摘要
在日常生活实践中,人们将标准作为思考普遍性和差异性事件的方式。教育中的标准是人们在反思和管理儿童过程中生成的原则。从美国教育的历史来看,这些标准与"儿童是谁、应该是谁、谁是‘不同的’并因而受到排斥"等规则相互关联。20世纪之交,在美国社会与教育科学发展的背景下,差异和区分是如何历史地塑造了"城市(落后学校)"教师和儿童。美国有关教与学的教育科学体现着对群体进行区分的文化议题,这些文化议题内嵌于双重姿态中:一重表现为对美国学校教育能够培养所有儿童,并使其充分体现当代生活方式和道德秩序的期望;另一重表现为在这种包容性的期望中,人们对其中一些不安全因素和具有危险性的群体充满担忧。美国学校教育改革对某类群体的塑造,具有包容性和排斥性双重姿态的特征,这种认识是通过当前学校和教育研究的历史方法获得的。此外,学校教育改革的双重姿态能够揭示当代美国学校教育改革框架所具有的局限性。
Standards are taken as ways of thinking about universal and different events in the practice of everyday life. The standards of education are the principles generated in people's self-reflection and administration of children. These standards relate historically to the rules about who the child is and should be and who is "different" and thus excluded. At the turn of the 20th century, differences and divisions were historically established to make "urban" teachers (at schools left behind) and children in the development of American social and education sciences. The sciences of teaching and learning in America embody cultural theses about kinds of people. These cultural theses inscribe double gestures: the hope of schooling to make all kinds of children who embody modes of living and a moral order;with this hope of inclusion are simultaneous fears of the dangers and dangerous populations. The thinking about the schooling reform as making kinds of people and as double gestures of inclusion and exclusion is a historical method about present schooling and educational research. Also, the double gestures of the schooling reform can help reveal the limits of the contemporary frameworks for American schooling reform.
作者
托马斯·斯坦利·波普科维茨
黄晓磊(译)
阚维(译)
Thomas Stanly Popkewitz(School of Education,University of Wisconsin-Madison,Madison WI 53706)
出处
《教育研究》
CSSCI
北大核心
2019年第6期81-94,共14页
Educational Research
关键词
教育改革
对人的塑造
双重姿态
包容
排斥
理性
educational reform
making of people
double gestures
exclusion
inclusion
reason
