英美流派批判教育学的价值诉求和理论局限

Critical Pedagogy of Anglo-American Genre:Value Appealing and Theoretical Limitations

英美流派批判教育学出现解放教育学、非改革主义者的改革、边界教育学、革命的批判教育学、务实的批判教育学、转化教育学、批判生态教育学、三棱镜式批判教育学等不同形态。其形态尽管各不相同,但也有共通之处。英美流派批判教育学以启蒙和解放为旨趣,通过霸权意识批判、建立厚民主对话、构想教育即解放,追求从被压迫者的非人性化到自由的解放,把人类从各种压迫、异化与贬抑中解放出来,并致力于建立一个确保人的解放的社会。然而它仍然存在陷入批判性话语的困境,缺乏可能性的意义;陷入晦涩空泛,缺乏可操作性;陷入霸权叙述,缺乏差异共享;注重社会正义,忽视生态正义;注重学究偏向,忽视实践取向的理论等局限。

Critical pedagogy of Anglo-American genre has different forms： pedagogy of liberation; non-reformist reforms; border pedagogy; revolutionary critical pedagogy; pragmatic critical pedagogy; transformative pedagogy; critical ecopedagogy; and prism-type critical pedagogy, Although they are not identical, there are also common elements. Critical pedagogy of Anglo-American genre, with the aid of interest of enlightenment and liberation, is conducting hegemony consciousness critique, building thick democracy dialogue, conceiving that education is liberation, pursuing from dehumanization of the oppressed to the liberation of freedom, liberating human from all kinds of oppression, alienation and derogatory, and striving to build the society in favor of human liberation. However, it still exists theoretical limitations： falling into the predicament of the critical discourse, lack of possibility of meaning;falling into becoming void and obscure, lack of operability;falling into a hegemony narrative, lack of sharing differences; paying attention to social justice, ignoring ecological justice;and paying attention to academic bias, ignoring praxis orientation.