教育公平视域下美国课后项目的发展历程、实践诉求与现实困境

The Development Process,Practical Demands and Realistic Difficulties of American After-School Programs from the Perspective of Educational Equity

课后项目在一定程度上标志着一个国家非正式教育的水平和层次,是实现教育公平的重要渠道。随着20世纪后半叶公平理论的发展,公平作为重要的价值取向贯穿美国课后项目的萌芽、初步发展、系统发展和深化发展的全过程,并呈现出不同的发展特征。为了在实践中践行教育公平,美国强调机会公平与教育质量并重,保障学生平等参与优质课后项目的机会;致力于经由差异实现公平,以保障学生多元发展的自主权;强调承认公平,以促进学生个体的社会性发展;保障程序公平,建立专业化的课后项目网络。但在实践过程中,美国课后项目教育资源的供需矛盾难以协调,面临着精英主义与平均主义的双重风险,过度竞争导致的非理性参与,课后项目的相对独立性被削弱的现实困境。

To a certain extent,after-school programs mark the level and layer of informal education of a country,and are important channels to realize educational equity.With the development of equity theory in the second half of the 20th century,equity,as an important value orientation,runs through the whole process of the sprout,initial development,systematic development and deepening development of after-school programs in the United States,presenting the different development characteristic.In order to practice educational equity,the United States emphasizes equality of opportunity and quality of education,and guarantees equal access to quality after-school programs for students.US is committed to realizing equity through differences,so as to guarantee students’autonomy in diverse development.US also emphasizes the recognition of equity,in order to promote the individual social development of students,and ensures procedural equity and establishes a professional network of after-school program.However,in practice,the contradiction between supply and demand of educational resources in after-school programs in the United States is difficult to be coordinated,and it is faced with the dual risks of elitism and egalitarianism,irrational participation caused by excessive competition,and the realistic predicament that the relative independence of afterschool programs is weakened.