• サイトトップ
• 検索
• バックナンバー
• 『一橋社会科学』について
• 『一橋社会科学』の沿革
• 寄稿・投稿について
• よくある質問
• おしらせ

第3巻

[ 要旨 ]

　本研究の目的は、中学・高校の運動部活動の戦後史を、終戦直後から2000年代までを対象に、実態・政策・議論の変遷と関係に注目しながら記述することである。本研究後半部分にあたる本稿は、議論の変遷を記述した後、実態・政策・議論の関係と時期区分について論じた。
　本研究の結論として、運動部活動の戦後史を、①民主主義的確立期（1945年～1953年）、②能力主義的展開期（1954年～1964年）、③平等主義的第一次拡張期（1965年～1978年）、④管理主義的第二次拡張期（1979年～1994年）、⑤新自由主義的／参加民主主義的再編期（1995年以降）、の5つに時期区分した。本研究が示唆するのは、運動部活動の戦後の拡大過程が、学校教育の民主主義化・平等主義化・管理主義化と密接に連動してきた可能性である。言い換えると、運動部活動がこれほどまでに大規模になった歴史的背景には、民主主義的な教育を実現するため、平等主義的な教育を実現するため、管理主義的な教育を実現するために、スポーツが必要とされたからであると示唆される。一見すると教育とは無関係に思われるスポーツが学校の中で行われ、教師の手によって指導されてきた背景には、こうした日本特殊的な歴史があるといえる。

[ Abstract ]

　The aim of this study is to describe the postwar history of extracurricular sport activities in Japan by　focusing on the transition of discourse and the relations between the actual situation, policy and discourse.　The latter part of this study focuses on discourse and its relationship with the actual situation and policy.
　This study divides the postwar history of extracurricular sport activities in Japan into the following five stages:
　１．Establishing a democracy (1945-1953). After World War II, a set of educational reforms resulted in　a shift from a militaristic mindset to a democratic one in Japanese schools. Thereafter, sport was seen to　have democratic value, and was regarded as a symbol of freedom and self-government. That is why　extracurricular sport activities were created as part of postwar school education.
　２．The elitist period of meritocracy (1954-1964). The Tokyo Olympics, the first Olympics in Asia,　were held in 1964. Prior to the Tokyo Olympics, sport policy was characterised by elitism, and the　discourse revolved around the question of "How should we train elite athletes?" Extracurricular sport　activities, which had once been for all students, were now mainly focused on those students with high　levels of sporting ability. However, the elitist direction was desirable from the perspective of meritocracy　because it was thought that students should improve their abilities as much as possible in a meritocratic　society.
　３．Period of equality (1965-1978). After the Olympics, people reacted against such elitism and a　popularization of extracurricular sport activities ensued. As a result of this popularization, teachers　shouldered the heavy burden of coaching these sports. However, they were not remunerated for this extra　work. At a later stage there was an attempt to shift extracurricular sport activities from the school to the　community. However, this attempt was not always successful because of insurance reasons.
　４．Period of discipline (1979-1994). Against a backdrop of expansion of schooling, schools and　teachers began using extracurricular sport activities to eliminate problems with students’ misbehavior.　Schools and teachers used sport as a means of student guidance. Therefore, extracurricular sport activities　were seen to be of practical use and significantly expanded at this time.
　５．Reconstruction period in line with neo-liberalism and participatory democracy (1995-). Teachers　continued to shoulder a heavy burden as neoliberal educational reforms aimed at downsizing school　education were put in place. Moreover, the participatory democratic discourse urged parents and　community residents to restructure extracurricular sport activities. Hence, at present there is once more an　attempt to shift extracurricular sport activities from the school to the community.
　In short, the system of extracurricular sport activities has been established and expanded in Japan　because Japanese schools have seen sport as necessary for democracy, equality and discipline at various　periods in postwar history. This study shows that Japanese schools have needed sport for educational　purposes.