学生对民主教育的体验及其对社会正义的影响

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Freya Aquarone
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引用次数: 1

摘要

本文以一所个案研究学校的数据为跳板,探讨了民主教育的立法如何既会产生问题,又会为我们概念化教育中的社会正义的方式提供新的可能性。南希·弗雷泽的社会正义三方框架被用来分析对英国一所民主学校14-16岁学生的深度访谈。这篇文章提出了两个关键论点:首先,它强调了“承认”和“代表”的相互依存关系,因此,呼吁主流政策和实践对参与式民主做出实质性承诺,作为“包容性教育”议程的一部分。其次,它指出了“再分配”正义和其他社会正义目标之间的紧张关系,这在民主教育(和其他进步教育)领域可能特别明显。这篇文章表明,加强民主学校和研究团体之间的关系,将为对教育中的社会正义进行集体批判性反思做出重要贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Student experiences of democratic education and the implications for social justice
Using data from a case-study school as a springboard, this article explores how enactments of democratic education might both problematise and illuminate new possibilities for the way we conceptualise social justice in education. Nancy Fraser’s tripartite framework of social justice is used to analyse in-depth interviews with students aged 14–16 from a democratic school in the United Kingdom. The article makes two key arguments: first, it highlights the interdependence of ‘recognition’ and ‘representation’ and, consequently, calls on mainstream policy and practice to make a substantive commitment to participatory democracy as part of the ‘inclusive education’ agenda. Second, it points to the tensions between ‘redistributive’ justice and other social justice aims which may be particularly stark in democratic education (and other progressive education) spaces. The article suggests that a strengthened relationship between democratic schools and research communities would offer a crucial contribution to collective critical reflection on social justice in education.
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来源期刊
Theory and Research in Education
Theory and Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.00
自引率
0.00%
发文量
22
期刊介绍: Theory and Research in Education, formerly known as The School Field, is an international peer reviewed journal that publishes theoretical, empirical and conjectural papers contributing to the development of educational theory, policy and practice.
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