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FUKUSHIMA Kenji
| Education course | Associate Professor |
| Graduate School of Education |
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Researcher information
■ Field Of Study■ Career
- Apr. 2016 - Present, Rikkyo University, College of Arts
- Apr. 2015 - Present, Saitama University, Faculty of Education
- Apr. 2011 - Apr. 2015, Okinawa Prefectural University of Arts
- Apr. 2013 - Mar. 2015, University of the Ryukyus, Faculty of Law and Letters
- Apr. 2012 - Mar. 2015, Okinawa International University, College of Grobal and Regional Culture
- Apr. 2010 - Mar. 2012, Okinawa International University, College of Grobal and Regional Culture
■ Member History
Performance information
■ Paper- 教育機会確保法における不登校支援－〈生ける法〉のために
福島賢二
Number：221, First page：18, Last page：25, Jun. 2024, [Invited] - 「個別最適な学び」を通した教育機会の再考と教育行政の課題－アマルティア ・センのケイパビリティ・アプローチを手がかりに
福島賢二
Number：49, First page：64, Last page：84, Oct. 2023, [Reviewed], [Invited] - 多様性に根ざした「公正」としての「教育」活動の検討（第一部）－地球っ子グループ「てんきりん」の2021年の活動に着目して
福島賢二; 芳賀洋子
Volume：71, Number：2, First page：19, Last page：46, Mar. 2022, [Corresponding] - 私事の組織化論を教育の公共性論として発展させる
福島賢二
Number：910, First page：60, Last page：67, Nov. 2021, [Invited] - 夜間中学の拡充政策過程からみる公教育制度の変容－「全国夜間中学校研究会」構成員の政策への関わりを中心にして
福島賢二
Volume：69, Number：2, First page：41, Last page：66, Oct. 2020 - 戦後道徳教育の議論の争点と実践的課題ー勝田守一の道徳教育論の批判的考察を通して
福島 賢二
Number：101, First page：56, Last page：65, Mar. 2019, [Invited]
Scientific journal - 社会的つながりから道徳教育を構想する
福島 賢二
Number：861, First page：37, Last page：43, Oct. 2017, [Invited]
Scientific journal - 「真理の代理人」としての教師の役割と使命
福島 賢二
Number：836, First page：26, Last page：31, Oct. 2015, [Invited]
Scientific journal - 改憲と安倍教育改革の射程－教育を受ける権利と公教育制度の変容に着目して
福島 賢二
Number：82, First page：30, Last page：37, Jun. 2014, [Invited]
Japanese, Scientific journal
ISSN：1343-7178, CiNii Articles ID：40020132576, CiNii Books ID：AN10436382 - 能力と教育における平等の分配原理－アマルティア・センのケイパビリティ・アプローチを手がかりに
福島 賢二
Number：18, First page：214, Last page：235, Oct. 2013, [Reviewed]
Japanese
ISSN：1343-7372, CiNii Articles ID：40019839228, CiNii Books ID：AN10579492 - 戦後教育学における「国家と教育」－国民の教育権論を中心に
福島 賢二
Number：808, First page：95, Last page：103, May 2013, [Invited]
Japanese
ISSN：0386-9938, CiNii Articles ID：40020480444, CiNii Books ID：AN0005632X - Aspect to departure and egalitarian trap of compensatory education: focusing on the compatibility of "redistribution" and "recognition"
福島 賢二
Okinawa International University, journal of social welfare and psychology, Volume：9, Number：1, First page：45, Last page：58, Aug. 2011, [Reviewed]
Japanese
ISSN：1348-3463, CiNii Articles ID：40019026588, CiNii Books ID：AA11864980 - Perspective for "equality of education" research: focusing on the departure from the ideas inherent in education
福島 賢二
Okinawa International University journal of scientific research, Volume：14, Number：1, First page：71, Last page：87, Dec. 2010, [Reviewed]
Japanese
ISSN：1342-6419, CiNii Articles ID：40019025349, CiNii Books ID：AA11135084 - Dilemma of "Difference" and Distributive Justice in Education : Focusing on the "Relation" Approach of Martha Minow and the "Cooperation" Theory of Akiro Takeuchi
FUKUSHIMA Kenji
THE JAPANESE JOURNAL OF EDUCATIONAL RESEARCH, Volume：77, Number：1, First page：1, Last page：14, 2010, [Reviewed]
The purpose of this paper is to clarify that "difference" is socially constructed for focusing on the "relation" approach of Martha Minow and the "cooperation" theory of Akiro Takeuchi. And, it marks the beginning of distributive justice useful for recognition of "difference." In the past, research on educational equality was based on compensation to disadvantaged persons. However, aporia of re-producing the "dominant culture" existed in the distribution of resources as a principle of compensation. The "relation" approach of Martha Minow and the "cooperation" theory of Akiro Takeuchi is useful for clarifying why such aporia is caused. Minow criticizes the classification principle of law. The law classifies the person into "normality" and "abnormality," and justifies a special treatment of "abnormality" and the person classified as such. However, discrimination is not eliminated so that a special treatment may give stigma to "abnormality" and this person. Minow calls this the "dilemma of difference." This dilemma is caused because the "right analysis" approach understands this as the essential one "difference." This means that the "right analysis" approach is based on the "abnormal persons" approach. It is the "relation" approach that Minow advocates to overcome the "dilemma of difference." This approach clarifies that "difference" is not the essential type but the relative type. It is Akiro Takeuchi who discusses differences of ability using an idea from Minow and some similar shared ideas. Takeuchi criticizes the way that the anti-meritocracy debate has been "taken into" the discussion of meritocracy because such a discussion can tacitly classify ability as "high" or "low" while it criticizes meritocracy. The "cooperation" theory of Takeuchi advocates overcoming this problem. Because this theory clarifies that a person's ability is not an attribute but a social structure. Distributive justice in education is constructed through the theory by Minow and Takeuchi as follows. It is necessary to justify an affirmative distribution of the educational resources to the child who belongs to minorities which are exeluded from society and culture. Because the understanding of "difference" is undertaken and if it is what an existing society and culture produced, the society and the culture should undertake this responsibility. It is necessary to carry out resource distribution while expressing the subjectivity of people who are not subjected to specific values but are excluded from that value system. The reason is that advantageous resource distribution for the "majority" is done by the "unstated assumption" of existing resource distribution (distributive justice). In this paper, the "relation" approach of Minow and the "cooperation" theory of Takeuchi has been considered. Then, the clarification of these theories consists of the following three points. One point clarified that "difference" was socially constructed. Secondly, it was clarified that it is necessary to have affirmative distribution of the resources to the person who has been excluded, saying that "they are different." Thirdly, it was clarified that it is important to construct the theory of distributive justice to express the subjectivity of people who were excluded from the assumption to avoid the resource distribution according to an "unstated assumption."
Japanese Educational Research Association, Japanese
DOI：https://doi.org/10.11555/kyoiku.77.1_1
DOI ID：10.11555/kyoiku.77.1_1, ISSN：0387-3161, CiNii Articles ID：110007593304, CiNii Books ID：AN00056578 - THE CONSTRUCTION OF EQUAL EDUCATIONAL OPPORTUNITY THROUGH "PARTICIPATORY DEMOCRACY" : A FOCUS ON THE "JUSTICE" AND "EQUALITY" CONCEPTS OF IRIS MARION YOUNG AND KENNETH HOWE(II. RESEARCH REPORTS)
FUKUSHIMA Kenji
Bulletin of the JEAS, Number：35, First page：96, Last page：112, Oct. 2009, [Reviewed]
The purpose of this paper is to reflect on the construction of equal educational opportunity through participatory democracy and to examine the related changes and to make clear the affinity between "distribution" and "dominant culture" inherent in the distribution of resources as a compensation principle, focusing on the "justice" and the "equality" concepts of Iris Marion Young and Kenneth Howe. In the past, research on equal educational opportunity was based on providing compensation to disadvantaged persons. However, aporia of reproducing the dominant culture existed in the distribution of resources as a principle of compensation. The concept of participatory democracy is useful in overcoming such aporia. Young criticizes distributive justice as disregarding the institutional context which has produced injustice. This institutional context does not accept a different cultural value in order to understand a constituent's cultural value to be mainstream culture. She notes that participatory democracy is useful because such a difficult point can be overcome, the reason being that a group with different cultural values can insist on its needs if it is based on the idea of participatory democracy. Howe developed the research of Young further, criticizing the idea of equal educational opportunity based on compensation theory, such as Head Start Education, as increasingly marginalizing children already marginalized. The theory of participatory democracy overcomes this problem because the affinity between mainstream culture and schooling is separated, and children feel an approval of different cultural values. This paper has considered the "justice" and "equality" concepts of Iris Marion Young and Kenneth Howe. One clarification is that the theory of participatory democracy enables a needs manifestation of a group with different cultural values and that children who have a separate affinity from mainstream culture and schooling and children who have different cultural values, can be supported in the system.
The Japan Educational Administration society, Japanese
ISSN：0919-8393, CiNii Articles ID：110009553387, CiNii Books ID：AN00312893 - The democratic basis for the profession of teacher: focusing on the theory of Amy Gutmann
福島 賢二
Annual bulletin of the Japanese Society for the Study on Teacher Education, Number：17, First page：52, Last page：61, Sep. 2008, [Reviewed]
Japanese
ISSN：1343-7186, CiNii Articles ID：40016771248, CiNii Books ID：AN10407522 - The focus of research of equal educational opportunity: focusing on the dispute of redistribution and recognition
福島 賢二
Studies on education and society, Number：18, First page：62, Last page：70, 2008, [Reviewed]
Japanese
ISSN：1345-8434, CiNii Articles ID：120005399809, CiNii Books ID：AN10359485 - 評価と”評価のようなもの”を巡って－「ズレ」の重要性と必要性の観点から
福島 賢二
Volume：63, Number：63, First page：14, Last page：21, Mar. 2007, [Invited]
Japanese
ISSN：1343-7070, CiNii Articles ID：40015409235, CiNii Books ID：AN10470132 - 教育における機会の平等の一考察－「能力」概念に着目して
福島 賢二
Number：16, First page：84, Last page：92, 2006, [Reviewed]
Japanese
ISSN：1345-8434, CiNii Articles ID：120005399793, CiNii Books ID：AN10359485
- 書評 柏木智子著『子どもの貧困と「ケアする学校づくり」』明石書店、2020年
福島賢二
Volume：47, First page：240, Last page：243, Oct. 2021, [Invited] - 対話という「活動」が「シティズン」を形成する
福島賢二; 伊藤健治; 篠原岳司; 辻村貴洋; 坪井由実; 藤岡恭子; 松原信継; 宮田延実; 村上佑介; 柳林信彦; 渡部昭男
Mar. 2020 - 書評 中澤篤史『そろそろ部活動のこれからを話しませんか』大月書店、2017年
福島 賢二
Number：860, Mar. 2017, [Invited] - 書評 田中拓道編『承認－社会哲学と社会政策の対話』法政大学出版局
福島 賢二
Number：27, First page：85, Last page：96, Mar. 2017, [Invited]
Japanese
ISSN：1345-8434, CiNii Articles ID：120006510417, CiNii Books ID：AN10359485 - 書評 宮寺晃夫 著『教育の正義論』
福島 賢二
Volume：82, Number：1, 2015, [Reviewed], [Invited]
Book review
- 民主主義教育のフロンティア
福島賢二; 浅岡幸彦; 池谷壽夫; 梅原利夫; 児美川孝一郎; 佐貫浩; 中嶋哲彦; 橋本紀子; 古里貴士; 堀尾輝久; 八木英二; 山本由美, [Single work]
Mar. 2021
Japanese, Total pages：223p
CiNii Books：http://ci.nii.ac.jp/ncid/BC06208035
ISBN：9784845116867, CiNii Books ID：BC06208035 - 教職員の多忙化と教育行政 : 問題の構造と働き方改革に向けた展望
福島賢二; 横井敏郎; 高橋哲; 石井拓児; 佐藤仁; 井深雄二; 油布佐和子; 大橋基博; 武井敦史; 雪丸武彦; 川上泰彦; 神林寿幸; 青木栄一; 小川正人, [Single work]
Oct. 2020
Japanese, Total pages：247p
CiNii Books：http://ci.nii.ac.jp/ncid/BC03017336
ISBN：9784571101908, CiNii Books ID：BC03017336 - 教育原理 （アクティベート教育学 １）
福島賢二; 汐見稔幸; 木村 元; 松下佳代、神代健彦、北詰裕子、上野正道ほか(全16名), [Single work]
Mar. 2020
Total pages：288
ISBN：4623088138, ASIN：4623088138, EAN：9784623088133 - 18歳選挙権時代の主権者教育を創る : 憲法を自分の力に
福島賢二; 佐貫浩; 宮下与平衛; 安原陽平; 春日雅博; 池田考司; 杉浦真理; 井ノ口貴史; 平井敦子; 菅間正道; 子安潤; 今野日出晴, [Single work]
Jun. 2016
Japanese, Total pages：235p
CiNii Books：http://ci.nii.ac.jp/ncid/BB2149506X
ISBN：9784406060356, CiNii Books ID：BB2149506X - 沖縄で教師をめざす人のために
福島賢二; 上地完治; 西本裕輝; 梶村光郎; 長谷川裕; 上間陽子; 吉葉研司; 芳澤拓也, [Single work]
Jul. 2015
Japanese, Total pages：304
CiNii Books：http://ci.nii.ac.jp/ncid/BB19329396
ISBN：431900275X, ASIN：431900275X, EAN：9784319002757, CiNii Books ID：BB19329396 - 図説教育の論点
福島賢二、安珍淑、五十嵐素子、上間陽子、梅影優子、大西公恵、小澤浩明、菊池愛美、木之下健一、ぐんじてるみ、佐川佳之、田中正江、戸高七菜、泊史、富田充保、仲嶺政光、二宮祐、樋口くみ子、福島裕敏、本田伊克、松田洋介、眞原里実、水野進、山田哲也、山本宏樹)久冨善之、長谷川裕、山崎鎮親, [Single work]
Dec. 2010
Japanese, Total pages：239p
CiNii Books：http://ci.nii.ac.jp/ncid/BB04081209
ISBN：9784845111510, CiNii Books ID：BB04081209 - 学校の中の事件と犯罪 : シリーズ
福島賢二; 柿沼昌芳; 江熊隆徳; 永野恒雄; 田丸啓; 佐保忠智; 吉田卓司; 青木茂雄; 山嵜聡子, [Single work]
Dec. 2005
Japanese, Total pages：197p
CiNii Books：http://ci.nii.ac.jp/ncid/BD02863772
ISBN：4826503628, CiNii Books ID：BD02863772
- 「楽しむこと、学ぶこと」から教師の専門性を考えるートトロを手がかりにして
福島賢二
Feb. 2025, [Invited] - 教えるプロは教えないー「教える」呪縛からの解放
Jul. 2021, [Invited] - 「民主主義の 学習機会 」 としての道徳教育の創造 －ジョン ・デ ュ ーイと ガート ・ ビースタ の議論を 手がかりに して
Jun. 2021, [Invited] - 「学習環境調査に基づく対話のある学校づくり」プログラムの開発ーガートビースタの民主主義論を通じて対話のあり方を考える
福島 賢二
Oct. 2019, [Domestic conference]
Oral presentation - 「公教育」の組織化と主体形成ー学校教育と社会教育の交錯点としての夜間中学に着目して
福島 賢二
Oct. 2019, [Domestic conference]
Oral presentation - 主体形成としての夜間中学の教育実践ー教材分析を手がかりに
福島 賢二
Sep. 2019, [Domestic conference]
Oral presentation - 教育における平等主義的分配事業の現状と困難－ある学習支援事業を通して
福島 賢二
Aug. 2018, [Domestic conference]
Oral presentation - 能力と教育における平等の分配原理
福島 賢二
Aug. 2013
Oral presentation - 教育における「差異」と分配的正義のジレンマ
福島 賢二
Aug. 2010
Oral presentation - 「教職の専門性」概念の民主主義的基礎づけ
福島賢二
Sep. 2008
Oral presentation - 教育機会の平等研究の焦点
福島賢二
Aug. 2008
Oral presentation
- Apr. 2021 - Present
〈教育-社会-環境〉基礎論 - Apr. 2021 - Present
a, Saitama University - Apr. 2016 - Present
教育原論 - Apr. 2016 - Present
教育制度教育課程論 - Apr. 2015 - Present
演習（ゼミ） - Apr. 2015 - Present
現代教育論 - Apr. 2015 - Present
教育社会学特講 - Apr. 2015 - Present
教育社会学概論 - Apr. 2015 - Present
道徳教育論 - Apr. 2015 - Present
教育学概説Ｂ（制度） - Apr. 2015 - Present
教育学概説Ａ（本質） - Apr. 2016 - Mar. 2021
教職概論 - Apr. 2015 - Mar. 2021
教育社会学演習（大学院修士課程） - Apr. 2015 - Mar. 2021
教育社会学概説（大学院修士課程） - Apr. 2013 - Mar. 2015
教育福祉論 - Apr. 2012 - Mar. 2015
教育行政 - Apr. 2010 - Mar. 2015
道徳教育の研究 - Apr. 2010 - Mar. 2015
教育の思想と原則 - Apr. 2010 - Mar. 2015
教育の制度 - Apr. 2010 - Mar. 2015
社会科公民科教育法 - Apr. 2010 - Mar. 2015
教職研究
■ Research projects
- ケイパビリティ・アプローチに基づく教育機会保障と教育条件整備に関する実証的研究
Apr. 2024 - Mar. 2028
Principal investigator
Grant amount(Total)：4550000, Direct funding：3500000, Indirect funding：1050000
Grant number：24K05653 - ケイパビリティ・アプローチに基づく学校外教育の効果測定と公教育システムのモデリング
Apr. 2020 - Mar. 2024
Principal investigator
Grant amount(Total)：3770000, Direct funding：2900000, Indirect funding：870000
Grant number：20K02451 - Distributed Leadership System Approach to Improve Shared Governance in Public Schools and the Learning Environment Survey
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), 01 Apr. 2017 - 31 Mar. 2020
TSUBOI Yoshimi, Hokkaido University
Grant amount(Total)：16640000, Direct funding：12800000, Indirect funding：3840000
We developed the school improvement program which consists of two elements: One is the learning environment survey and the other is the discussion and dialogue space called ‘school improvement council’ among students, parents, teachers and community peoples, based upon survey data. The distributed leadership practice is a product of the joint interaction of school leaders, followers and aspects of their situation. The theory shifts focus from school principals and the superintendent to the web of students, parents, teachers and community people. Our program implementation study suggests that student outcomes are more likely to improve when leadership sources are distributed throughout the school community and when teachers are empowered in areas of importance to them. The research found that discussion and dialogue among them is crucial to understanding leadership practice.
Grant number：17H02658 - 公教育の共同統治を推進する分散型リーダーシップシステムと学習環境整備の開発研究
Apr. 2017 - Mar. 2019
Competitive research funding - 新自由主義改革下における公正な教育の配分ルールと配分システムの構築に関する研究
Apr. 2016 - Mar. 2019
Principal investigator
Competitive research funding - ケイパビティ・アプローチに基づく「能力に応じた」教育条件の解明に関する実証的研究－夜間中学校を対象として
Apr. 2016 - Mar. 2017
Principal investigator
Competitive research funding
- シンポジウム「子どもも親も不幸にしない『幸せの教育改革』対話」
Planning etc
02 Feb. 2025
Competition etc - シンポジウム「 生活（ life ）」から人間の育ちと学びを とらえ直す －創る・楽しむ・共生する
Planning etc
19 Feb. 2023
Competition etc - ＮＰＯ法人さいたまユースサポートネットトークイベント
Panel chair etc
Sep. 2019 - ＮＰＯ法人さいたまユースサポートネット主催シンポジウム
Panel chair etc
Feb. 2019