Just education
Just education
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公正教育
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
R. Connell
中科院分区：
文献类型：
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作者：
R. Connell
教育是危险的。专制政府和宗教一直试图控制教育内容并对其分配进行定量。在殖民地世界，教育一直是斗争的场所，因为殖民大国寻求控制和现代化，而殖民者则在保护当地文化和赢得新知识和资源之间寻求某种平衡。教育是危险的，因为学校和大学不仅仅是复制文化，它们还塑造了我们周围正在形成的新社会。因此，教育中的社会公正不仅涉及教育服务分配的平等（公平分配固然重要）。社会正义涉及服务本身的性质及其对社会的长期影响。学校制度所产生的不平等是人们所熟悉的;教育社会学试图测量和解释它们。人们没有充分认识到的是，不平等的机制本身在历史上是变化的。殖民地教育制度的种族排斥被后殖民政权的阶级特权所取代;性别特权的中心发生了变化;公立和私立教育之间的界限被重新划定。目前，基于体制隔离的旧形式不平等与基于市场机制的新形式不平等之间正在发生重大转变。学校和大学被重新定义为公司，被迫竞争;学生被定义为有竞争力的个人。就连教师队伍也变得更加等级分明，按成果支付工资从历史的阴霾中脱颖而出，成为最新的光明思想。教育成为一个制造的不安全区，通过竞争取得"成就"是唯一的补救办法。但在零和竞争中，一方的成功意味着其他所有人的失败。我们不能明智地界定一个社会公正的教育制度，把自己从这个场景中删除，好像正义只能在另一个星球上实现。我们需要根据当代教育的真实的问题来思考原则。例如，正义与责任有关;当我们对某人采取不公正的行动时，我们没有为我们的行为对他们的影响承担责任。公正的社会关系涉及相互责任，公正的社会包含相互责任的密集网络，特别是对儿童的共同责任。在现代教育体系中，我们对儿童（以及成人学习者）的共同责任是通过学校体系来实现的。公正的教育可以被视为
Education is dangerous. Authoritarian governments and religions have persistently tried to control the content of education and ration its distribution. In the colonial world, education was always a site of struggle as the colonizing powers sought control and modernization, and the colonized sought some balance between protecting local cultures and winning new knowledge and resources. Education is dangerous, because schools and colleges do not just reproduce culture, they shape the new society that is coming into existence all around us. Social justice in education therefore not only concerns equality in the distribution of an educational service (important as fair distribution is). Social justice concerns the nature of the service itself, and its consequences for society through time. Inequalities produced by school systems are familiar; the sociology of education has tried to measure and explain them. What is not sufficiently appreciated is that the mechanisms of inequality themselves change historically. The racial exclusions of a colonial education system are replaced by the class privileges of a postcolonial regime; the locus of gender privilege shifts; and the boundaries between public and private education are re-drawn. Currently, a major shift is happening between old forms of inequality based on institutional segregation and new forms of inequality based on market mechanisms. Schools and colleges are re-defined as firms, and forced to compete; students are defined as competitive individuals. Even the teaching workforce is made more hierarchical, and payment by results emerges from the gloom of history to become the newest bright idea. Education becomes a zone of manufactured insecurity, with ‘achievement’ through competition as the only remedy. But in a zero-sum competition, achievement for one means failure for all the rest. We cannot sensibly define a socially just education system by removing ourselves from this scene, as if justice could only be realized on another planet. We need to think principles through in relation to the real problems of contemporary education. Justice, for instance, is connected with responsibility; when we act unjustly towards someone, we fail to take responsibility for the effects of our actions on them. Just social relations involve mutual responsibility, and a just society contains dense webs of mutual responsibility, especially shared responsibility for children. In modern education systems, our mutual responsibility for children (and for adult learners) is mediated through a school system. Just education can be regarded