美国儿童养育的“学校化”——对“家长参与”政策的工具理性的评析

发布时间：2018-05-08 13:32

本文选题：美国 + 家长参与政策　；参考：《外国中小学教育》2017年05期

【摘要】：20世纪60年代至今,美国家长参与政策致力于将家长参与学校教育涵盖所有家庭。基于学校教育与经济成功关系框架的家长参与政策已经将家庭视为一种工具,而非独立的教育系统。政策以学业成绩为起点,通过确立家长问责框架、建构家长参与能力以及家长参与方式建模和普及化等路径,不断将家长参与学校教育作为一种"好的儿童养育"予以强化,以此促使家长"专业地"履行养育职责。在政策框架下,儿童养育的内涵被"学校化",家长与儿童之间的关系被"对象化",这意味着家校合作时代背景下的一种家校关系扭曲。
[Abstract]:Since the 1960 s, parental participation policy in the United States has sought to include parents in school education for all families. Parental participation policies based on the framework of the relationship between school education and economic success have seen the family as a tool rather than an independent education system. Taking academic achievement as the starting point, the policy continuously strengthens the participation of parents in school as a "good parenting" by establishing a parental accountability framework, building the path of parental participation ability, and modeling and popularizing parental participation. In this way, parents are encouraged to perform their parenting duties "professionally". Under the framework of policy, the connotation of child rearing is "schoolized", and the relationship between parents and children is "objectified", which means that a kind of home-school relationship is distorted under the background of home-school cooperation era.
【作者单位】：东北师范大学国际与比较教育研究所;
【分类号】：G459;G571.2

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