“谁的知识最有价值”命题对民族教育课程知识选择的意义

The Significance of "Whose Knowledge Is the Most Valuable" Proposed by Michael W.Apple in Selecting Curriculum Knowledge for Ethnic Education

课程知识选择从"什么知识最有价值"到"谁的知识最有价值"的转变过程,是课程知识选择视野从无主体向主体发生变化、课程知识选择主题、从无主体向主体问题发生变化、课程知识选择方法论从无主体向主体方法发生变化的过程。在民族教育课程知识选择的视野、主题和方法论上应介入知识与权力的关系,关注权力在民族教育课程知识选择中的重要影响。

In selecting curriculum knowledge,the transition from ＂What knowledge is the most valuable＂ to ＂Whose knowledge is the most valuable＂ signifies the change from non-subject to subject in vision,theme and methodology.The relation between knowledge and power should be integrated into the selection and attention should be paid to the influence of power in selecting curriculum knowledge for ethnic education.