教育政策的嵌入性——教育政策社会学基本理论分析方式的历史考察

The Embeddedness of Education Policy:A Historical Review on Basic Theoretical Analysis Approaches of Sociology of Education Policy

回顾20世纪40年代以来逐渐兴起的教育政策社会学文献,从思想史角度研究教育政策社会学基本理论分析方式的思想渊源、研究取向以及内在理论张力,可以看出教育政策社会学的基本理论分析方式为嵌入性,即教育政策的制定、文本的表达、政策的实施等均嵌入社会结构与能动性相互作用的脉络之中,既受社会结构的影响,也作用于社会结构。嵌入性分析方式源于社会科学传统,韦伯和曼海姆的理论指出了教育政策嵌入性思考的方向,福柯、布迪厄、伯恩斯坦等人的理论提供了进一步探索的概念工具。嵌入性分析方式的研究取向包含教育政策网络研究、过程研究、批判研究三个方面。嵌入性分析方式在结构与能动性之间、微观与宏观之间、研究者与研究之间存在着内在张力。

Based on the sociology of education policy research literature published since 1940s, the au- thor investigated the basic theoretical analysis approaches of the sociology of education policy {tom three aspects： the ideological origins, research orientation, and the problems in development. The embedded- ness of basic theoretical analysis approaches of sociology of education policy means that the education poli- cy-making, the expression of the text, and the policy implementation are embedded in the interaction of so- cial structure and activity. The embeddedness is affected by the social structure and meanwhile affects the social structure. The embeddedness can be traced back to the tradition of social science. First, Weber and Mannheim pointed out the thinking direction of education policy embeddedness; and then Foucault, Bour- dieu and Bernstein provided conceptual tools for further exploration. Specifically, the embeddedness con- tains three research orientations： the education policy network research, the process research and the criti- cal research. There is tension between the structure and the activity, the microscopic and the macroscopic, and the researcher and the research.