20世纪以来美国基础教育扶贫政策公平价值观述评

A Review of the Equity Values of American Policies of Poverty Alleviation through Elementary Education Since the 20th Century

教育扶贫是世界各国极为关注的政治议题,美国的扶贫尤其值得关注。20世纪以来美国基础教育扶贫政策演变,蕴含着对公平价值观不断的思考。即,整体上经历了从20世纪前期保证教育起点平等的权利扶贫中的“形式性公平”转向20世纪中期强调教育机会均等的物质扶贫中的“补偿性公平”,接着从20世纪后期注重教育过程平等的资源扶贫中的“实质性公平”又过渡到21世纪后追求教育成就公平的能力扶贫中的“差异性公平”。

Poverty alleviation through education, in particular to that in the US, is a political issue of great concern to all countries in the world. An evolution of American policies on poverty alleviation through elementary education presents a constant reflection on equality values. Four shifts, since the 20 th century, have been experienced: 1)“nominal equality” employed to guarantee equality on thresh-hold in the early 20 th century;2)“compensatory equality” adopted to stress on equal opportunities in the middle 20 th century;3)“substantial equality” taken to ensure equality in process in the late 20 th century;4)“differential equality” accepted to pursue equality on education achievement in the 21 st century.