論文詳細
ふさわしくない者のための保育者養成
逸脱・周縁・変容の教育空間へ
抄録
本評論は、保育者養成制度において「ふさわしくない」とされる学生の存在に着目し、制度が前提とする「適性」や「保育者らしさ」の構築性を批判的に検討する。学生の語りや経験に現れる「できなさ」「揺らぎ」「語れなさ」などは、しばしば制度的評価においてマイナスとされ、矯正や排除の対象とされてきた。だがそれらは、制度が想定していない感情や倫理、関係性を開く契機でもある。本評論では、制度の外側に現れるこれらの経験を、教育的失敗ではなく、生成と変容の可能性と捉え直す視座を提示する。評価や実習制度、カリキュラムに内在する統治装置を批判的に読み解きつつ、ドゥルーズ＝ガタリの「生成」概念を基盤に、「逸脱」から出発する保育士養成の思想的枠組を構想する。
Training the “Unfit”
Toward an Educational Space of Deviance, Margins, and Becoming
Abstract
This study critically examines the construction of “suitability” in Japan’s early childhood educator training system by focusing on students deemed “unfit” for the profession. Experiences often labeled as failure―such as confusion, fear, inarticulateness, and emotional discomfort―are not signs of individual inadequacy but reflect the structural exclusions inherent in institutional definitions of an “ideal” childcare provider. Drawing on Deleuze and Guattari’s concept of becoming, this paper reframes deviation not as a defect to be corrected but as a generative force that exposes and disrupts the normative assumptions embedded in evaluation systems, practicum structures, and curriculum design. Rather than reinforcing the regime of training ideal educators, the study proposes an alternative pedagogical framework that embraces uncertainty, relational fragility, and unspoken experiences as the ground of ethical transformation. Ultimately, it asserts that education should not function to reinforce existing institutional norms, but rather open ruptures―spaces in which previously silenced subjectivities may speak and act. The training of early childhood educators must be reimagined not for the “qualified,” but through and with the “unqualified.”