紀要論文

紀要論文

text

大阪大学大学院人間科学研究科紀要. 2022, 48, p. 15-33

日本語

text

2022-03-18

This paper aims to examine the analytical perspectives for empirically understanding the culture existing in a school group by organizing the existing literature on the concept of “school culture.” In conducting empirical research on school culture, which has both conceptual complexity and practical diversity, it is important to organize the concepts to understand and discuss it cognitively, thus building a cognitive foundation. To this end, the conceptualization of school culture is organized from the five perspectives of “the structure of school culture,” “the function of school organizational culture,” “interpretive approaches to culture,” “theories of social practice and structuration,” and “legitimate peripheral participation theory.” The analytical perspectives on school culture examined in this study can be summarized as follows. First, school culture is assumed to be multilayered with macro, meso, and micro dimensions, and to be expressed in symbolic meaning patterns in material, behavioral, conceptual, and value aspects. The concept of school organizational culture, which is “a mode of life, behavior, and thought shared by the members of an organization” and has the functions of “internal integration” and “external adaptation,” allows us to capture the diversity of school groups. The importance of considering the regularity of the “language” routinely used in the proactive actions and interactions of a group of teachers is also derived from an interpretive approach to culture. Furthermore, the theories of structuration, practice, and legitimate peripheral participation suggest that the reproduction of school organizational culture and the process of the organizational socialization of teachers can be viewed as a process in which individuals participating in a community of practice establish a skilled identity and inherit practices through learning situational educational practices. In the process of learning, it was suggested that the cultural structure of the group is reproduced through the construction of solutions to confl icts among members over the inheritance of practices. Hence, the process of the constant structuring of the organizational culture of the school is observed. This paper, which examines the concept of school culture from various theoretical approaches, provides a powerful analytical perspective for the development of empirical research on the current school culture.

10.18910/86859

86859

学校文化の経験的把握に向けた分析視角の検討 : 正統的周辺参加理論の援用可能性に着目して

西, 徳宏

大阪大学大学院人間科学研究科

日本語

2022-03-18

大阪大学大学院人間科学研究科紀要

48

15

33

https://hdl.handle.net/11094/86859

10.18910/86859

https://doi.org/10.18910/86859