普惠性学前教育政策执行的社会学分析——基于嵌入性理论视角

An Analysis of the Policy Implementation of Inclusive Preschool Education ——From the Perspective of Embeddability Theory

政策执行是实现普惠性学前教育政策目标的重要保障。本文借鉴社会学嵌入性理论,以“社会人”的行动为视角,从关系性嵌入、结构性嵌入和政策工具适配性3个方面建构分析框架,审视普惠性学前教育政策的执行过程及存在的问题,探寻相关问题的解决之道。通过分析发现,普惠性学前教育政策执行中存在“脱嵌”问题,主要表现在4个方面:(1)普惠政策执行中行动者互动“脱嵌”;(2)忽视普惠政策共同体存在的问题;(3)普惠政策工具与政策共同体失衡;(4)忽视普惠政策执行者的弱关系信息“桥”作用。在此基础上提出普惠政策执行中的“镶嵌”策略:重视多元民主参与,增进政策执行主体之间的信任,提升政策工具与政策共同体的适配性,注重自主与合作相结合。

Policy implementation is an important guarantee to achieve the policy goal of inclusive preschool education. This paper draws on the sociological embeddedness theory to construct the theoretical framework in the three aspects of relational embedding, structural embedding and policy instrument adaptability and to examine the implementation process and related issues of inclusive preschool education policy with the aim of finding solutions to related problems. Through analysis, it is found that the problem of "de-embedding" in policy implementation is mainly manifested in four aspects: exclusion of interaction among policy implementers, ignorance of the initial acknowledgement shared by the inclusive policy community, imbalance between policy instruments and the policy community, and a neglect of the bridging role of the weak relationship information by the implementers of the inclusive policy. On the basis of the findings, the "inlaid" strategy of implementing the policy of inclusiveness is put forward, including attaching importance to multi-democratic participation, enhancing trust between policy implementers, strengthening the adaptability of policy instruments and policy communities, and putting focus on the combination of autonomy and cooperation.