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＜紀要論文＞
震災と学校の危機管理（１） : 熊本地震における＜学校再開プロセス＞に関する考察
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| 概要 | This research aims to preserve the memory of individuals and organizations through archiving “earthquake records”. Previous studies on school crisis management have not focused on the 2016 Kumamoto Ea...rthquake. This work aims to address the problem by collecting personal records as a point of reference for the future. It is not only educational research that stresses the importance of preserving the memory of people who experienced earthquakes and disasters. A wide range of fields, such as history and sociology, also examine similar topics. In comparison to other research, this study places a greater emphasis on the kinds of memory that should be preserved. The French sociologist Hallbwachs definition of “memory” (2015) highlights that interviews with victims about their experience of earthquakes and disasters are subject to a number of biases. Therefore, it is difficult to preserve their memories. In this study, we collected personal diaries written by principals, teachers, and administrative staff in order to share their experience of a schools’ transition from a shelter to its re-emergence as a place of education. This study argues that the process schools went through to resume their educational activities followed a pattern that can be characterized as “earthquake → initial reaction → shelter management → school re-opening → crisis prevention”. Collecting testimonials and analyzing people’s personal accounts of the initial aftermath of the quake can help schools develop effective disaster prevention measures. The data was collected during visits to 10 elementary and junior high schools located in Kumamoto-si and Mashiki-machi. The field work took place from December 4th to 5th, 2017 and from March 15th to 16th, 2018. Interviews were conducted with principals in order to better understand the experience of the effected schools. Analyzing these unpublished materials shows that there was initial conflict between the actors involved in the process of re-opening schools. Schools wanted to quickly open up educational sites for children. At the same, there were many evacuees who were worried that they would not have any form of shelter if they were asked to leave the school premises, which were being used as a form of temporary lodging. Local administrative staff expected principals and teachers to work as civil servants. There was a view that the teaching staff would look out for the needs of the evacuees. In the process of the re-opening schools (resume class), the following two main things have revealed: the difficulty of having the evacuees of the school to move from a class room to a gym, the gym to a local public hall(secondary evacuation center), and the conflict arouse between the contents of the notification of MEXT and strives of Educational field due to detachment of the two. Teachers as a main Actor of Re-opening process tend to have two roles; civil servant and educators. In those occasions, we want to emphasis on the importance of coordination of the specialist group such as NPOs. Seen from the chronological point of view from the occurrence of the earthquake to the re-opening schools, it is obvious that the useful information is vital in the primary stage. We, however, found that the proceeding archives are definitely insufficient. What the situations make worse are the non-existence and disparity of the “record”, and disappear of the “memory”. In order to solve the problems, our aim was to collect both “school dairy” and personal “memo” as one of the original sources for analysis. Then, by eliminating the biases (reconstruction of memory) which are occurred when taking “the memory” out of “the facts”, we seek the possibilities to overcome the limit of the hearing research. Nevertheless, the problem here is that how to grasp personal feeling such as “unforgettable” but “unspeakable” ones. Also, the issue remained to be solved that the research needs to cover actors and concerned parties who form collective memory and discern where to the researchers’ standpoint.続きを見る |
| 目次 | １．研究の背景と目的 ２．熊本地震の概要と被害状況 ３．先行研究の検討 ４．研究方法 ５．初期対応から避難所開設までの記録―行政資料の整理― ６．記録と記憶の関係 ７．避難所開設から授業再開までの特質 ８．学校の危機管理と教員の「役割」 ９．本稿の成果と今後の課題 |
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| 登録日 | 2020.05.26 |
| 更新日 | 2023.08.31 |