学校民族志与教育政策研究:从陌路到相逢

School Ethnography and Educational Policy: From Strangers to Encounters

长期以来,教育政策研究依赖的是量化的研究方法,把科学性狭义地等同于教育实验和数据分析,把实证单一地等同于大样本的调查。然而,20世纪80年代以来,公共政策研究掀起了对理性—技术主义研究取向的种种反思和批判,转向了后实证主义的研究视域。政策研究的后实证主义转向(价值的转向、文化的转向及语言的转向)与学校民族志的学术传统(关注情境、探究个体、寻求"地方性知识"和反思自我)不谋而合,从陌路走向相逢。具体来说,学校民族志有助于政策制定者界定"真正的"政策问题、自下而上地了解政策的发生机制,推动微观层面的学校变革。

For a long time,studies on education policies rely on quantitative researches,in which scientific researches are narrowly considered equal to experiments and data analysis and empirical researches are simply regarded as investigation on large samples.However,since the1980s,self-examination and criticism about techno-rational orientation have risen in the research of public policies,and people turned to the post-positivist orientation.The choice of the latter(which means changes in values,cultures,and languages)coincides with the academic tradition in school ethnography(which focuses on surroundings,exploring individuals,pursuing more knowledge about the region,and self-examination).More precisely,the ethnography assists policy makers in identifying“true”problem in policies,and getting to know the occurring mechanism from bottom to top to promote reforms in micro level.