英美流派批判教育学的价值诉求和理论局限

发布时间：2018-08-01 10:29

【摘要】：英美流派批判教育学出现解放教育学、非改革主义者的改革、边界教育学、革命的批判教育学、务实的批判教育学、转化教育学、批判生态教育学、三棱镜式批判教育学等不同形态。其形态尽管各不相同,但也有共通之处。英美流派批判教育学以启蒙和解放为旨趣,通过霸权意识批判、建立厚民主对话、构想教育即解放,追求从被压迫者的非人性化到自由的解放,把人类从各种压迫、异化与贬抑中解放出来,并致力于建立一个确保人的解放的社会。然而它仍然存在陷入批判性话语的困境,缺乏可能性的意义;陷入晦涩空泛,缺乏可操作性;陷入霸权叙述,缺乏差异共享;注重社会正义,忽视生态正义;注重学究偏向,忽视实践取向的理论等局限。
[Abstract]:Critical pedagogy of Anglo-American schools appeared in liberation pedagogy, non-reformist reform, boundary pedagogy, revolutionary critical pedagogy, pragmatic critical pedagogy, transformational pedagogy, and critical ecological pedagogy. Three prism critical pedagogy and other different forms. Although its shape is different, but also has the common place. The critical pedagogy of Anglo-American schools regards enlightenment and liberation as its purport, through the criticism of hegemonic consciousness, establishes a thick democratic dialogue, conceive that education is liberation, pursue the liberation from the dehumanization of the oppressed to the freedom, and oppress mankind from all kinds of oppression. Emancipated by alienation and derogation, and committed to building a society that ensures the emancipation of human beings. However, it still has the dilemma of falling into critical discourse, lacking the significance of possibility; falling into obscurity and lack of maneuverability; falling into hegemonic narration, lacking differential sharing; paying attention to social justice, neglecting ecological justice; paying attention to pedant bias. Ignore the theory of practical orientation and other limitations.
【作者单位】：华南师范大学教育科学学院;
【基金】：全国教育科学“十二五”规划2013年度国家一般课题“人性的教育学意义及教育人性化的实践策略”(项目批准号:BAA130007)
【分类号】：G40

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