Educational leadership that fosters ‘student voice’
Educational leadership that fosters ‘student voice’
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培养“学生声音”的教育领导力
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
J. Smyth
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作者：
J. Smyth
这期特刊关注的是一个有争议的话题，这个话题在教育界已经被排除在官方议程之外太久了。如何寻求倾听和关注最知情但却被边缘化的学校教育见证人-青年人-的声音的领导形式，是我们时代最紧迫的问题。青少年辍学现象加剧，与此同时，教育政策制度变得更加强硬，使学校对学生和教师来说变得不那么友好，这并非巧合。越来越多的研究证据表明，由于强调问责制，标准，测量和高风险测试，有利于学校学习的条件恶化，越来越多的有色人种学生和来自城市，工人阶级和少数民族背景的学生正在积极选择学校不适合他们。当学生感到他们的生活、经历、文化和抱负被学校和课程忽视、轻视或诋毁时，他们就会对学校教育产生敌意。他们认为，学校教育根本不值得他们投入必要的情感和心理投资，以保证他们的认真参与。如果我们想要证据证明，强有力的考试政策、照本宣科的教学、竞争的风气，以及沿着非人性化和不相关的课程对大量学生不起作用，那么我们只需看看大多数西方国家30 - 40%没有完成高中学业的学生。有色人种学生、工人阶级家庭学生和少数民族学生的比例甚至更高，他们认为上学是一种减少、羞辱、不满意和不值得的生活准备。恐惧、惩罚和报复政策是边缘化和流放的良方。对于我们所有的未来，我们需要探索作者在本期中提出的选择。借用澳大利亚社会学家鲍勃·康奈尔的话来说，我们生活在一个黑暗的时代，在这个时代，目前的教育政策方向只能被描述为一个“无定形的混乱”（康奈尔1985：73）。教学作为“礼物关系”的概念（康奈尔1996：6）建立在“公共利益而不是私人利益”的概念上，正在受到围攻，
This special issue focuses on a controversial topic that has been kept off the official agenda for far too long in educational circles. The question of how to pursue forms of leadership that listen to and attend to the voices of the most informed, yet marginalized witnesses of schooling, young people, has to the most urgent issue of our times. It is no coincidence that disengagement from school by young adolescents has intensified at precisely the same time as there has been a hardening of educational policy regimes that have made schools less hospitable places for students and teachers. There can be little doubt from the accumulating research evidence that as conditions conducive to learning in schools deteriorate through emphases on accountability, standards, measurement, and high stakes testing, that increasing numbers of students of colour and those from urban, working class, and minority backgrounds are making active choices that school is not for them. When students feel their lives, experiences, cultures, and aspirations are ignored, trivialized, or denigrated by school and the curriculum, they develop a hostility to the institution of schooling. They feel that schooling is simply not worth the emotional and psychological investment necessary to warrant their serious involvement. If we want evidence that muscular policies of testing, scripted and prescribed teaching, an ethos of competition, along with dehumanized and irrelevant curricula are not working for large numbers of students, then we need look no further than the 30‐40% of students in most western countries who are not completing high school. The proportions of students of colour, those from working class families, and minorities for whom schooling is a diminished, humiliating, unsatisfying, and an unrewarding preparation for life, is even larger. Policies of fear, punishment, and retribution are a recipe for marginalization and exile. For all our futures, we need to explore the kind of options being advanced by the authors in this issue. To borrow from Australian sociologist Bob Connell, we are living in dark times in which the current policy direction in schooling can only be characterized as being an ‘amorphous mess’ (Connell 1985: 73). The notion of teaching as ‘a gift relation’ (Connell 1996: 6) founded on the notion of ‘a public rather than a private interest’, is under siege and possibly