美国儿童养育的“学校化”——对“家长参与”政策的工具理性的评析

The “Schoolization” of Parenting in America:Analyse the Instrumental Rationality of the Policies of Parental Involvement

20世纪60年代至今,美国家长参与政策致力于将家长参与学校教育涵盖所有家庭。基于学校教育与经济成功关系框架的家长参与政策已经将家庭视为一种工具,而非独立的教育系统。政策以学业成绩为起点,通过确立家长问责框架、建构家长参与能力以及家长参与方式建模和普及化等路径,不断将家长参与学校教育作为一种"好的儿童养育"予以强化,以此促使家长"专业地"履行养育职责。在政策框架下,儿童养育的内涵被"学校化",家长与儿童之间的关系被"对象化",这意味着家校合作时代背景下的一种家校关系扭曲。

Since the 1960＇s, American federal policies of parental involvement are striving to include all families. Based on the relationship between schooling and economic success, families have been regarded as an instrument rather than an independent education system by these policies. The policies centralize the students＇ academic achievement, define parental involvement in schooling as a ＂good parenting＂ through assigning parents responsibility, building the capacity of involvement, and implementing model approaches to improve parental involvement, and urge parents to carry out parenting responsibilities ＂professionally＂. However, the parenting has been ＂schoolization＂, and the relation between parents and children has been ＂objectification＂. All these policies mean a distortion of the relationship between family and school.