日本英文学会第 88 回大会（2016 年 5 月 29 日 於京都大学）
Kazuo Ishiguro の The Unconsoled をシティズンシップ小説として読みほどく
三村尚央（千葉工業大学）
takahiro.mimura@p.chibakoudai.jp
発表要旨
一見特定の時代や地域文化から距離をおいた世界を舞台に書かれた The Unconsoled を、執筆当時の1990 年代イギリスの社会的文脈に置き直すことを目指す。その糸口として当時活発に議論されていたシティズンシップの問題を取り上げる。2002 年のシティズンシップ教育の必修化に向けて、「イギリス人にとって必要な市民としての資質」をめぐる議論はすでに 1980 年代末から始まっており、TheUnconsoled が書かれた 1990 年代にはさまざまな見解や定義がぶつかり合っていたことが考えられる。
したがって、しばしば指摘される The Unconsoled という作品全体の混沌とした様子を、単なる不条理劇ではなく、よき市民、すなわち「集団に有益な個人とは何か」と各自が模索していた時代の雰囲気を反映するものとして読む可能性を開いてみたい。
●2000 年代の The Unconsoled 研究概要
著名なピアニストとして世界を飛び回る主人公ライダーの立場に注目した、グローバル化社会における人間関係という文脈での解釈が活発に行われるようになり、「グローバル」「コスモポリタン」「ユニバーサル」という言葉がしばしば用いられるようになった。


Bruce Robbins("Very Busy Just Now”)－ライダーのコスモポリタン的性質を EU 的な共同体という観点から考察。

Richard Robinson－国家的な枠組みに頼らず、町が抱える問題を解決しようと努力する人物たちの姿を、国民国家以外の EU 的な連帯の可能性を想起させる、フーコーの「ヘテロトピア」の概念に言及しながら解釈している。

Natalie Reitano－ユートピア的な「コミュニケーションなきコミュニティ」が目指されることで、コミュニティの概念の限界が明らかにされる事態をジャン・リュック・ナンシーの「共有されるもののない共同体」や「分有」に言及しながら解釈●イギリス小説におけるシティズンシップ＜政治的事項が検討される場としてのシティズンシップ(citizenship as a locus of political contests (Ho 3))＞1.

"English as an ethno-cultural identity and citizenship as a political status"(Ho 5)

2.

“You cannot make yourself an Englishman really by signing a piece of paper. You become ‘British.’ It islegally and contractually a same thing: but I am speaking realistically.（Wyndham Lewis, America andCosmic Man (1948. New York: Kessinger Publishing, 2007), cited in Ho 31）

3.

Citizenship has always been a legal and political category tied to the nation-state; "globalization isundoubtedly producing a new civil society, but it has not yet produced anything we can recognize astransnational democratic citizenship."(Kymlicka 326 cited in Ho 24)
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●The Unconsoled を政治的に読む可能性―議論が交わされる場のメタファーとしての音楽
4.

But here, although he's a musician, music doesn't function in a realistic way. It doesn't play the role in thisworld that it plays in the real world. Music seems to have taken the role of politics: the question of whichkinds of musicians should be celebrated and which demoted is rather like who should be prime minister orpresident. (Ishiguro 117-8)●“共同体の中でのより良いステータスの承認を求める人々”という観点から読む The Unconsoled＜若きピアニスト、シュテファン＞
5.

Sublime, sensitive adagios. Astounding fiery bravura passages. I'd climb higher and higher. And they'd be
standing there in the middle of the room, Father still absently holding the newspaper he'd been reading,both of them completely astounded. In the end I'd finish with some stunning finale, then at last I'd turn tothem and . . . well, I've never been sure what happens after that. But it's a fantasy I've had ever since I was
thirteen or fourteen. Thursday night may not turn out quite like it, but it's possible it could be pretty close.
As I say, something's changed and I'm sure I'm almost there now. (U 76)＜年老いた指揮者、ブロツキー＞
6.

Conductor again. You'd come back. It will be like it was, even better maybe. Sometimes it got terrible, thecaterpillars, there's nothing more I can do to prove it. (U 327)

＜コスモポリタンではなく、町のインサイダーとしての承認を求めるライダー＞
7.

My parents, don't you see? My parents will be arriving at any moment! There's a thousand things I have todo! (U 475)

8.

Well, you have to understand, the reason I keep going on these trips, it's not because I don't love you anddearly want to be with you. In some ways, I'd like nothing better than to stay at home with you and Mother,
live in an apartment like that one over there, anywhere. But you see, it's not so simple. I have to keep goingon these trips because, you see, you can never tell when it's going to come along. I mean the very special
one, the very important trip, the one that's very very important, not just for me but for everyone, everyonein the whole world. (U 217)

9.

That's why I've got to carry on for the moment, keep travelling all the time. It makes things very difficult
for us, I realise. But we have to be strong and patient, all three of us. It won't be much longer, I'm sure. It'll
come soon, the very important one, then it will all be done, I'll be able to relax and rest then. I could stay athome all I wanted, it wouldn't matter, we could enjoy ourselves, just the three of us. (U 218)

10. 'Look, I promise, I won't be travelling much longer now. Tonight, if it goes well, you never know. Thatmight be it.' (U 446)2

●シティズンシップとシティズンシップ教育についての先行研究
11. 「シティズンシップは依然としてある特定の共同体における成員資格を意味し，その資格に市民としての権利と義務が付随していた」（北山 6）＜2011 年のキャメロン首相、2006 年のブラウン首相のスピーチに見る「理想の市民」＞
12. Now, second, we must build stronger societies and stronger identities at home.

Frankly, we need a lot lessof the passive tolerance of recent years and a much more active, muscular liberalism.

A passively tolerantsociety says to its citizens, as long as you obey the law we will just leave you alone.

It stands neutral

between different values. But I believe a genuinely liberal country does much more; it believes in certain
values and actively promotes them.

Freedom of speech, freedom of worship, democracy, the rule of law,equal rights regardless of race, sex or sexuality. It says to its citizens, this is what defines us as a society: tobelong here is to believe in these things. [. . .] I also believe we should encourage meaningful andactive participation in society, by shifting the balance of power away from the state and towards the people.
(Cameron)
13. So a modern view of Britishness founded on responsibility, liberty and fairness requires us to:•  demand  a  new  constitutional  settlement;;•  take  citizenship seriously;•  rebuild  civic  society;;•  renew  local  government;;•  work  for  integration  of  minorities  into  a  modern  Britain,•  and  be  internationalist  at  all  times.

(Brown)＜シティズンシップは自然なものではなく、個人と政府との関係において形成される＞
14. Citizenship is about many things, but at its core is the relationship between the individual and thegovernment. [. . .] Citizenship is not a natural state. It is created in specific contexts and has to be sustained
through a variety of social processes. (Jerome 3)
15. In citizenship education one can discern the most explicit example of the state's attempt to imagine andthen bring into being the new citizen at the heart of welfare reform. (Jerome 59)＜二つのシティズンシップ―政治的シティズンシップと道徳的シティズンシップ＞

16. 見ず知らずの他人、とりわけ恵まれない人々を家族同様に支援する義務が各個人にある（クリック 141）3

アクティブ＜「活動的な市民」という考え方＞
17. 自律的で、自らの行動に責任をもつ「ダイナミックな個人」であり、なおかつ国家とコミュニティに対する市民的美徳と誇りの感覚」を兼ね備えている個人(ビースタ 19)
18. アクティブ・シティズンシップの形態は、「市場関係の競争と厳しさが市民のコミュニティと国家への関心によって「分明化される」であろうという自助とボランタリズムの混合」から構成されている(Faulks 128, ビースタ 19)
19. 実際には、アクティブ・シティズンシップは、コミュニティの価値の促進よりも、市場における自律的な選択者で、個別の経済的な消費者である個人に関係するものになった。個人主義を強調するサッチャリズムは、コミュニティ意識が芽生える基礎を形成するよりも、社会の分裂を増大させることに成功しただけであった(Faulks 128, ビースタ 19)
20. アクティブ・シティズンシップの理念が一九八〇年代と九〇年代初頭の保守党政権において、福祉国家の条件下では政府の責任であったものを市民が自身でおこなうようにするために導入されたという特殊な歴史を見失わないことが重要(ビースタ 58)＜シティズンシップ教育の方針の中の"New Citizen"について＞－アクティブに活動するための知識と技術の必要性を強調
21. We stress, however, that citizenship education is education for citizenship, behaving and acting as a citizen,

therefore it is not just knowledge of citizenship and civic society; it also implies developing values, skills
and understanding. (Crick 13)
22. In citizenship education one can discern the most explicit example of the state's attempt to imagine andthen bring into being the new citizen at the heart of welfare reform. (Jerome 59))
23. "the new citizen - a citizen who is capable of entering into productive relationships with other citizens andthe state, and thus who enables the government to construct new solutions to various policy challenges.
(Jerome 35)

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＜再び The Unconsoled ―日曜大工（DIY）の説明書(the tattered  handyman’s  manual  (U 286))に没頭するボリ
ス＞
24. 'No reason to fill his head with rubbish. Besides, he doesn't look as young as all that. In my view, a boy hisage, he should be making a proper contribution to things by now. Starting to pull his weight a bit. Heshould be learning about wallpapering, say, or tiling. Not all this nonsense about fantastical footballers ... '(U 50)
25. Boris has to learn to become more resilient, more independent. (U 334)
26. 'I've been reading a book in French. (U 249)
27. 'Can you do bathrooms?''Can I do bathrooms?'
Boris sighed heavily and went on gazing out into the darkness.
Then he said: 'I'd never done tiles before. That's why I made all those mistakes. If someone had shown me,
I could have done them.'[. . .]‘I could have done it all right if someone had shown me. Then Mother wouldn't have cried.’  (U62)28. 'It's great,' he murmured, going through it. 'This is really great.' He paused at a page and stared at it. 'It

shows you how to do everything.' (U 287)
29. On the jacket was a photograph of a smiling man in overalls half-way up a step-ladder, a paint brush in hishand, a roll of wallpaper under his arm. (U 92)
30. Then Boris said: 'I'm sorry I was selfish. I won't be any more. I won't talk about Number Nine ever again.

I'm much too old for that now. It'll be easy with this book. It's great. I'll be able to do everything soon. I'mgoing to do the bathroom again. I didn't realise before. But it shows you in here, it shows you everything. I
won't talk about Number Nine ever again.' (U 335)5Figure 1: 1950 年から 2000 年の間のイギリス英語で書かれた書物中での “nationality”と “citizenship”の使用頻度の比較―Google Ngram viewer より作成

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引用および参照文献<Kazuo Ishiguro>
Ishiguro, Kazuo. The Unconsoled. London: Faber, 1995.
---. Interview with Maya Jaggi. Ed. Brian Shaffer. Conversations with Kazuo Ishiguro. Jackson: University Press ofMississippi, 2008. 110-119.
<Membership in Communities in Ishiguro's Novels>
Robbins, Bruce. "The village of the Liberal Managerial Class." Ed. Vinay Dharwadker. Cosmopolitan Geographies.
New York and London: Routledge, 2001. 15-32.
Robins, Bruce. "Very Busy Just Now: Globalization and Harriedness in Ishiguro's The Unconsoled." Comparative
Literature, Vol.53, No. 4 (Autumn 2001). 426-441.
Robinson, Richard. "Nowhere in Particular: Kazuo Ishiguro's The Unconsoled and Central Europe," CriticalQuarterly, vol.48, No.4. 107-130.
Reitano, Natalie. "The Good Wound: Memory and Community in The Unconsoled," Texas Studies in Literature andLanguage, Vol. 49, No.4, Winter 2007. 381-386.
<Citizenship and Novels>
Ho, Janice. Nation and Citizenship in the Twentieth Century British Novel. New York: Cambridge UP, 2015.
<Citizenship and Citizenship Education >Advisory Group on Citizenship. Education for Citizenship and the Teaching of Democracy in Schools. London:
Qualifications and Curriculum Authority, 1998.
Brown, Gordon.   “Speech   to   the   Fabian   New   Year   Conference,   London   2006.”   British  Political   Speech.   Web.   25  May. 2016.
Cameron,  David.  “PM's  speech  at  Munich  Security  Conference.”  GOV.UK.  Web.  25  May.  2016.  
Faulks, K. Citizenship in Modern Britain. Edinburgh: Edinburgh University Press, 1998.
Jerome, Lee. England's Citizenship Education Experiment. London: Bloomsbury, 2012.
Kymlicka, Will. Politics in the Vernacular: Nationalism, Multiculturalism, Citizenship. Oxford: Oxford UP, 2001.
Olssen, Mark. ed. Education Policy: Globalization, Citizenship and Democracy. London: SAGE, 2004.
---. Liberalism, Neoliberalism, Social Democracy: Thin Communitarian Perspectives on Political Philosophy andEducation. New York and London: Routledge, 2010.
ガート・ビースタ『民主主義を学習する』上野正道他訳 勁草書房、2014 年
バーナード・クリック 『シティズンシップ教育論』 関口正司訳 法政大学出版局、2011 年
北山夕華『英国のシティズンシップ教育』 早稲田大学出版部、2014 年
オードリー・オスラー、ヒュー・スターキー『シティズンシップと教育』 清田夏代訳、2009 年
佐久間孝正『移民大国イギリスの実験』 勁草書房、2007 年
S・トムリンソン『ポスト福祉社会の教育』 後洋一訳 学文社、2005 年

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