ」  8 11 2019 

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      Event date： 6 11 2019 - 8 11 2019

      Language：Chinese   Presentation type：Oral presentation (invited, special)  

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    Research Projects

    • A Clinical Sociological Study of Schools Based on an Applied Theatre Practice Community

      Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C) 

      AKIBA Yoshiki

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      4 2012 - 3 2015

      Grant number：23531142

      Grant amount：\4290000 （ Direct Cost: \3300000 、 Indirect Cost：\990000 ）

      This study critically examines a type of practice community within school education sites using the practice of Applied Theatre in which school nurses and educational practitioners participate. The study’s objective is to ethnographically analyze the practice and theorize ways for making the practice of Applied Theatre feasible, in order to present a new model for conducting clinical sociological research in schools.
      Deriving from the Forum Theatre of Augusto Boal, Applied Theatre uses theatre practice for facilitating discussions on social and other issues. Taking into account the impact of advancements in clinical sociological studies on schools using Applied Theatre, this study contributes to the existing theoretical knowledge on the subject through the results of the sociological analysis of the Applied Theatre practice.

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    • Performance ethnography for supporting to school nurse-teachers' health promotion

      Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C) 

      AKIBA Yoshiki

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      2008 - 2010

      Grant number：20530787

      Grant amount：\4420000 （ Direct Cost: \3400000 、 Indirect Cost：\1020000 ）

      I have been constructing a new model for studies on clinical sociology of education, by conducting theatre workshops and performance ethnography which is one of the new streams in qualitative research, to resolve and overcome the problematic situations of school nurse-teachers' everyday health promoting activities.
      In consequence, I as researcher and participant practitioners have found that performance as presentation itself work as support system which helps school nurse-teachers to find different ways of overcoming their problematic situations.

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    • Communication research of educational practices through theatre and ethnomethodology

      Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C) 

      AKIBA Yoshiki, NAKANE Makoto, KUMAGAI Yasuhiro

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      2006 - 2007

      Grant number：18530666

      Grant amount：\3980000 （ Direct Cost: \3500000 、 Indirect Cost：\480000 ）

      We started working on this project in April 2006, talking to the teachers and the children's nurses we knew before, under the model of outreaching practices conducted by young theatre artists (a theatre service group called SKITS consisted of students and graduates from Nihon University College of Arts). We set up a website (www.engethno.com) later in the year, inviting people to join our theatre workshop.
      We began working with school nurses and children's nurses as training programs in 2007. As of 29 December 2007, 21 workshops have been held in total 7 regions since the first one. The number of participants in each workshop ranged from 10 to 90, but usually 10 to 30 on average. In every venue, we always asked for a flat room where the participant can freely move around.
      We have found three significant characteristics of this project.
      Firstly, our project lets the incumbent teachers to be the subjects, not the Objects of research. Or we have find a way of research that does not leave the everyday world of teachers and their knowledge of practice as simply the objects of our explanation.
      The second characteristic is that the researchers from the Universities do not have to bring along another new evaluation criteria along teachers throughout the project. Rather the evaluation occurred from the participant teachers onto their own everyday practices environments reflexively, or against the University researchers who called for the theatre workshop.
      Thirdly it created a communication place among school nurses and children's nurses who have view such opportunities, even though they live in similar institutional situations everyday.

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    • An International Comparative Study on the Roles and Functions of Schools and Teachers in a Changing Society

      Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B) 

      FUJITA Hidenori, NAGOSHI Kikoka, YUFU Sawako, KUREBAYASI Nobuyuki, AKIBA Yoshiki, YAMADA Maki

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      2001 - 2003

      Grant number：13410077

      Grant amount：\14000000 （ Direct Cost: \14000000 ）

      This study investigates how the roles and functions of schools and teachers have been reorganized and transformed by the current radical educational reform in a changing society, from a comparative, sociological perspective, and conducted the following three major works.
      1. Comparative and sociological research on recent educational reforms and policies in the countries like Japan, UK and USA : In many developed countries including Japan, UK and USA, radical education reforms have taken place for the purposes of educational quality enhancement, excellence seeking, administrative efficiency and transparency in education, and so forth. Some dangers are involved in these reform movements, such as the danger of restructuring education by "the logic of the strength" that is tied up with neo-liberal and market-oriented ideologies ; the dangers of neglecting the comprehensiveness, collaborative nature and professional expertise of teachers and teaching and of the trivialization of teacher's role ; the danger of newly emerging management and control style by testing and audit culture ; and the danger of undermining and deteriorating the trust toward and confidence of teachers and the legitimacy of teacher roles.
      2. Analysis of the questionnaire survey on teachers' life and work conducted in Japan, China and UK : Survey items cover teacher's daily life ; teacher-student relationship ; collegial relations among teachers ; teachers' views of students, education and teaching profession ; parents' expectations to schools and teachers ; activities and their composition of teachers' work ; school management ; teaching practices and efforts to develop teaching capacity ; and so forth. The following aspects and themes are investigated, such as the structure of teacher's work and autonomy ; forms, conditions and culture of collegiality, collaboration, cooperation and community of teachers ; the structure of professional expertise and confidence of teachers ; changes of educational environments and their associated intensification of teaching job ; and modes of teaching practices and teachers' habitus. It revealed that the level of collegiality and collaboration is higher among Japanese teachers than among Chinese or British teachers and that its level and modes are linked with and embedded in institutional and organizational arrangements of Japanese schools and educational apparatuses.
      3. International Conference on Teaching and Teacher Education in the 21^<st> Century was hosted at International Christian University in December 2003. Major findings of the above-mentioned two researches were presented at various conferences held both inside and outside Japan, and published as articles for academic journals, as book chapters and as two research reports.

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    • 学校保健室の臨床的課題:教育の臨床エスノメソドロジー研究

      日本学術振興会  科学研究費助成事業 特別研究員奨励費 

      秋葉 昌樹

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      1998 - 1999

      Grant number：98J03945

      Grant amount：\2400000 （ Direct Cost: \2400000 ）

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