Historical Study of National Integration and Education in American Cultural Plural Society

组织了四个小组进行这项合作研究。第一组(教育思想)专注于考察“文化化”的概念。“国家一体化”，“公共教育”，并将这些概念在美国独立战争和现在的背景下进行了比较。第二组(教育行政)研究了19世纪和现在的案例，重点是“种族”和“宗教”。在考察美国公立学校的“公共性”时，我们发现：(1)爱尔兰移民(天主教徒)和新教徒之间的冲突是种族性质的，而不是宗教教义；(2)“父母的权利”通常是在少数族裔抗议活动中提出的。第三组(高等教育)关注“性别”和高等教育在国家一体化中的作用，通过这项研究，“学生与文化”这一主题被认为是一个重要的主题。第四组(教育实践)，在考察多元文化教育的争论和实践时，关注美国教育中的“公共性”和“真实性”。在总结这次合作研究的阶段，有两个问题被认为需要进一步仔细考虑：一个是使用社会建构的概念，如“性别，“民族”和“种族”作为研究框架；另一个问题是把“多元文化主义”设想为局限于国家边界的问题。

Four groups were organized to pursue this co-operataive research. First group (Educational Thougts) focused on examining concepts of "culturalization." "national integration, " "public education, " and compared those concepts in contexts of American Revolution and present.Second group (Education Administration) examined cases of 19th century and present time, focusing on "ethnichity" and "religion." In examining the "public-ness" of American public schools, which are non-sectarian but Christian, we found out that : (1) conflicts between Irish immigrants (Catholics) and Protestants are of ethnicity rather than religious doctrines ; (2) "rights of parents" are usually put forward in protests of minorities. These insights are important to pursue the study of education and identity politics.Third group(Higher Education) focused on "gender" and the role of higher education in mational integration, and through this research, the theme of "students and culture" was recognized as an important subject.Fourth group(Educational Practices), in examining controversies and practices of multicultural education, focused on "public-ness" and "authenticity" in American education.In the stage of concluding this co-operative research, two problems were recognized as calling for further, careful consideration : one is the problem of using socially-constructed concepts such as "gender, " "ethnichity" and "race" as framesof research ; the other is the problem of conceiving "multiculturalism" as confined within national border.