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1.
Kathleen Lynch 《International Studies in Sociology of Education》2013,23(1):93-111
ABSTRACT This paper is an account of how higher education can become a site of resistance in the pursuit of equality while also identifying the dangers and limitations involved in this process. The development of a new intellectual perspective, namely Equality Studies, is examined and its potential for the understanding of egalitarian practice is explored. The paper examines the reasons why sociology, in particular critical and neo‐Marxist sociology, became inadequate as a way of understanding inequality and exploring egalitarian goals. It explores the limitations of the work of equality empiricists which has failed to move outside the liberal paradigm, and of critical theory and neo‐Marxism which has not gone beyond critique to identify mechanisms and institutions to develop a new egalitarian order. Prom the author's perspective, the seeming inability of sociology to marry empirical and normative discourses was a key factor in contributing to the development of Equality Studies. The latter part of the paper outlines some of the central issues in Equality Studies and the positive influences on its development, both nationally and internationally. It argues for a new and more politically involved role for radical academics while recognising the very real constraints within which they now work. 相似文献
2.
Laura Anne Winter 《牛津教育评论》2018,44(3):338-352
Relational equality is broadly understood to be about relating to others as moral equals. I consider three questions of relational equality as applied to education: what, how, and why? Relational equality is important on a macro (societal) level, a meso (school) level structuring of relationships, and a micro (interpersonal relationships) level. I focus on micro level relational equality in schools, and connect theoretical perspectives from two neighbouring fields: education and humanistic counselling, suggesting that we might usefully draw on theory from humanistic counselling to inform our understanding of how egalitarian interpersonal relationships might manifest in education. I emphasise the importance of considering what we are trying to communicate through our behaviour and suggest that in order to treat someone as a moral equal, educators should work towards communicating empathy, unconditional positive regard, and congruence. Such an understanding gives a clearer focus for increasing equality than broader understandings of relational equality, and greater scope for challenging inequality than distributive accounts. 相似文献
3.
在构建和谐社会的进程中,教育应当先行,教育公平是实现社会公平的重要基石.而近年来我国教育公平失范,再生了新的社会不公平,并已成为和谐社会构建中最基本的不和谐音符.校正教育公平失范,促进教育公平的实现的政策选择有:加大教育投入,特别是加大对农村基础教育的投入力度;完善支付转移制度和优惠政策;制定面向弱势群体子女教育的优惠政策等. 相似文献
4.
Roy Nash 《International Studies in Sociology of Education》2013,23(2):171-194
A programmatic study of inequality/difference in New Zealand education has been carried out, for a quarter of a century, within a family resource framework that has supported both theoretical and empirical research. Although deeply influenced by Bourdieu's theories of social and cultural reproduction, its adherence to a realist philosophy of science means that its structure-disposition-practice explanatory schemes cannot be represented as Bourdieusian. This article takes the concept of habitus (as a set of learned dispositions)and argues that durable embodied cognitive schemes, acquired by children in classed environments, are a principal cause of observed class variation in educational performance. This view challenges accounts in which 'ability'is regarded as 'socially constructed'. The entire history of the sociology of education might be written in terms of its struggle against the dominant influence of IQ theory as an explanation of inequality/difference in education. It is not clear that our discipline has yet been successful in that struggle. These matters are discussed with reference to empirical data on the association between social class and educational achievement in New Zealand. The evidence suggests that class patterns of attainment, particularly on standardized tests designed to assess verbal intelligence, support the thesis that cognitive operations effected by the cognitive habitus are fundamentally involved in the reproduction of inequality/difference. It seems that the primary effects of socialisation may be more important than the secondary effects that many sociologists have taken as their proper area of concern. Some policy implications of this thesis - which is neither a move to encode IQ theory in a radical discourse nor an attempt to reinstate classical deficit theory - are discussed in the context of state-sponsored possibilism currently being imposed on many educational systems. 相似文献
5.
随着我国女性学的兴起和发展,＂教育性别平等＂已成为女性主义教育研究者的一个重要课题。通过将社会学范畴的女性学中关于社会性别的理论引进学校体育教育领域,采用文献资料法和专家访谈法,从女性的性别视角对我国目前学校体育教育中存在的性别不平等和忽视性别差异的问题进行考察,对其现象和原因进行探讨与分析。 相似文献
6.
Arch Chee Keen Wong 《British Journal of Educational Studies》2016,64(3):295-313
The article describes and discusses the theory and practice relationship that has taken place within teacher education and theological education by incorporating insights from various theologians and curriculum theorists. The article argues that both theology and education conceptualize the relationship between theory and practice in very similar ways and thus set the conditions under which potential interdisciplinary dialogue between theologians and educational theorists could begin by using transversal rationality. 相似文献
7.
Jack Demaine 《International Studies in Sociology of Education》2013,23(2):125-140
The last half-century of sociology of education is littered with the debris of functionalist theories about social reproduction, inequality and class. This article discusses 'progressive 'and 'conservative 'readings of arguments about social reproduction and explores the consequences for the sociology and the politics of education with reference to supposed 'influence ' and 'audience'. New Labour's embrace of the school effectiveness/improvement movement and the introduction of the Sure Start programme illustrate that while 'social reproduction' is still a concern for sociologists of education, policy-makers have more 'practical' concerns. 相似文献
8.
John Calvert 《Educational Philosophy and Theory》2015,47(9):982-995
AbstractHarry Brighouse discusses two conceptions of educational equality. The first is a type of equality of opportunity, heavily influenced by the work of John Rawls, which he calls the meritocratic conception. According to this conception, an individual’s educational prospects should not be influenced by factors such as their social class background. The other, radical conception, suggests a person’s natural talents should not influence their educational prospects either. Brighouse favors the meritocratic conception, but this article argues that it is flawed and that the radical conception ought to be preferred. Although a superior conception of educational equality, the radical conception is still not quite right, so this article develops a luck egalitarian conception of educational equality. It is argued that this conception reflects much current thinking about equality and avoids some of the difficulties with Brighouse’s two conceptions. Finally, two objections to a luck egalitarian conception are considered. 相似文献
9.
在对话中达于理解——关于中学对话教育的理论反思与实践重建 总被引：1，自引：0，他引：1
YANG Xiao-wei 《课程.教材.教法》2007,(10)
根据对话理念运用于中学的实’践体验,可以用"基于平等、沟通交流、达于理解"这12个字概括对话教育的内涵。(1)对话得以展开并取得成效的前提是"平等";(2)对话的实质是双方在思想、精神和情感上发生真实的沟通与交流;(3)对话教育的价值取向或最终追求的,是在人与人之间建立理解、信任和爱。对话教学在各科课堂教学中的深化,既要体现对话教学的共性,又应呈现出各学科自己的特色和个性。更为艰巨的任务是对话理念在课堂外学校教育实践中的拓展,对此,在当今学校变革中,展开人与组织、人与制度、人与文化之间对话具有重要的意义。 相似文献
10.
本文基于问卷调查所得数据,考察了社会分层对高等教育公平的影响.实证结果表明,优质高等教育机会的分配仍然向国家干部、企业经理等优势社会阶层的子女倾斜,社会分层扩大了高等教育的起点不公平;优势社会阶层子女在高等教育过程中处于有利地位,社会分层扩大了高等教育过程不公平,在重点本科院校中,过程不公平程度较大,而在一般本科和专科院校中,过程不公平程度较小;优势社会阶层子女更容易获得就业机会,社会分层对高等教育的结果公平有着不利影响,在重点本科院校中,这种影响较小,而在一般本科和专科院校中,这种影响较大.文章对此提出了相应的政策建议. 相似文献
11.
社会分层与经济发展之间存在着某种内在联系。以技术进步为动力的经济发展改变着社会分层的现状和社会分层的基础。然而,关于社会分层的价值问题,西方社会学家却有着不同的看法。功能主义的分层理论强调的是社会分层或社会不平等对社会发展的积极价值,而冲突社会分层理论强调的则是社会分层对社会稳定和发展的负面作用。 相似文献
12.
《British Journal of Educational Studies》2012,60(4):417-433
ABSTRACTThis paper seeks to examine the influence of Fabian Socialist thinking as the primary force in the development of critical theory as applied to higher education in Britain. The paper covers the impact of scientific Fabian Socialism and the establishment of the London School of Economics and Political Science, the Frankfurt School and the rise of critical theory and pedagogy, and offers a critique of these perspectives. The social reconstructionist theory, worked out in the USA, posits schools and teachers as planned agents of social and cultural reform by addressing and solving practical social problems. The reconstructionists and critical theorists embrace notions of equality, the eradication of social injustices, multiculturalism, increasing levels of social consciousness and the discussion of controversial issues through employment of critical forms of pedagogy. In Britain, Fabian Socialism led directly to the establishment of the Labour Party as a political entity. 相似文献
13.
In this article the writer explores the importance of and difficulty surrounding dialogue between students and teachers. This discussion is set within the wider context of a debate about the education of the emotions in our society and the argument is that this dialogue has a part to play in the education of the emotions. Thinking in the field of psychotherapy is drawn on as well as the writer’s experience as an educator, counsellor and trainer. She is currently working in higher education and concerned with teacher education and research. This background is relevant in that this experience is drawn on and it also shows up the focus of much of the work. This is concerned with personal, social and emotional development in education and with making this integral to education and organizations. 相似文献
14.
Donald Gillies 《教育政策杂志》2013,28(6):685-699
Two key themes of recent UK education policy texts have been a focus on ‘quality’ in public sector performance, and on ‘equality’ in the form of New Labour’s stated commitment to equality of opportunity as a key policy objective. This twin approach can be seen at its most obvious in the concept of ‘excellence for all’. This paper contends that in recent policy texts the vocabularies of quality management discourse and egalitarian discourse have become conflated, serving to mask key issues relating to educational inequality, seen at its most stark in the attainment gap. The paper argues that this has led to a failure to distinguish between the goals of quality management and the ends of egalitarianism. Discursive conflation of this sort risks obscuring the significance of socio‐economic context and the limited impact of within‐school action. The paper also suggests that the focus on equality in terms of school provision paradoxically risks entrenching social inequalities despite the appearance of egalitarian commitment. 相似文献
15.
墨西哥教育平等:现状、对策与启示 总被引：1，自引：0，他引：1
墨西哥教育不平等通过其教育贫富差距、教育地区差距、教育性别差异彰显出来。为此,墨西哥政府通过政策规约、法律保障、措施落实以实现人民对教育平等的诉求。本研究通过把脉墨西哥教育平等背景、现状、对策,透视发展中国家新自由主义政策与教育不平等、教育现代化与教育平等的两难困境,揭示发展中国家教育平等、教育公平到教育质量之发展理路。 相似文献
16.
高等教育大众化在带来效率的同时,也不可避免付出公平的代价,尤其是入学机会公平问题,越发显得突出。众多研究表明,我国高等教育的大众化,导致的不是真正意义上的"大众化",而是在精英阶层的"大众化",是教育不平等下的大众化,各社会阶层的入学机会差距被进一步扩大。高等教育大众化并没有实质性地增加"平等"和"公正"的内涵,反而为此而付出了公平与正义的代价。 相似文献
17.
ABSTRACT Over the past three decades, urban sociologists have shed light on the intensifying social inequality between the wealthiest and poorest neighborhoods in global cities; yet limited research has been done to illuminate the relationships between urban polarization and school choice (i.e., where parents choose schools for their children). This study sociospatially examines the patterns of secondary school choice in the global city of Toronto to illuminate the relationship between urban polarization and school choice. In doing so, this study combines Pierre Bourdieu’s sociospatial theory with a geographic information systems (GIS) approach. Overall, we found that popular schools and schools with specialized choice programs tend to be located in high-status neighborhoods, defined as neighborhoods with residents in the top 20% of family income, home prices, education attainment, and representation from the dominant culture. We also show that mobile students who choose popular schools or highly sought-after specialized programs tend to come from advantaged neighborhoods. Meanwhile, local students who choose a regular school in their neighborhood tend to come from low-status neighborhoods. With a new interdisciplinary approach, this study contributes to a more spatialized understanding of how social inequality and polarization account for school choice. 相似文献
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19.
Promoting social cohesion through education has re-emerged as an important policy objective in many countries during the past decade. But there is little clarity in policy discussions about what social cohesion means and how education may affect it. In this article we distinguish between social capital and societal cohesion and argue that education acts in differential ways on each. Using comparative, cross-country analysis, we develop a 'distributional model' which shows the relationship between equality of educational outcomes and various measures of social cohesion. In the final part of the article we discuss theories explaining the cross-country trends and variations in educational inequality and social inheritance in education, and argue that education system characteristics, such as degrees of 'comprehensiveness' in secondary schooling, may be an important factor in both. We conclude by arguing that policies to increase social cohesion through education must pay more attention to the reduction of educational equality than they currently do. 相似文献
20.
Leonel Lim 《Critical Studies in Education》2016,57(2):160-174
In this article I first discuss how in Singapore the concept of meritocracy captures both elitist and egalitarian aspirations, and the ways in which its education policies have for a long time vacillated between these conflicting dimensions. I then argue that critical studies of meritocracy need to go beyond an understanding of the term as an inherently unstable concept instantiated problematically in policy and practice. Rather, as I develop the argument further, the dynamics of meritocracy needs to be appreciated as an ideology that is negotiated by dominant social groups as these seek to legitimize particular distributions of social resources. Such dominant ideologies, however, are not only produced in the education system; they are also reproduced through it, often in far more complex ways. To see how these ideologies and their tensions animate the very mechanism that sits at the centre of the reproduction of (in)equality, viz. the curriculum, the rest of the article provides an account of how one particular subject area is differently taught in an elite and a mainstream school. 相似文献