摘要
在民粹主义回潮和逆全球化的影响下,多元文化教育既面临着巨大的挑战,又要回应民众对社会正义和公平的迫切需求。自20世纪60年代兴起,多元文化教育的概念和理论不断发展,研究的边界持续拓宽,逐渐吸纳了少数族裔、女性、残障群体、多元性别与性向、多元宗教信仰等少数群体。兼顾学科特色与跨学科交融,多元文化教育首先需要保留自己的本质和精华,不断建构自己的概念和框架。在研究方法上,多元文化教育与其他特定学科或领域没有太大区别,应更多地关注研究者的定位、客观性,并在文化上賦权弱势群体。尽管不同的国家和文化的情境有所不同,但多元文化教育作为一个大观念是可以在不同的社会情境中穿梭和应用的。在网络化、信息化的时代,学生和教师愈发多元,多元文化教育需要反思如何能够更好更快地影响和服务实践。
In the era of nationalism and anti-globalism, multicultural education faces challenges from both domestic and international societies, while continually studying and facilitating educational equity and social justice. This article involves a conversation with James A. Banks, "the Father of Multicultural Education", on the challenges, boundaries, application of multicultural education. Multicultural education welcomes diverse group joining the campaign of social justice but still needs to keep its essence by developing its own concepts and conceptual framework. Multicultural education research needs to be fully aware of its positionality and objectivity and culturally empower disadvantaged group. As a generic concept, multicultural education has the potential to be contextualized and applied in different national and cultural settings. It is also the call of diverse and informatization society to further apply and practice multicultural education research.
作者
王涛
郑梦萍
WANG Tao;ZHENG Mengping(Institute of Curriculum and Instruction&Institute of Belt and Road and Global Development,East China Normal University,Shanghai,200062,China;Institute of Curriculum and Instruction,East China Normal University,Shanghai,200062,China)
出处
《全球教育展望》
CSSCI
北大核心
2019年第11期3-14,共12页
Global Education
基金
国家社会科学基金“十三五”规划2018年度教育学青年课题项目“国际理解教育的中国方案与课程建构”(项目编号:CDA180242)的阶段性成果
关键词
多元文化教育
教育公平
社会正义
课程与教学
本土化
multicultural education
educational equity
social justice
curriculum and instruction
localization
