理念自觉与政策自觉——美国多元文化教育理论与我国民族教育理论的行动路径

Ideal Voluntarily and Policy Voluntarily——Different Approaches Between American Multicultural EducationTheory and Ethnic Education Theory in China

作为不同地域中的教育现象,美国多元文化教育与我国民族教育在"民族"这一语义上具有了集结点,对其中的诸多问题进行比较具有一定的学术价值。本文就美国多元文化教育理论与我国民族教育理论的相关问题进行比较,认为,其同质处在于各自理论都具有解释性与发展性,异质性表现在:美国多元文化教育理论无论内容还是形式都具有强烈的民间成分,其所由形成者是理念的,比较而言,由于中国民族教育的发展与实践一直是在民族政策的框架内运行的,我国民族教育理论主要是作为对我国民族教育政策的补充而出现的,是解释性的,其实质在于"政策性",它是中国民族教育政策的释放,其所由形成者,是政策主导的,其路径是自上而下的。

As the education phenomena in different regions, American multicultural education and ethnic education in China have reached the assembly point in the meaning of the word--＂ethnic＂. so it is academically significant to carry on the comparisons on many issues. This paper believes that American multicultural education theory is based on practice. In comparison, Chinese ethnic education theory, which is explanatory with its essence lying in the ＂policy--type＂, functions as a supplement to our country＇s ethnic education policy. It is the release of Chinese ethnic education policy and its establishment is guided by policy with its top--down approach.