Education in a Post‐welfare Society
Education in a Post‐welfare Society
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后福利社会的教育
DOI：
10.1108/ijem.2004.18.1.74.2
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发表时间：
2004
影响因子：
2.4
通讯作者：
R. Barker
中科院分区：
文献类型：
--
作者：
R. Barker
萨莉·汤姆林森（Sally Tomlinson）写了一本杰出的书，尖锐地概述了福利提供和教育方面的社会政策之间的联系。她构建了一个有说服力的论点，表明政府如何使用市场主导的教育体系，这与基于社会民主原则的教育体系不相协调，以塑造社会。第一章，涵盖1945年至1976年期间，介绍了社会民主共识力量与政治右翼力量之间的斗争。然而，汤姆林森敏锐地质疑了这一时期社会民主运动在教育方面的力量和基础。接下来的八章对市场力量、全球化和消费主义作为一种意识形态的兴起进行了详细而令人信服的分析。阶级、种族和性别的影响无可避免地交织在这种分析中。我觉得特别值得注意的是第五章，这一章讨论了新工党对教育的态度和政策。萨利·汤姆林森认为教育系统是关于社会控制和帮助培养只受欲望驱使的未来消费者的观点是令人信服的。这也是一个及时的呼吁，要求对教育的性质和目的进行辩论。这是因为，正如弗洛伊德所指出的，一个充满了被他们不受控制的欲望所驱使的个人的社会将导致一个危险的社会。汤姆林森认为，自20世纪70年代末以来，政府越来越关注教育，使个人社会化，只追求自己的自私需求。无论在1945年至1979年期间对教育制度创造公平和社会公正的能力有什么争论，很少有教育学家会认为这是自1980年代以来教育制度的作用。汤姆林森在这本与众不同的书中，间接地向读者提出了这样一个问题：仅仅把福利提供作为一种为边缘化群体提供控制支持系统的手段，这是可以接受的吗？还是应该提供一种建立公平的手段？
Sally Tomlinson has produced an exceptional book that outlines sharply the link between social policy with regard to welfare provision and education. She constructs a persuasive argument indicating how governments have used a market‐led education system that is not reconcilable with an education system based on social democratic principles, to shape society. The first chapter, covering the period 1945 to 1976, presents the struggles between the forces of social democratic consensus and those of the political right. However, Tomlinson astutely questions the strength and the basis of the social democratic movement in education during this period. The following eight chapters provide a detailed and compelling analysis of the rise of market forces, globalisation and consumerism as an ideology. Seamlessly woven into this analysis is the influence of class, race and gender. Of particular note I felt is chapter five, which considers New Labour’s attitude and policies on education.Sally Tomlinson’s view that the education system is about social control and helping to produce future consumers who are driven only by their desires is convincing. It is also a timely call for a debate about the nature and purpose of education. This is because, as Freud pointed out, a society full of individuals driven by their uncontrolled desires will result in a dangerous society. As Tomlinson argues, since certainly the late 1970s, education has been increasingly focused by governments on socializing individuals to pursue only their own selfish needs. Whatever the arguments concerning the education system’s ability to create equity and a socially just society during the period 1945 to 1979; there are few educationalists who would argue that this has been its role since the 1980s. Tomlinson, throughout this exceptional book, indirectly asks the question of the reader: Is it acceptable for welfare provision to be used simply as a means of providing a control support system for marginalized groups? Or should it provide a means of establishing equity?