全塾留年生扶翼会
INTRODUCTION
Why was this
society organized?
STORY
Why Was this society-全塾留年生扶翼会/all university repeater's Support Association-(repeater's union)- Founded?
At Keio University, around 2,000 students repeat a year annually.
2,000 students repeating a year, surely their reasons must vary.
Are you one of them, or do you know someone who is?
In general, repeating a year is often seen as the result of laziness or poor behavior.
Unlike in the United States, where even elementary education allows for grade repetition,
in Japan, repeating a year is rare and often viewed as the ultimate form of idleness.
For example, in job hunting, repeaters are often met with harsh scrutiny and labeled as failures.
From the founder’s experience, Japanese repeaters tend to have high pride and suffer from social isolation.
When I founded this circle, I was criticized and mocked by other repeaters who said,
“This is shameful—you’re not even reflecting on your actions.”
Moreover, the most frequently asked question during job interviews and career changes was,
“Why did you repeat a year?”
Even years after entering the workforce, I was still asked about it.
In Japan, university life is often called “the last long vacation of your life.”
And in truth, that description is accurate.
Although Japanese companies typically offer 20 days of paid leave,
taking even a two-week vacation is rarely permitted—one week is usually the limit.
back to original subject.
Why do students end up repeating a year during this final long break of their lives?
Thta's why we organized this association.
This circle(student association) was created to gather those experiences,
to bring together people who have gone through that struggle,
and to provide a space for connection and exchange.
Whether our stories are worth listening to is up to you.
But if 10%(2000 people/20000 students in total) of Keio students experience repeating a year,
that means 90% do not—making it a rare experience.
So why not listen to the stories of "these nuts"?
If you find us interesting and enjoy what we share, we’d be glad.
CONTEXT
In Japanese universities, “repeating a year” is generally associated with failure, laziness, or personal shortcomings.
Within Japan’s higher education system, smooth progression and graduation are often seen as indicators of excellence, and those who repeat a year are easily marginalized by institutional norms.
In this context, the existence of the All-Campus Repeater Support Association is noteworthy as an attempt to reframe institutional deviation through humor and critique.
This paper analyzes the organization from a cultural sociology perspective, exploring the possibilities and limitations of institutional critique through humor.
1. Reconstructing the Label of “Repeater”
According to Howard Becker’s labeling theory, deviance is not inherent in an act but is constructed through societal labeling.
The All-Campus Repeater Support Association embraces the label of “repeater” and deliberately places it at the forefront, thereby reconstructing its meaning.
This is a cultural practice that neutralizes the stigma of deviance through communal storytelling, redefining it as a core identity.
2. Institutional Critique Through Humor
The term “Support Association” in the group’s name evokes the tone of a formal aid organization, but in reality, it functions as institutional critique through humor.
In light of Mikhail Bakhtin’s concept of “carnivalesque laughter,” the association creates a temporary space of inversion and liberation from the authoritative structure of the university.
Those silenced by the system become subjects of narrative through laughter—a paradoxical form of resistance against power structures.
3. Community Formation as Subculture
The association provides a symbolic space for those who have deviated from the system to connect and avoid isolation.
Through Pierre Bourdieu’s theory of cultural capital, repeaters are often seen as lacking institutional cultural capital.
However, within this group, they reconstruct their own cultural capital through storytelling and humor.
The association can also be interpreted through Dick Hebdige’s subculture theory as “resistance through style.”
4. The Politics and Ethics of Narrative
Narrating the experience of repeating a year is not merely self-disclosure—it is a political act that exposes the violence of institutional norms.
At the same time, narrative has the power to silence others.
There is a risk that institutional critique may transform into self-justification or condemnation of others.
Thus, the ethics and responsibility of storytelling must always be considered.
Conclusion
The All-Campus Repeater Support Association is a culturally rich practice that redefines institutional deviation through humor and community.
It is a space where those silenced by the system create new meaning and solidarity through storytelling and laughter, while also serving as a mirror that reflects the ethics and limits of institutional critique.
The challenge ahead lies in whether such narratives can lead to institutional transformation—or whether they will be absorbed back into the system.
✨ What We Aim to Do
交流会 – Exchange Gatherings
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Conversations and sharing between those who have experienced repeating a year
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Alleviation of isolation and mutual support
Writing Essays and Sharing Experiences
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Publication and storytelling of personal accounts
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Creating a culture that challenges the stigma of repeating a year
Critical Events on Educational Systems
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Discussions on academic and evaluation systems
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Sharing critical perspectives on university structures