我国教育人类学学科发展问题审视

On Discipline Development of Educational Anthropology in China

从教育人类学概念的引进,到对少数民族以及社会转型时期教育问题的关注,教育人类学在我国历经了概念引进、研究兴起和学科初步形成的发展历程,正朝着本土化、系统化的方向发展。但客观而言,我国教育人类学学科存在价值模糊、专业共同体缺失、研究主题模糊、研究范畴狭窄、研究方法缺乏专业性等问题。应从明确学科价值、完善专业共同体、拓展研究范畴、创新研究方法论这四个维度,探索我国教育人类学学科建设和实现该学科本土发展。

From the introduction of the concept of educational anthropology to the concern about ethnic minorities and social transformation education, educational anthropology in China has witnessed a process of the introduction of concept, the rise of educational anthropology study and the initial formation of educational anthropology. At present, educational anthropology is moving toward localization and systematization. However, fiom an objective point of view, there are still some problems in educational anthropology in China such as the value of the discipline is vague, the discipline community is absent, the study theme is not clear, the study category is limited and the research method is not professional, etc. All of these have brought challenges to the development of educational anthropology. In order to realize the disciplinary construction and the native development of educational anthropology in China, we shouht make clear the value of this discipline, improve discipline community, expand study category and innovate research methodology.