@article{oai:teapot.lib.ocha.ac.jp:00039455,
 author = {濱崎, タマエ and HAMASAKI, Tamae},
 journal = {人間文化創成科学論叢},
 month = {Mar},
 note = {application/pdf, 紀要論文, This article aims to philosophize the problem of knowledge with regard to educational practice and research from the schoolteacher's viewpoint. For the examination, I set two groups of problematiques on practice and research in education. (Ⅰ) problematique on the relationship between the researcher and the schoolteachers and(Ⅱ) problematique on the knowledge of practice. First, I explore these through the history of teacher culture and examine the issue to which a teacher has been seen as a problem. Second, for(Ⅰ), I examine that the concept of the “teacher as a researcher” has been rather controversial in the history of teacher culture, especially with regard to Sawayanagi Masatarou's ideas and the controversy over educational practice and research in the '50s. Third, for(Ⅱ), I philosophize the relationship between the researcher and the “teacher as a researcher” by introducing the post colonial theory, especially that of Gayatri Chakravorty Spivak's subalterns theory. Fourth, I assert that the schoolteacher becomes an organic intellectual. This involves “ethical resistance” and “others” toward the child. To\
 conclude, I propound the concept of the “teacher as a researcher” which must be reconstructed in the modern age.},
 pages = {259--267},
 title = {教師は「力づけ」られねばならないのか？ : 実践と研究における問題系},
 volume = {13},
 year = {2011}
}