英国少数族裔教育政策的阶段特征与核心价值

Stage Characteristics and Core Values of British Educational Policies for Ethnic Minorities

通过分析英国在二战前、二战后至20世纪80年代及近40年来三个阶段少数族裔教育政策的特征表现,可以发现其政策核心价值在于深受社会、经济和政治的转型及变化的影响、阶段化改善少数族裔教育境况、明确多元主义的政策导向等。英国少数族裔教育政策从历史阶段化发展、族群分布化类型、决策导向性演进、未来趋势化展望等方面具有与我国相类似的特征和可类比的属性,因而对于我国少数民族教育政策的改进和完善具有一定的启发意义:首先根据时代特征和阶段需要来制定前瞻性的少数民族教育政策,其次应强化政府和社会对于少数民族教育项目的扶持和培育,最后应加强各民族在国际多元主义文化背景下的民族繁荣和国家价值体系融入。

According to the analysis of the characteristics of educational policies for ethnic minority in the UK before World War II, from World War II till the 1980 s, and in the last 40 years, it can be found that the core values of the policies lie in a deep influence of social, economic, and political changes, gradual improvement of educational conditions for ethnic minorities, and establishing the policy orientation of pluralism.The British educational policies for ethnic minorities have similar characteristics and comparable properties compared with the Chinese ones in terms of historical development, ethnic distribution, policies orientation, and future trend. Therefore, it is of certain inspirational significance to the improvement of ethnic educational policies of China. First, it is necessary to formulate forward-looking ethnic educational policies according to stage characteristics and demands. Secondly, the governmental and social support and cultivation for ethnic educational projects should be strengthened. Finally, the prosperity and integration into the national value system in the context of international pluralistic culture of all ethnic groups should be promoted.