教育における<政策と運動>論の再構築 : 子どもの権利条約第44条【締約国の報告義務】および第45条【委員会の作業方法】に基づく日本政府と市民・NGO間の<社会的対話>を中心に

Seiya Munakata advocated the concept of 'educational policy, and educational movement'. Toshio Ogawa developed this concept into 'social educational administration and activity, and people's self-education movement'as a theory linked to the reality. His theory was acknowledged for its rightness at that time. However, the movement on his theory has been declining recently. Therefore, it seems that putting policy and movement as conflicting concepts does probably not produce a key to see the reality. There are attempts to realize nowadays'new relations between 'educational policy'and 'educational movement'theoretically and practically. These are Japanese government's report and Japan National Coalition Group of NGOs and Citizens for Preparing the Alternative Report on the Convention on the Rights of the Child (NCNAR) making counter reports, submitted to the UN Committee of the Convention on the Rights of the Child. These attempts are based on the convention article 44 and article 45. Thus, this paper attempts to reconstruct of the educational 'policy and movement'through examining Japanese government's first report and its review, children's presentation and interactive assembly. Findings from examination is that movement always develops with reconstruction of new styles of system such as 'formal', 'non-formal'and 'informal'based on the high quality learning. The findings show that movement is not located as opposed to 'policy'and it has 'social dialogue'with 'policy'