Educating for social justice in contemporary China: the politics of justice and injustice
Educating for social justice in contemporary China: the politics of justice and injustice
复制标题
当代中国的社会正义教育：正义与非正义的政治
DOI：
10.1080/01596306.2021.1885347
复制
发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Sicong
中科院分区：
文献类型：
--
作者：
Chen;Sicong
与党和国家表达的建设公正社会的雄心相对应，中国公民教育包括教育学生追求社会公正。本文通过对教科书的分析和对教师的访谈，对官方公民教育中的社会公正这一话语主题进行了批判性的考察。它揭示了社会正义的话语建设主要是通过正义的叙述，而不是不公正。本文从道德政治哲学和社会理论中的非正义与正义的区别和优先性出发，认为社会正义的积极话语建构使党国能够操纵社会共识，制造去政治化、个体化和权威化的公民身份。鉴于缺乏机会教授和学习社会不公正本身就是认识上的不公正，本文建议中国和其他国家的社会公正教育应该定位为反对社会不公正的教育。
Corresponding to the party-state’s expressed ambition to build a just society, Chinese citizenship education involves educating students for social justice. This paper critically examines the discursive subject of social justice in official citizenship education by analyzing school textbooks and interviewing schoolteachers. It sheds light on the discursive construction of social justice primarily through narratives of justice rather than injustice. Drawing upon the notion that injustice is distinct from and has priority over justice in moral and political philosophy and social theory, this paper argues that the positive discursive construction of social justice enables the party-state to manipulate social consensus and manufacture depoliticized, individualized and authoritarian citizenship. Seeing the lack of opportunity to teach and learn social injustice as epistemic injustice in itself, the paper suggests that education for social justice should be oriented as education against social injustice in China and beyond.