現代学校改革の諸問題

A detailed schedule will be provided via the UTOL by late March. Below is a tentative list of the papers to be discussed; the final selection may be adjusted before the course begins. 1.Kerssens, N. (2024). (Micro)soft power in Dutch public education: making classrooms platform-ready through partner work. Critical Studies in Education, 1–20. https://doi.org/***** 2.Manolev, J., Sullivan, A., & Tippett, N. (2024). Reshaping school discipline with metrics: an examination of teachers’ disciplinary practices with ClassDojo. British Journal of Sociology of Education, 45(7–8), 1146–1160. https://doi.org/***** 3.Hall, J. B., Møller, J., & Rönnberg, L. (2024). (Re)configurations of public education: marketisation, teacher professionalism, and individual rights of students and educators in Norway and Sweden. Critical Studies in Education, 1–19. https://doi.org/***** 4.Moraiti, K., Bergviken Rensfeldt, A., & Lundin, M. (2024). Digital platform work reinforcing performativity: teacher responses to work intensification explored through trace ethnography. Critical Studies in Education, 1–18. https://doi.org/***** 5.Rowe, E., Langman, S., Mockler, N., & Lubienski, C. (2025). Perverse impacts of competitive funding: public school principals as revenue generators in the grant economy. Journal of Education Policy, 1–20. https://doi.org/***** 6.Bosseldal, I., Blennow, K., & Malmström, M. (2024). Who can I be now? The complexity of students in policy enactment. Journal of Education Policy, 1–21. https://doi.org/***** 7.Bussesund, E. S., McGarr, O., & Engen, B. K. (2024). Teacher educators’ discursive enactment of professional digital competencies. Journal of Education Policy, 1–22. https://doi.org/***** 8.Clutterbuck, J., Hardy, I., & Creagh, S. (2023). Data infrastructures as sites of preclusion and omission: the representation of students and schooling. Journal of Education Policy, 38(1), 93–114. https://doi.org/***** 9.Conn, C., & Davis, S. (2024). Policy implications of collective agency for inclusion: evidence from the Welsh context. Journal of Education Policy, 39(1), 127–148. https://doi.org/***** 10.Siljebo, J. (2024). Made in Sweden? Configured digitalized school leadership practice. Journal of Education Policy, 39(1), 149–165. https://doi.org/***** 11.Takayama, K., & Lingard, B. (2018). Datafication of schooling in Japan: an epistemic critique through the ‘problem of Japanese education.’ Journal of Education Policy, 34(4), 449–469. https://doi.org/***** 12.Steiner-Khamsi, G. (2018). Businesses seeing like a state, governments calculating like a business. International Journal of Qualitative Studies in Education, 31(5), 382-392. doi:10.1080/09518398.2018.1449980 13.Braun, A., & Maguire, M. (2018). Doing without believing – enacting policy in the English primary school. Critical Studies in Education, 1-15. https://doi.org/***** 14."Gilbert, C. (2019). Punching the clock: a Foucauldian analysis of teacher time clock use. Critical Studies in Education, 1-16. https://doi.org/*****

Each class begins with the lecturers summarizing the key points of the assigned reading. This will be followed by a discussion incorporating the questions and interests raised by students in their submitted essays. The course will be conducted entirely in English.

Assignments: 50% Contribution to class discussion: 50%

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Students are required to read the assigned materials before class and submit a short essay reflecting on what they found interesting or challenging. Essays may be written in either English or Japanese (note that class discussions will be conducted in English). Submissions must be made via UTOL no later than two days before each class session.