铸牢中华民族共同体意识背景下民族教育政策的渐进分析

Progressive Analysis of Ethnic Education Policies under the Background of Consolidating the Sense of Community of the Chinese Nation

中华民族共同体意识是从中华民族伟大复兴战略高度提出的民族创新理念,是新时代民族教育的前进目标与工作标准。民族教育政策的发展与中华民族共同体意识话语体系息息相关,运用渐进决策模式对其梳理可分为三个阶段:一是识别民族发展的潜在风险,设立民族教育司的铸牢中华民族共同体意识萌发阶段;二是明确民族意涵,将共同体意识嵌入各级各类教育的铸牢中华民族共同体意识形成阶段;三是以民族团结进步教育政策为主体,语言文字、教材管理、教师教育、理论体系建设政策为辅的中华民族共同体意识铸牢阶段。其演变逻辑是在原有民族教育政策上逐渐明确政策目标,构建包含少数民族教育政策的中华民族教育政策体系,形成多方联动的嵌入式政策执行机制。这种渐进式政策制定模式有利于维护民族团结稳定与现有的教育成果,同时也存在权责分散、执行不到位的可能。

Consolidating the sense of community of the Chinese nation is an innovation concept put forward from the strategic height of the great rejuvenation of the Chinese nation,and it is the forward goal and work standard of ethnic education in the new era.The development of ethnic education policies is closely related to the discourse system of the sense of community of the Chinese nation,which can be divided into three stages by using the progressive decision-making mode.The first is to identify potential risks to national development and set up the Department of Nationalities Education,which is the nascent stage of consolidating the sense of community of the Chinese nation.The second is to clarify the meaning of nationhood and embed the sense of community in all levels and types of education,which is the formative stage of consolidating the sense of community of the Chinese nation;The third is to consolidate stage of the sense of community of the Chinese nation with the policy of education for the progress of national unity as the main body,supplemented by the policies on language and writing,textbook management,teacher education,and the construction of the theoretical system.The logic of its evolution is to gradually clarify the policy objectives on the original national education policy,to build a Chinese national education policy system that includes the education policy for ethnic minorities,and to form a multi-linkage embedded policy implementation mechanism.This progressive model of policy formulation is conducive to maintaining national unity and stability and existing educational achievements,while at the same time there is the possibility of decentralization of authority and responsibility and inadequate implementation.