全球教育“最佳实践”的塑造:社会情感学习在美国发展及溢出的政策网络分析

The Construction of Global Education‘Best Practice':A Network Ethnography Analysis of Social and Emotional Learning in the United States and Beyond

社会情感学习最早于20世纪90年代在美国兴起,后被很多国家和国际组织学习、借鉴,现已成为全球流行的新教育“最佳实践”。本文以社会情感学习兴起的关键政策结点——CASEL为聚焦,运用社会网络民族志的研究方法,追踪和呈现了这一流行的“最佳实践”如何在美国兴起、兴盛并向全球流动的政策轨迹。本文基于对CASEL所在政策网络的建构、变化和拓展的分析,呈现了该政策网络在理念建构、网络联结、治理系统和政策迁移中的塑造技术和主导政策理性。研究结论呈现了“应用型政策”的新形态、新逻辑、新过程和新影响,对教育治理和全球教育“最佳实践”进行了重新审视。本文也结合政策网络分析,为我国开展社会情感教育提供了相关建议。

the ideas and practice of social and emotional learning(SEL)first arose in the United States in the 1990s and then were taken up and borrowed by many countries and transnational organisations.Now SEL has become a new and popular form of education‘best practice'worldwide.Using the method of network ethnography to follow a key node(CASEL)in shaping SEL practices,this paper depicts and demonstrates the policy trajectory of how SEL was developed in the United States and mobilised to the global.This paper shows the construction,changes,and extension of the policy network where CASEL is situated,and demonstrates the techniques used to produce ideas,connect relations,shape governance,and transfer policies.The discussions also foreground the dominant policy discourse embedded in the policy network.The findings highlight a paradigm of applied policy"and its new qualities,logic,processes,and effects on education governance and the construction of global education'best practice'.Drawing on the policy network analysis,this paper also provides suggestions to think of how to enact social and emotional learning in China.