美国批判课程领导的理论向度及成长路径研究

American CriticalCurriculum Leadership:Theoretical Basis and Development Routes

美国社会的整体"右倾"致使保守主义话语统驭着公立学校的课程实践。批判课程领导旨在揭露课程事件的社会、文化和政治意义,促进课程的民主生活实践。对批判课程领导的理解可以从课程意义的多元性和教育的批判立场两个向度进行。批判课程领导成长的内在机制在于其对自我身份的不断探究和确证,通过营造宽容的学校文化氛围、推进生态课程的开发进程以及加强协作叙事的共同体创建,批判课程领导才得以发展成熟。中国语境下的课程领导在面对应试教育挑战的同时,要警惕课程工具化带来的效率危机,以批判的态度审视课程的种种不公平现象,推进课程与日常生活民主建设。

Right Wing in American society leads the Conservative discourse to control the curriculum practice in public school. Critical curriculum leaders aim to expose social, cultural and political implication of different curriculum events, in order to promote democratic curriculum lives. From the perspectives of multi level meanings of curriculum and critical thinking of critical pedagogy, critical cur- riculum leaders can be fully understood. The inner mechanism of critical curriculum leader development is the never--ending exploration and affirmation of its identity. Through the creation of loose school culture atmosphere, improvement of ecological curriculum development and the creation of collaborate community, critical curriculum leader can be perfect. Chinese curriculum leader not only meets the need of the challenge from examination--oriented education, but also pays special attention to efficiency crisis. Curriculum leader should try to adopt critical attitude toward any unjust curriculum events, and propel the process of democracy construction in the society.