Reading education action zones
Reading education action zones
复制标题
阅读教育行动区
DOI：
10.1080/02680930010009813
复制
发表时间：
2001
影响因子：
2.5
通讯作者：
S. Gewirtz
中科院分区：
文献类型：
--
作者：
S. Power;S. Gewirtz
本文探讨了社会正义的概念化嵌入在教育行动区（EAZ）的政策，最近在英国实施。根据南希·弗雷泽（Nancy Fraser）的研究成果，它认为该地区的人口遭受了三种形式的社会不公正？经济不公正、文化不公正和结社不公正。对围绕该政策的讨论和对经济援助区申请的一个样本的文件分析表明，虽然该倡议可能是基于对社会不公正的一种比以往许多政策更复杂的理解，但这种理解仍然不够。经济上的不公正得到了承认，但文化和交往上的不公正没有得到充分的承认。此外，投标书中提出的补救办法与其旨在解决的问题之间存在不匹配。虽然有一些再分配和联系措施，但这些措施可能是肤浅的。在大多数情况下，提出的是文化补救措施？但要处理的文化“问题”的性质要么没有得到承认，要么被歪曲了。本文最后认为，虽然政策声明和区域应用程序不确定的做法，这是很难看到如何处理这些不公正的一些，如果他们不承认或处理在一个话语的水平。
This paper explores the conceptualizations of social justice embedded in the education action zones (EAZ) policy which has recently been implemented in England. Drawing on distinctions developed from Nancy Fraser's work, it argues that zone populations suffer three forms of social injustice ? economic injustice, cultural injustice and associational injustice. Documentary analysis of the discourse surrounding the policy and of a sample of EAZ applications reveals that while the initiative may be based on a more complex understanding of social injustice than many preceding policies, this understanding remains inadequate. Economic injustices are recognized, but cultural and associational injustices are inadequately acknowledged. In addition, there is a mismatch between the remedies proposed in the bids and the problems they are designed to address. Although there are some redistributive and associational measures, these are likely to be superficial. For the most part, it is cultural remedies that are proposed ? but the nature of the cultural ‘problem’ to be dealt with is either unacknowledged or misrepresented. The paper concludes by arguing that while policy pronouncements and zone applications do not determine practice, it is difficult to see how some of these injustices can be tackled if they are not acknowledged or tackled at a discursive level.