Reparative Futures of Education

学校制度在结构上是不公正的，这几乎是不言而喻的。了解学校教育中持续存在的不公平现象的机制及其社会再生产的力量一直是教育领域研究的一个长期焦点。本项目保留了这一核心关切，但它通过质疑学校教育系统中赔偿的可能性而偏离了传统方法。赔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补救方面的相互联系。这意味着，在不公正得到积极解决之前，它们可以在教育等社会机构中持续存在，而教育也会影响未来的生活。因此，修复教育始于修复框架可以创造不同的教育未来的假设。通过整合社会学、历史学、哲学和参与性方法，该项目将对教育赔偿的条件和规范性挑战进行新的调查。它提出的问题是：学校系统中的补偿是什么样的？本研究通过对英国布里斯托小学教育制度的个案研究，探讨了学校教育补偿的经验基础。详细的民族志和学校教育的历史，在城市的贫困和优势的地理willexamine教育的不公正，特别关注他们的种族和阶级的动态。通过叙事和对话的方法，该项目不仅将调查不同群体之间的教育偶然经验，而且还将调查教育不公正的争议意义如何影响其集体认识和修复过程。在教育的未来，不公正并不是不可避免的：这是教育领域新的、具有挑战性的理论和方法论视野。

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.