WEKO3
-
RootNode
アイテム
ミシェル・ド・セルトーとポール・ウィリス-都市と学校とにおける抵抗としての文化と日常的実践-
http://hdl.handle.net/10295/2079
http://hdl.handle.net/10295/207964e84eb6-d83f-4e73-86ec-55f3e5a6c12d
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
kbj68(31).pdf (5.6 MB)
|
|
| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2013-05-09 | |||||||||
| タイトル | ||||||||||
| タイトル | ミシェル・ド・セルトーとポール・ウィリス-都市と学校とにおける抵抗としての文化と日常的実践- | |||||||||
| その他のタイトル | ||||||||||
| その他のタイトル | Michel de Certeau and Paul Wills: 'Maniere de faire'in School and Urban Space | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Michel de Certeau | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Paul Wills | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | School | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Urban Space | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Maniere de faire | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 作成者 |
和泉, 浩
× 和泉, 浩
× IZUMI, Hiroshi
|
|||||||||
| 内容記述 | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | The purpose of this paper is to consider the relations between the reproduction of modern rationalized social system and its resistant, differentiating or dissimilating components through two famous authors’ two famous works of the same period. Michel de Certeau’s L’invention du quotidian: Arts de faire (published in 1980, English title: “the Practice of Everyday Life”) and Paul Willis’s Learning to Labour: How Working Class Kids get Working Class Jobs (published in 1977). In L’invention du quotidian de Certeau tries to delineate the ‘creativity’ of ‘users’ or consumers in everyday practice, who are ‘commonly assumed to be passive and guided by established rules.’ According to de Certeau, ‘users’ not only consume various products – from commodity to urban space – of modern rationalized and expansionistic technocracy and capitalism, but also bricolent(bricolage) those products in their practices of everyday life where users dissimilate or transgress the control, ‘discipline’ and plans of producers and technocrats, in which de Certeau finds out the ‘creativity’ of ‘users’ and the resistant moments with in the existing systems of dominance relationships of ‘elite’ and ‘popular culture.’ In Learning to Labour , Willis tries to identify the resistant moments in working class culture, especially ‘failed’ working class kids and their counter-school culture which oppose to authorities of school, teachers and academic carrier-based pseudo egalitarian institutions and society. He expounds on the reproductive processes of ‘working class kids get working class jobs, because of various ‘limitations’ which distort the ‘penetrations’ of working class culture which are, he thinks, ‘potential materials…for a thoroughly critical analysis of society and political action for the creation of alternatives.’ Willis situates ‘creativity’ of working class culture in their collective level of the ‘penetrations’ which exist like Freudian ‘unconsciousness’ and cannot be seized in utterance or conscious level of working class people, while de Certeau finds the creativity of resistance in everyday surface level practices like speaking, walking, cooking. This paper has scrutinized the differences between de Certeau,’s and Willis’s ideas of resistant alternative ‘creativity’ in everyday practices and popular culture, and their positions within the ‘reproduction’ of modern capitalist class society. | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 書誌情報 |
秋田大学教育文化学部研究紀要 人文科学・社会科学 巻 68, p. 31-60, 発行日 2013-03-31 |
|||||||||
| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 1348527X | |||||||||
| NCID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA11458593 | |||||||||
| 出版者 | ||||||||||
| 出版者 | 秋田大学教育文化学部 | |||||||||
