加拿大原住民教育政策的历史脉络、制度逻辑与发展路径——基于历史制度主义视角的考察

The Historical Context,Institutional Logic and Development Path of Aboriginal Education Policy in Canada——Based on the Perspective of Historical Institutionalism

加拿大原住民教育政策经历了殖民地时期的同化教育探索、同化教育成型、民族融合教育以及多元文化教育四个阶段。以历史制度主义为分析框架,从深层结构来看,加拿大原住民教育政策变迁深受经济发展需求、文化价值取向以及决策参与机制的影响;从行动主体来看,教会组织、政府机构与原住民族所代表的不同利益的博弈,共同塑造了原住民教育政策变迁的动力和基础。基于正义取向与国家发展需求,加拿大原住民教育政策在当下呈现出三种走向:通过去殖民化教育促进民族和解;确保原住民充分参与教育管理与决策;强化原住民的国家认同。

Canadian aboriginal education policy has experienced the historical evolution of assimilation education policy in the colonial period,national integration education and multicultural education.Taking historical institutionalism as analytical framework,we can better understand this policy evolution.From the perspective of deep structure,the change of Canadian aboriginal education policy is deeply influenced by the needs of economic development,cultural value orientation and decision-making participation mechanism.From the perspective of the subjects of action,the game of different interests represented by church organizations,government and indigenous groups jointly shapes the driving force of the change of indigenous education policy.Currently,based on the demands of justice orientation and national development,Canadian aboriginal education policy is developing along three paths:facilitating reconciliation through decolonization education,consolidating aboriginal education autonomy and strengthening national identity of aboriginals.