Research and Theory on Equality and Education
Research and Theory on Equality and Education
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平等与教育研究与理论
DOI：
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发表时间：
2000
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影响因子：
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通讯作者：
Kathleen Lynch
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作者：
Kathleen Lynch
在过去的25年里，社会学家主导了关于教育平等的辩论。他们挑战了心理还原论，这种心理还原论经常使教师教育部门的教育分析陷入困境;他们认为，在一个绝对主义和确定性经常占主导地位的规范性准则的教育体系中，真理的概念本身是有问题的。在一种非常真实的意义上，社会学家一直是教育学家学会中最具批判性和反思性的成员（Dale，1992，第203页; Wesselingh，1996，第216页）。在欧洲背景下，布迪厄、帕塞隆及其法国同事（1977年）的工作在发展基于阶级的教育实践批判分析方面特别有影响力，而批判教育社会学则对加拿大的主流教育范式提出了挑战（Livingstone，1985年）、美国（Apple，1996年）、澳大利亚（Connell，1993年）和拉丁美洲（托雷斯和里维拉，1994年）。在整个20世纪90年代，女权主义和后现代主义研究者也挑战了教育中的主导话语（Aronowitz & Giroux，1991; Weiner，1994）。
Sociologists have dominated the debate about equality in education over the last 25 years. They have challenged the psychological reductionism which so often overwhelms educational analysis in teacher education departments; they have identified the concept of truth itself as problematic in an education system where absolutism and certainty are all too frequently the dominant normative codes. There is a very real sense in which sociologists have been the most critical and reflective members of the academy of educationalists (Dale, 1992, p. 203; Wesselingh, 1996, p. 216). In a European context, the work of Bourdieu, Passeron and their colleagues in France (1977) has been especially influential in developing a critical classbased analysis of educational practice, while critical sociology of education has presented a challenge to the dominant educational paradigms in Canada (Livingstone, 1985), the United States (Apple, 1996), Australia (Connell, 1993) and Latin America (Torres & Rivera, 1994). Throughout the 1990s, feminist and postmodernist researchers have also challenged dominant discourses in education (Aronowitz & Giroux, 1991; Weiner, 1994)