美国教育公共治理的公共性转型

Public Transition of Reforms on Public Governance of American Education

20世纪80年代以来的美国教育公共治理改革的主要策略,即教育多元中心治理和教育择校的有限尝试,是在学生学业"失败"上升为一个公共问题的条件下,因教育官僚制自身缺陷而必然采取的策略。它并不想整体突破教育官僚制和实现完全的择校自由,而是在持守教育公共性的前提下对教育官僚制缺陷的自我调整和弥补;它不仅仅体现为治理结构的改进,而且更重要的是在卢梭式的追问中实现了更高层次的公共性。从这个意义上看,教育公共治理实现了公共性的转型。对教育公共性的内涵我们需要重新理解。

In the context of failure of student achievement becoming a public problem, multi-governance of education and school choice, which are two major strategies of public governance in education, were adopted since 1980s to deal with the shortcomings of educational bureaucracy. It was not intended to break down the whole educational bureaucracy and fully carry out school choice. Instead, it tries to make self-adjustment and mending of the shortcomings of educational bureaucracy while maintaining the public nature of education. It not only implies the improvement of governance structure, but also achieves a higher level of public feature. In some way, the public nature of educational public governance has made a transition. We need a new view of public nature of education governance.