Reparative Futures of Education

学校制度在结构上是不公平的，这几乎是不言自明的。了解学校教育中持续存在的不平等的机制及其社会再生产的力量一直是教育领域研究的长期焦点。该项目保留了这一核心问题，但它通过质疑教育系统中赔偿的可能性而与传统方法不同。补偿的概念要求我们理解过去、现在和未来在不公正的形成和修复方面的相互联系。这意味着，在积极解决不公正问题之前，它们可以在社会机构（如教育）中持续存在，而社会机构也会影响未来的生活。因此，《修复》一书一开始就提出了一个假设，即修复框架可以创造不同的教育未来。通过整合社会学、历史学、哲学和参与性方法，该项目将对教育中赔偿的条件和规范挑战进行新颖的探索。它的问题是：学校系统中的赔偿是什么样的？本研究通过对英国布里斯托尔小学教育制度的个案研究，探讨了矫正的实证基础。详细的人种学和城市贫困和优势地区的教育历史将研究教育不公，特别关注其种族和阶级动态。采用叙事和对话的方法，该项目不仅将调查不同群体之间学校教育的偶然经历，还将调查教育不公正的争议意义如何影响其集体认识及其修复过程。在教育的补偿性未来中，不公正并非不可避免：这是教育领域新的理论和方法视野，尽管具有挑战性。

It is almost a truism to say that school systems are structurally unjust. Understanding the mechanisms of persisting inequities inschooling as well as their forces of social reproduction has been a long-standing focus of research in the field of education. Thisproject retains that central concern, but it departs from conventional approaches by interrogating the possibility of reparation insystems of schooling. The idea of reparation requires us to understand the interconnections between past, present and future in boththe formation of injustice and its repair. It implies that until injustices are actively addressed they can endure in social institutions -such as education - which also shape lives-to-come. REPAIR-ED begins, therefore, with the hypothesis that reparative frameworks cancreate different futures of education. By integrating sociological, historical, philosophical, and participatory methods, the project willestablish a novel inquiry into the conditions and normative challenges of reparation in education. It asks: what does reparation inschool systems look like? The research explores the empirical bases of redress through the case study of systems of primary schoolingin Bristol, England. Detailed ethnographies and histories of schooling across the city's geographies of deprivation and advantage willexamine educational injustices, taking a particular focus on their racial and classed dynamics. Using narrative and dialogicapproaches, the project will investigate not only the contingent experiences of schooling among different groups, but also howcontested meanings of educational injustice can condition its collective recognition and its processes of repair. Injustice is not aninevitability in reparative futures of education: these are new, if challenging, theoretical and methodological horizons for the field ofeducation.