聋教育改革与新教育公平的理论建构

Deaf Education Reform and New Theory Constructionfor Educational Equality

教育公平问题既是社会的关注焦点也是学术研究的热门话题。围绕"公平"一词,可以看到一个独特的以宏观制度性表述为特色的话语空间,充斥着对社会正义的希望寄托和激情澎湃,以及相应的种种具体改革操作指南。但这些操作指南大多指向机会与资源的种种不平等,在教育的起点、过程、结果及其制度保障上大做文章,而很少去思考个体的生命体验、生活感受以及意义赋予等问题。为此,只有敏感于个体的生命体验、生活感受以及意义赋予,学会平等换位的思考,新教育公平的理论建构才有可能。

Educational equality remains a persistent issue both in schools and in academic research. This paper suggested that the existing discourse around ＂equality＂ is significantly institution-oriented, filled with great wishes and passions for social justice, and a variety of specific reform guidelines. However, most of the guidelines exist on the inequality of the education opportunities and resources, and devote to a better institutional guarantee for the starting point, processes, or results of education. The life experience, life understandings and the meanings given by individuals have rarely been highly valued. This article concluded that only when we are sensitive to the experience, understandings and meanings and able to considerately put ourselves in others＇ shoes, can we get access to new theory construction for educational equality.