美國(guó)“家長(zhǎng)參與”政策批判研究
發(fā)布時(shí)間：2018-07-27 11:57
【摘要】：在兒童的教育過程中,家庭和學(xué)校是最主要的兩個(gè)實(shí)施單元。學(xué)校伴隨著家庭教育功能的部分衰退而興起,經(jīng)過大規(guī)模擴(kuò)展、專業(yè)化建設(shè)以及現(xiàn)代制度建構(gòu),已經(jīng)成為現(xiàn)代世界中教育的壓倒性主力,家庭的教育職能則處于邊緣和次要地位。然而,隨著兒童對(duì)現(xiàn)代學(xué)校制度的依賴和兒童發(fā)展標(biāo)準(zhǔn)多元化之間張力的擴(kuò)大,家校合作已經(jīng)勢(shì)在必行。20世紀(jì)中期以來,美國(guó)以政策路徑進(jìn)行持續(xù)而堅(jiān)定的家校合作關(guān)系建構(gòu),希圖將家長(zhǎng)參與學(xué)校教育涵蓋所有家庭。應(yīng)該如何看待這一政策倡導(dǎo)下的家校關(guān)系的本質(zhì)?美國(guó)對(duì)家校關(guān)系的政策倡導(dǎo),代表著家庭的獨(dú)立教育職能重回兒童發(fā)展主流視域,還是代表著家庭已經(jīng)作為一種現(xiàn)代學(xué)校制度的附庸工具而被重新界定?家校關(guān)系是否需要政策引導(dǎo)?政策系統(tǒng)能否對(duì)家校關(guān)系作出合法的、有效的引導(dǎo)?又該以什么作為評(píng)判其合法性和有效性的依據(jù)?本研究試圖通過以下幾個(gè)部分對(duì)上述研究問題加以探討:第一章確立家校關(guān)系的政策考察路徑,即依據(jù)哈貝馬斯的系統(tǒng)與生活世界學(xué)說這一理論視角確立考察家校關(guān)系政策的有效性和合法性標(biāo)準(zhǔn),對(duì)美國(guó)“家長(zhǎng)參與”政策研究進(jìn)行一種政策價(jià)值定向。第二章進(jìn)行美國(guó)“家長(zhǎng)參與”政策的歷史背景和文本解析,通過厘清政策的目標(biāo)人群、政策目的與宗旨、政策方案的設(shè)計(jì)以及政策邏輯特征等基本輪廓,初步辨識(shí)出美國(guó)“家長(zhǎng)參與”政策的基本價(jià)值定位的“失真”。第三章闡釋美國(guó)“家長(zhǎng)參與”政策的理念基礎(chǔ),揭示美國(guó)主流文化群體的家校關(guān)系特征、“家長(zhǎng)參與”觀念的演化,及其對(duì)當(dāng)下的“家長(zhǎng)參與”政策進(jìn)行的“自以為是”的同構(gòu)。第四章從種族隔離和歧視對(duì)政策目標(biāo)人群的生活和教育經(jīng)歷、文化傳統(tǒng),以及價(jià)值觀念等層面的影響來審視其家校關(guān)系方面的認(rèn)知基礎(chǔ),并以此質(zhì)疑美國(guó)“家長(zhǎng)參與”政策的針對(duì)性、適切性、合法性和有效性,從而揭露美國(guó)以主流階層的家校關(guān)系觀念為基礎(chǔ)建構(gòu)起來的家校關(guān)系政策正在對(duì)政策目標(biāo)群體進(jìn)行著系統(tǒng)的意識(shí)操縱的現(xiàn)實(shí)。第五章詮釋美國(guó)“家長(zhǎng)參與”政策以經(jīng)驗(yàn)分析為主的科學(xué)研究、各種標(biāo)準(zhǔn)化工具以及聯(lián)邦權(quán)力與聯(lián)邦基金等作為其“合法化”路徑,試圖讓所有家校關(guān)系實(shí)踐的利益相關(guān)者接受它并付諸實(shí)踐。揭示政策在專家統(tǒng)治意識(shí)、技術(shù)主義以及工具理性的驅(qū)動(dòng)下,以各種工具性途徑引導(dǎo)和強(qiáng)化社會(huì)主流階層的家校關(guān)系意識(shí),呈現(xiàn)出政策系統(tǒng)對(duì)家庭教育的“侵占”。第六章梳理并展示美國(guó)“家長(zhǎng)參與”政策實(shí)踐中的矛盾,進(jìn)一步指出“家長(zhǎng)參與”政策對(duì)處境不利兒童家長(zhǎng)和教師主體間的文化沖突、處境不利家長(zhǎng)與中產(chǎn)階級(jí)白人家長(zhǎng)主體間的文化沖突的忽視已經(jīng)嚴(yán)重地影響了政策對(duì)有效性的價(jià)值定位。在結(jié)語部分,本研究指出:1.美國(guó)“家長(zhǎng)參與”政策在基本價(jià)值定位和價(jià)值選擇上存在“失真”與“自以為是”的扭曲現(xiàn)象,政策對(duì)政策目標(biāo)人群的家校關(guān)系型塑并非基于其共享的意義和生活世界,而是基于各種“工具理性”的合法化路徑,這直接導(dǎo)致政策對(duì)家校關(guān)系行動(dòng)者的主體間性的忽視,家校關(guān)系符號(hào)意義再生產(chǎn)的過程變成一個(gè)去政治化的、意識(shí)操縱的過程;2.美國(guó)家校關(guān)系的政策導(dǎo)向?qū)е旅绹?guó)兒童養(yǎng)育“學(xué)校化”;3.美國(guó)“家長(zhǎng)參與”政策代表著一種受現(xiàn)代工具理性侵襲的家校關(guān)系,它會(huì)導(dǎo)致家庭的獨(dú)立教育職能、親子關(guān)系以及兒童養(yǎng)育理念等的逐漸異化。通過對(duì)美國(guó)“家長(zhǎng)參與”政策的考察研究后發(fā)現(xiàn),家校合作熱潮所倡導(dǎo)的,并非家校的真正合作伙伴關(guān)系的建立,家庭也遠(yuǎn)非是一個(gè)獨(dú)立的教育職能單位。相反,政策導(dǎo)向的家校關(guān)系中,家庭已經(jīng)成為現(xiàn)代學(xué)校制度的附庸工具,強(qiáng)大的工具理性和技術(shù)理性因素已經(jīng)將家庭吸附于學(xué)校的經(jīng)濟(jì)功能的實(shí)現(xiàn)過程中,家長(zhǎng)所能掌控和發(fā)揮的對(duì)學(xué)校教育的監(jiān)督、建議、問責(zé)和申訴的功能都是被囿限于家庭對(duì)學(xué)校的經(jīng)濟(jì)功能的依賴的范圍內(nèi),很難真正獨(dú)立地、有意識(shí)地自主關(guān)注兒童的自由發(fā)展。家庭和兒童都已經(jīng)成為現(xiàn)代理性的規(guī)格產(chǎn)品,非理性的情感溝通以及兒童的基本生活需求等方面都已經(jīng)逐漸被學(xué)業(yè)成績(jī)這一中心任務(wù)所掩蓋,甚至無視;各種嚴(yán)肅的道德也都被適應(yīng)體制內(nèi)生存和發(fā)展的各種個(gè)性品質(zhì)所代替。這是現(xiàn)代理性對(duì)家庭和兒童生活的“侵占”,而非人的理性選擇下的認(rèn)同與共識(shí)。
[Abstract]:In the course of children's education, families and schools are the two most important units of implementation. Schools are rising with the partial decline of the function of family education. After a large scale expansion, professional construction and modern system construction, the school has become the overwhelming main force of education in the modern world, and the educational function of the family is on the edge and secondary. However, with the expansion of children's dependence on the modern school system and the tension between the diversity of standards for children's development, home school cooperation has been imperative in the middle of the.20 century. The United States has built a steady and firm relationship between home and school with the policy path. The essence of the family school relationship under this policy? The policy advocacy of the family school relations in the United States, represents the independent educational function of the family back to the mainstream of the development of the children's mainstream, or represents the family has been redefined as an appendage tool for a modern school system? Is it necessary for the family school relations to be guided by policy? Or whether the policy system is right or not What is the basis for the legal and effective guidance of home school relations? What is the basis for judging its legitimacy and effectiveness? This study attempts to discuss the above research issues through the following parts: the first chapter establishes the policy investigation path of home school relations, which is based on the theoretical perspective of Habermas's system and the living world theory. In the second chapter, the historical background and text analysis of "parental participation" policy in the United States are carried out. The goal of the policy objectives, the design of policy plan and policy logic are clarified. The third chapter explains the concept of "parental participation" policy in the United States, reveals the characteristics of the family school relationship in the mainstream American cultural groups, the concept of "parental participation", and the "parental participation" policy in the present. The fourth chapter examines the cognitive basis of the family school relationship from the effects of racial segregation and discrimination on the life and education experience, cultural traditions, and values of the policy target population, and in order to question the pertinence, relevance, legitimacy and effectiveness of the "parental participation" policy in the United States. The family school relations policy, which is based on the concept of home school relations in the mainstream of the United States, is making a systematic and conscious manipulation of the policy target group. The fifth chapter explains the scientific research, the various standardization tools, the federal power and the federal fund, as well as the empirical analysis of the "parental participation" policy in the United States. As its "legalization" path, it tries to accept it and put it into practice by all stakeholders in the practice of family school relations. It reveals that policy, driven by expert rule consciousness, technicism and instrumental rationality, leads and strengthens the family school relationship consciousness of the mainstream social class by means of various tools, and presents a policy system to family education. The sixth chapter combs and shows the contradictions in the policy practice of "parental participation" in the United States, and further points out the cultural conflict between the parents and teachers of the disadvantaged children, and the neglect of the literary conflict between the disadvantaged parents and the middle class white parents has seriously affected the policy. In the concluding part, this study points out that 1. American "parental participation" policy has the distortion and "self righteous" distortion in the basic value orientation and value choice, and the policy to the policy target population is not based on its shared meaning and living world, but based on various types of family school relations. The legal path of "instrumental rationality" directly leads to the neglect of the intersubjectivity of the family school relations actors. The process of the reproduction of the symbolic meaning of the family school relationship becomes a process of political and conscious manipulation; 2. the policy orientation of American school relations leads to the "schooling" of American children, and the 3. American "parental participation" "The policy represents a family school relationship that is attacked by modern instrumental rationality. It will lead to the gradual alienation of the independent educational function of the family, the relationship between parents and children, and the concept of child parenting. After a study of the" parental participation "policy in the United States, it is found that the upsurge of home school cooperation is not the true partnership of the school. To establish, the family is far from an independent educational function. On the contrary, in the policy oriented family school relationship, the family has become the appendage tool of the modern school system. The powerful instrumental rationality and technical rationality have already absorbed the family in the realization process of the economic function of the school, and the parents can control and play to the school teaching. The function of education supervision, advice, accountability and appeal is limited to the family's dependence on the economic function of the school. It is difficult to be truly independent and conscious of the free development of children. Families and children have become modern rational specifications, irrational emotional communication and the basic needs of children. All the other aspects have been gradually covered up by the central task of academic achievement, or even disregard; a variety of serious morality is also replaced by the various qualities of individual character adapted to the existence and development of the system. This is the identity and consensus of modern reason "encroachment" on family and children's life, rather than the rational choice of human beings.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類號(hào)】：G571.2
，
本文編號(hào)：2147748
[Abstract]:In the course of children's education, families and schools are the two most important units of implementation. Schools are rising with the partial decline of the function of family education. After a large scale expansion, professional construction and modern system construction, the school has become the overwhelming main force of education in the modern world, and the educational function of the family is on the edge and secondary. However, with the expansion of children's dependence on the modern school system and the tension between the diversity of standards for children's development, home school cooperation has been imperative in the middle of the.20 century. The United States has built a steady and firm relationship between home and school with the policy path. The essence of the family school relationship under this policy? The policy advocacy of the family school relations in the United States, represents the independent educational function of the family back to the mainstream of the development of the children's mainstream, or represents the family has been redefined as an appendage tool for a modern school system? Is it necessary for the family school relations to be guided by policy? Or whether the policy system is right or not What is the basis for the legal and effective guidance of home school relations? What is the basis for judging its legitimacy and effectiveness? This study attempts to discuss the above research issues through the following parts: the first chapter establishes the policy investigation path of home school relations, which is based on the theoretical perspective of Habermas's system and the living world theory. In the second chapter, the historical background and text analysis of "parental participation" policy in the United States are carried out. The goal of the policy objectives, the design of policy plan and policy logic are clarified. The third chapter explains the concept of "parental participation" policy in the United States, reveals the characteristics of the family school relationship in the mainstream American cultural groups, the concept of "parental participation", and the "parental participation" policy in the present. The fourth chapter examines the cognitive basis of the family school relationship from the effects of racial segregation and discrimination on the life and education experience, cultural traditions, and values of the policy target population, and in order to question the pertinence, relevance, legitimacy and effectiveness of the "parental participation" policy in the United States. The family school relations policy, which is based on the concept of home school relations in the mainstream of the United States, is making a systematic and conscious manipulation of the policy target group. The fifth chapter explains the scientific research, the various standardization tools, the federal power and the federal fund, as well as the empirical analysis of the "parental participation" policy in the United States. As its "legalization" path, it tries to accept it and put it into practice by all stakeholders in the practice of family school relations. It reveals that policy, driven by expert rule consciousness, technicism and instrumental rationality, leads and strengthens the family school relationship consciousness of the mainstream social class by means of various tools, and presents a policy system to family education. The sixth chapter combs and shows the contradictions in the policy practice of "parental participation" in the United States, and further points out the cultural conflict between the parents and teachers of the disadvantaged children, and the neglect of the literary conflict between the disadvantaged parents and the middle class white parents has seriously affected the policy. In the concluding part, this study points out that 1. American "parental participation" policy has the distortion and "self righteous" distortion in the basic value orientation and value choice, and the policy to the policy target population is not based on its shared meaning and living world, but based on various types of family school relations. The legal path of "instrumental rationality" directly leads to the neglect of the intersubjectivity of the family school relations actors. The process of the reproduction of the symbolic meaning of the family school relationship becomes a process of political and conscious manipulation; 2. the policy orientation of American school relations leads to the "schooling" of American children, and the 3. American "parental participation" "The policy represents a family school relationship that is attacked by modern instrumental rationality. It will lead to the gradual alienation of the independent educational function of the family, the relationship between parents and children, and the concept of child parenting. After a study of the" parental participation "policy in the United States, it is found that the upsurge of home school cooperation is not the true partnership of the school. To establish, the family is far from an independent educational function. On the contrary, in the policy oriented family school relationship, the family has become the appendage tool of the modern school system. The powerful instrumental rationality and technical rationality have already absorbed the family in the realization process of the economic function of the school, and the parents can control and play to the school teaching. The function of education supervision, advice, accountability and appeal is limited to the family's dependence on the economic function of the school. It is difficult to be truly independent and conscious of the free development of children. Families and children have become modern rational specifications, irrational emotional communication and the basic needs of children. All the other aspects have been gradually covered up by the central task of academic achievement, or even disregard; a variety of serious morality is also replaced by the various qualities of individual character adapted to the existence and development of the system. This is the identity and consensus of modern reason "encroachment" on family and children's life, rather than the rational choice of human beings.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類號(hào)】：G571.2
，
本文編號(hào)：2147748
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