教育政策的嵌入性——教育政策社会学基本理论分析方式的历史考察

发布时间：2018-04-21 16:27

本文选题：嵌入性 + 分析方式　；参考：《教育学报》2017年04期

【摘要】：回顾20世纪40年代以来逐渐兴起的教育政策社会学文献,从思想史角度研究教育政策社会学基本理论分析方式的思想渊源、研究取向以及内在理论张力,可以看出教育政策社会学的基本理论分析方式为嵌入性,即教育政策的制定、文本的表达、政策的实施等均嵌入社会结构与能动性相互作用的脉络之中,既受社会结构的影响,也作用于社会结构。嵌入性分析方式源于社会科学传统,韦伯和曼海姆的理论指出了教育政策嵌入性思考的方向,福柯、布迪厄、伯恩斯坦等人的理论提供了进一步探索的概念工具。嵌入性分析方式的研究取向包含教育政策网络研究、过程研究、批判研究三个方面。嵌入性分析方式在结构与能动性之间、微观与宏观之间、研究者与研究之间存在着内在张力。
[Abstract]:Looking back on the literature on the sociology of education policy that has been emerging since the 1940s, and studying the ideological origin, research orientation and internal theoretical tension of the basic theoretical analysis of the sociology of education policy from the perspective of the history of thought, It can be seen that the basic theoretical analysis of the sociology of education policy is embedded, that is, the formulation of educational policy, the expression of text and the implementation of policy, all of which are embedded in the context of the interaction between social structure and initiative, which is influenced by social structure. It also acts on the social structure. Weber and Mannheim's theory point out the direction of education policy embeddedness thinking, Foucault, Bourdieu, Bernstein and others provide further exploration of the concept tool. The research orientation of embeddedness analysis includes three aspects: education policy network research, process research and critical research. There is internal tension between structure and activity, between micro and macro, between researchers and research.
【作者单位】：国家开放大学教育教学部;
【分类号】：G40-011.8

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