摘要
印度是世界上较早实行肯定性行动政策的国家之一。在高等教育领域,它主要针对表列种姓、表列部落和其他落后阶级采取保留制度,以改变长期以来不公正的社会结构。该政策存在城乡差异显著、性别不平等、政策偏误与滥用、忽视穆斯林并导致身份政治碎片化等问题,所以有必要对其进行反思。复合赋分制结合了个体均等和群体均等的原则,按照剥夺阶序和综合量化的指标体系进行赋权。它针对不同的社会群体建立连续统式赋权体系,并根据相应的社会位置做出调适,因而是一种较好的资源再分配机制。
As one of the countries which implemented the affirmative action policy earlier in the world, India adopted the reservation system mainly for scheduled castes, scheduled tribes and other backward classes in higher education in order to change the long term unfair social structure. After implementing the policy for over 50 years, there are still some problems such as significant differences between urban and rural areas, gender inequality, policy bias and misuse, and ignoring Muslims which leads to fragmentation of identity politics. Therefore, it is necessary to reflect on the policy. The composite assignment system observed the principle of individual and group equality and empowered according to deprivation of hierarchy and comprehensive quantitative index system. It established a continuous system of empowerment for different social groups, and made adjustments according to their corresponding social positions. So, it is a better resource redistribution mechanism.
出处
《民族教育研究》
CSSCI
北大核心
2017年第4期99-103,共5页
Journal of Research on Education for Ethnic Minorities
关键词
肯定性行动政策
种姓制度
印度高等教育
保留政策
policy affirmative action policy
tribe
caste system
higher education in India
reservation
