教育中存在什么文化——兼论教育人类学与民族志的研究取向

The Cultural Approach in Educational Research——A Discussion on the Research Orientation of Educational Anthropology and Ethnography

在世界范围内,教育不再是少数人的特权,不同民族、种族、社会阶层、性别的群体都成为了教育的对象。移民和边缘群体成员的加入大大丰富了当今学生群体的来源和学校的文化差异。然而,在我国的教育研究中,对于文化的关注却严重滞后,不管是宏观的政策层面,还是微观的课堂互动层面,都缺少对于文化的讨论。教育民族志作为一种研究路径,从一开始就关注学校内外、教与学的过程中普遍存在的文化力量以及基于文化的价值冲突和权力博弈。

Education in today＇ s world is no long the right of a few. Students are increasingly from underrepresented groups along the lines of race, ethnicity, social class and gender. Migrants, immigrants and marginalized social members add to the heterogeneity of student population and cultural diversity in school. However, there is a paucity of attention to culture in China＇ s educational research, either in the macro-level policy studies or in micro-level studies of classroom interaction. Educational ethnography as a research tool, since its origin, pays attention to the cultural forces and contexts in teaching and learning as well as the cultural conflicts and power relations both inside and outside schools.