社會公正領導理論研究
發(fā)布時間：2018-11-25 21:33
【摘要】：從20世紀70年代開始,教育領導理論出現(xiàn)“從林”景象。進人21世紀以后,這個從林中社會公正領導研究歷史雖然不長,但是研究文獻卻有實質性的增長,短短幾年,社會公正領導一躍成為當代西方教育領導研究的三大主流綜合范式之一,成為重塑21世紀教育領導專業(yè)的一個主流方向。它聚焦于平等、公正等價值和倫理問題,以一種關懷性的價值立場看待教育領導領域,關注學校教育領域乃至全社會的不平等不公正現(xiàn)象。 本論文中,筆者主要運用文獻分析法,對社會公正領導理論做了一個較為詳細地梳理與闡釋,主要內容包含社會關注領導理論的內容構成,社會公正領導的產(chǎn)生與發(fā)展,對社會公正領導理論的初步評價與展望,探討在我國當下學校管理實踐運用的可能性與緊迫性。 社會公正領導理論與其他領導理論相比,最令人耳目一新的領導理念是對弱勢群體學生的關注與關懷,教育領導者的一切行動都圍繞著學生的學業(yè)成就而展開。其研究興起于20世紀90年代末,至今仍處于快速發(fā)展時期。它深刻受到了女性主義、社會正義、批判教育等思想的熏陶。在教育領導理論蓬勃發(fā)展的浪潮中,社會公正領導理論體現(xiàn)了許多獨具的優(yōu)勢,然而畢竟它還處于發(fā)展之中,并不成熟,還存在一些局限和不足,時其評價應客觀。但我們更應看到其積極的借鑒意義。 國外有很多學者運用實證研究方式探討了學校領導與管理實踐中注重社會公正領導的必要性與現(xiàn)實性。他們不僅探討了學校中不公正不公平的教育機制,還探討了在學校中推進社會公正理論及其行動的方法與策略。本論文呈現(xiàn)了校長推進社會公正的行動策略,并基于我國目前的社會背景及學校教育情境,指出我國學校教育中推進社會公正領導的必要性、可能性與緊迫性,進而提出在我國學校管理實踐中推進社會公正領導的具體方法和政策建議。諸如校長要以人／社區(qū)為本,促進與家長和社區(qū)的溝通；校長要勇于促進學校的改進與發(fā)展；注重學校領導的前后延續(xù),做好校長的更替工作等。
[Abstract]:Since the 1970 s, the theory of educational leadership has appeared the scene of "from forest". After entering the 21st century, although the history of research on social justice leadership from the forest is not long, the research literature has actually increased substantially, in just a few years. Social justice leadership has become one of the three main integrated paradigms of contemporary western educational leadership research, and has become a mainstream direction in reshaping the specialty of educational leadership in the 21st century. It focuses on the value and ethical issues of equality and justice, views the field of educational leadership from a caring value standpoint, and pays close attention to the unfair phenomenon in the field of school education and the whole society. In this paper, the author mainly uses the literature analysis method to make a detailed analysis and explanation of the social justice leadership theory. The main content includes the content composition of the social concern leadership theory, the emergence and development of the social justice leadership. This paper discusses the possibility and urgency of the application of the social justice leadership theory in the current school management practice in China. Compared with other leadership theories, the most refreshing leadership concept of social justice is the concern and concern for the students from the disadvantaged groups. All the actions of the leaders in education are carried out around the students' academic achievements. Its research began in the late 1990 s and is still in a period of rapid development. It is deeply influenced by feminism, social justice and critical education. In the tide of vigorous development of educational leadership theory, social justice leadership theory embodies many unique advantages. However, it is still in the process of development, not mature, there are still some limitations and shortcomings, and its evaluation should be objective. But we should see its positive reference significance. Many scholars abroad have discussed the necessity and reality of paying attention to the social justice leadership in the practice of school leadership and management by means of empirical research. They not only discussed the educational mechanism of unfair and unfair education in schools, but also discussed the methods and strategies of advancing the theory of social justice and its actions in schools. This paper presents the action strategy of the principal to promote social justice, and points out the necessity, possibility and urgency of promoting social justice leadership in school education based on the current social background and school education situation in our country. And then put forward the concrete methods and policy suggestions to promote the social justice leadership in the practice of school management in our country. For example, principals should focus on people / communities, promote communication with parents and communities; principals should dare to promote the improvement and development of schools; pay attention to the continuity of school leadership and do a good job in the replacement of principals.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G40-052
[Abstract]:Since the 1970 s, the theory of educational leadership has appeared the scene of "from forest". After entering the 21st century, although the history of research on social justice leadership from the forest is not long, the research literature has actually increased substantially, in just a few years. Social justice leadership has become one of the three main integrated paradigms of contemporary western educational leadership research, and has become a mainstream direction in reshaping the specialty of educational leadership in the 21st century. It focuses on the value and ethical issues of equality and justice, views the field of educational leadership from a caring value standpoint, and pays close attention to the unfair phenomenon in the field of school education and the whole society. In this paper, the author mainly uses the literature analysis method to make a detailed analysis and explanation of the social justice leadership theory. The main content includes the content composition of the social concern leadership theory, the emergence and development of the social justice leadership. This paper discusses the possibility and urgency of the application of the social justice leadership theory in the current school management practice in China. Compared with other leadership theories, the most refreshing leadership concept of social justice is the concern and concern for the students from the disadvantaged groups. All the actions of the leaders in education are carried out around the students' academic achievements. Its research began in the late 1990 s and is still in a period of rapid development. It is deeply influenced by feminism, social justice and critical education. In the tide of vigorous development of educational leadership theory, social justice leadership theory embodies many unique advantages. However, it is still in the process of development, not mature, there are still some limitations and shortcomings, and its evaluation should be objective. But we should see its positive reference significance. Many scholars abroad have discussed the necessity and reality of paying attention to the social justice leadership in the practice of school leadership and management by means of empirical research. They not only discussed the educational mechanism of unfair and unfair education in schools, but also discussed the methods and strategies of advancing the theory of social justice and its actions in schools. This paper presents the action strategy of the principal to promote social justice, and points out the necessity, possibility and urgency of promoting social justice leadership in school education based on the current social background and school education situation in our country. And then put forward the concrete methods and policy suggestions to promote the social justice leadership in the practice of school management in our country. For example, principals should focus on people / communities, promote communication with parents and communities; principals should dare to promote the improvement and development of schools; pay attention to the continuity of school leadership and do a good job in the replacement of principals.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G40-052
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