東アジアの文化

* The schedule is subject to change depending on our progress. 1.Guidance and Introduction Course orientation and the "sociological imagination" in the study of education. 2.Japanese Education System and Holistic Education Model Aizawa, S. 2018. Universal Participation in School Education as a Historical Process in Modern Japan IN Yonezawa et al. (eds.) Japanese education in a global age: Sociological reflections and future directions. Springer. Tsuneyoshi, R. 2019, The Tokkatsu Framework: The Japanese Model of Holistic Education IN Tsuneyoshi, et al, (Eds.). (2019). Tokkatsu: the Japanese educational model of holistic education. World Scientific. 3.Curriculum and Pedagogy: How educational content and methods are deeply related to society 中村高康（2021）「教育内容・方法は社会と深く関わっている」、中村高康・松岡亮二　編著　『現場で使える教育社会学　教職のための「教育格差」入門』ミネルヴァ書房、pp.21-40 （Nakamura, T. (2021) "Educational content and methods are deeply related to society"　IN Nakamura & Matsuoka (eds.), Sociology of Education for Teachers. Minervashobo） *Both English and Japanese versions are provided. 4.Parenting and Social Class: Differences in parenting styles and strategies across social classes Lareau, A. (2011). Concerted Cultivation and the Accomplishment of Natural Growth, IN Unequal Childhoods Class, Race, and Family Life, With an Update a Decade Later, California University Press, 松岡亮二（2021）「教育は階層社会の現実から切り離せない」、中村高康・松岡亮二　編著　『現場で使える教育社会学　教職のための「教育格差」入門』ミネルヴァ書房　 （Matsuoka, 2021. “Education is inseparable from the realities of a hierarchical society.”　IN Nakamura & Matsuoka (eds.), Sociology of Education for Teachers. Minervashobo） *Both English and Japanese versions will be provided. 5.Inequality in Compulsory Education and Shadow Education: Disparities within the "equal" compulsory education system and the role of "Juku" (shadow education) Samuell, C. (2024). Shadow education, Bourdieu, & meritocracy: towards an understanding of Juku and inequality in Japan. Current Issues in Language Planning, 25(1), 45-66. 山下絢（2021）「「平等」なはずの義務教育にも学校間格差がある」、中村高康・松岡亮二　編著　『現場で使える教育社会学　教職のための「教育格差」入門』ミネルヴァ書房　 （Yamashita, 2021 “Even in supposedly "equal" compulsory education, there are disparities between schools” IN Nakamura & Matsuoka (eds.), Sociology of Education for Teachers. Minervashobo） *Both English and Japanese versions will be provided. Further Reading: Matsuoka, R. (2018). Inequality in shadow education participation in an egalitarian compulsory education system. Comparative Education Review, 62(4), 565-586. 6.School-Tracking: Institutional isolation and stratification in high school education 松岡亮二（2021）「制度が隔離する高校生活」、中村高康・松岡亮二　編著　『現場で使える教育社会学　教職のための「教育格差」入門』ミネルヴァ書房 （Matsuoka, 2021 “The System Isolates High School Life”, IN Nakamura & Matsuoka (eds.), Sociology of Education for Teachers. Minervashobo.） *Both English and Japanese versions will be provided. 7.Gender and Education: Examining the "hidden curriculum" and gender/sexuality in school life Miyazaki, A. (2018). Gender and sexuality in Japanese education: From gender disparity to intersectional and multiple gender/sexualities. Japanese education in a global age: Sociological reflections and future directions, 77-95. 寺町晋哉（2021）「「性別」で子どもの可能性を制限しないために」、中村高康・松岡亮二　編著　『現場で使える教育社会学　教職のための「教育格差」入門』ミネルヴァ書房 （Teramachi, 2021 “To not limit a child's potential because of his or her "gender." , IN Nakamura & Matsuoka (eds.), Sociology of Education for Teachers. Minervashobo） *Both English and Japanese versions will be provided. 8.Ethnicity and Education: Japanese schools in a multicultural society and the educational experiences of immigrant children Tokunaga, T., Nukaga, M., & Takahashi, F. (2018). Growing up in multicultural Japan: diversifying educational experiences of immigrant students. Japanese education in a global age: Sociological reflections and future directions, 155-174. 髙橋史子（2021）「日本の学校も多文化社会の中にある」、中村高康・松岡亮二　編著　『現場で使える教育社会学　教職のための「教育格差」入門』ミネルヴァ書房 （Takahashi, 2021 “Japanese Schools in a Multicultural Society." , IN Nakamura & Matsuoka (eds.), Sociology of Education for Teachers. Minervashobo） *Both English and Japanese versions will be provided. 9.Schoolteachers: The role of teachers as social beings and the contemporary problem of overwork OECD (2020), Boosting the prestige and standing of the profession IN TALIS 2018 Results (Volume II) : Teachers and School Leaders as Valued Professionals 金子真理子（2021）「教師は社会的存在である」中村高康・松岡亮二　編著　『現場で使える教育社会学　教職のための「教育格差」入門』ミネルヴァ書房　 （Kaneko, 2021 “Teachers are social beings”, IN Nakamura & Matsuoka (eds.), Sociology of Education for Teachers. Minervashobo） *Both English and Japanese versions will be provided. 10.Delinquency: Understanding how juvenile delinquency is closely tied to the structure of schooling 岡邊健（2021）「非行は学校教育と結びついている」、中村高康・松岡亮二　編著　『現場で使える教育社会学　教職のための「教育格差」入門』ミネルヴァ書房 （Okabe 2021 “Delinquency is closely tied to schooling.”, IN Nakamura & Matsuoka (eds.), Sociology of Education for Teachers. Minervashobo） *Both English and Japanese versions will be provided. 11.Educational “Problems”: Shifting interpretations and sociological explanations of school non-attendance and bullying Horiguchi, S. (2018). Are Children Who Do Not Go to School “Bad,”“Sick,” or “Happy”?: Shifting Interpretations of Long-Term School Nonattendance in Postwar Japan. Japanese Education in a Global Age: Sociological Reflections and Future Directions, 117-136. Akiba, M., Shimizu, K., & Zhuang, Y. L. (2010). Bullies, victims, and teachers in Japanese middle schools. Comparative Education Review, 54(3), 369-392. 伊藤秀樹（2021）「不登校・いじめは「心の問題」なのか」、中村高康・松岡亮二　編著　『現場で使える教育社会学　教職のための「教育格差」入門』ミネルヴァ書房 （Ito, 2021 “Is truancy and bullying a "mental problem"?”, IN Nakamura & Matsuoka (eds.), Sociology of Education for Teachers. Minervashobo） *Both English and Japanese versions will be provided. 12.Transfer from School to Labor Market; Employment: Transition from school to work, career paths, and future prospects for youth 日下田（2021）「進路が実質的に意味する生徒の未来」、中村高康・松岡亮二　編著　『現場で使える教育社会学　教職のための「教育格差」入門』ミネルヴァ書房 （Higeta, 2021 “The future of the student that the career path practically means.”, IN Nakamura & Matsuoka (eds.), Sociology of Education for Teachers. Minervashobo） *Both English and Japanese versions will be provided. 13.Perspectives on Inequality among Youth: Analyzing youth's perceptions and consciousness of equality and fairness in society & Wrap-up Discussion 寺地幹人（2017）「経済的成功に対する若者の意識の変容――個人的な要因の衰退と非個人的な要因の台頭」, 藤村正之・浅野智彦・羽渕一代編『現代若者の幸福－不安感社会を生きる』恒星社厚生閣. 117-135.

Lecture and Discussion

i. Reflection Comments: 36% Students are required to submit a reflection comment via the Learning Management System (UTOL) after each session (3 points × 12 times = 36 points). • Full credit (3 pts): Submitted by the deadline (typically Friday night) with meaningful content including personal insights and application of sociological concepts. • Half credit (1.5 pts): Late submission (within one week). • No credit (0 pts): No submission, blank submissions, or submissions consisting only of keywords. Comments must demonstrate your understanding of the lecture and readings; low-effort posts will not be counted toward your grade. ii. Final Paper: 64% Students must choose one question from the list provided in class and write an analytical essay in English. • Length: Approximately 2,000 words (including references and footnotes). • Requirements: Your essay must utilize concepts and theories learned in class (e.g., cultural capital, hidden curriculum, labeling theory) and develop a logical argument based on previous research and Assessment: Your essay will be assessed according to the rubric below. •Due Date: For students graduating in August 2026, 20 July, and the other students, 31 July.

Students are advised to complete the core readings before each session. Each class session consists of a short lecture on sociological concepts and theories, followed by intensive small-group and whole-class discussions. Students will be divided into small groups of 3–5 to discuss specific prompts related to the day's theme. After each class, students must submit a reflection comment. Interesting insights and common questions from the reflection comments will be addressed by the instructor at the beginning of the next class to facilitate a continuous dialogue within the large group.