摘要
在诠释学与话语范式的影响下,教育政策社会学者将政策视为文本和话语,并形成了方法论的诠释取向和话语分析取向。方法论的诠释取向促使人们在收集和分析资料时关注教育政策意义的传递过程及行动者对意义的理解。方法论的话语分析取向则促使人们在收集和分析资料时关注政策话语对行动者行动的形塑作用,以及政策话语的社会条件。
Under the influence of hermeneutics and discourse paradigm, the scholars of sociology of education policy see the policy as text and discourse, and the methodological orientations of interpretation and discourse analysis have formed. Methodological orientation of interpretation makes people focus on the meaning of educational policy in transfer process and the understanding of actors. Methodological orientation of the discourse analysis is to encourage people to pay attention to the role of policy discourse in constructing the actors and the social conditions of policy discourse.
作者
王海平
WANG Hai-ping(College of Education, Capital Normal University, Beijing, 100048)
出处
《基础教育》
CSSCI
北大核心
2016年第5期22-27,33,共7页
Journal of Schooling Studies
基金
2015首都师范大学学术创新与优秀学位论文培育计划:校外教育政策的形成与执行--政策社会学的视角
关键词
诠释
话语分析
教育政策社会学
方法论
interpretation
discourse analysis
sociology of education policy
methodology