授权来自什么?中国流动儿童教师“公民谈话”实践

IF 3.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
L. Yiu, Min Yu
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引用次数: 4

摘要

摘要:通过北京和上海的两个多地点民族志项目,我们探讨了公立学校和流动儿童学校的教师如何应对限制流动学生受教育机会的国家政策。我们通过提出“从何而来的赋权”这个问题来论证政治背景在重新定义赋权中的重要性。“通过明确什么是正常化,我们提出了一个问题,即赋权的主流定义已经边缘化和轻视了在中国从事强大赋权行动的教育工作者的经验。”重要的是,这项研究揭示了中国教师如何使用“公民谈话”实践来参与农民工学生的赋权过程。我们认为,这篇文章的价值在于推动批判性学者更深入地思考作为社会文化转型的赋权问题,并通过引发关于背景如何重要的辩论来推进这一领域。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Empowerment from what? Teacher ‘citizenship talk’ practices for migrant children in China
ABSTRACT Drawing on two multi-site ethnographic projects in Beijing and Shanghai, we explore how teachers in both public schools and schools for migrant children have responded to state policies that restrict educational opportunities for migrant students. We argue the importance of political context in re-conceptualising empowerment by raising the question ‘empowerment from what?’ By making explicit what is normalised, we problematise the ways in which the predominant definition of empowerment has marginalised and trivialised the experiences of educators who are also engaging in powerful acts of empowerment in China. Importantly, this study sheds light on the ways in which Chinese teachers use ‘citizenship talk’ practices to engage in empowerment processes for migrant students. We contend that the value of this piece lies in pushing critical scholars to think more deeply about empowerment as socio-cultural transformation and advancing the field by generating debate on how context matters.
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来源期刊
Comparative Education
Comparative Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.40
自引率
21.20%
发文量
35
期刊介绍: This international journal of educational studies presents up-to-date information with analyses of significant problems and trends throughout the world. Comparative Education engages with challenging theoretical and methodological issues - and also considers the implications of comparative studies for the formation and implementation of policies - not only in education but in social, national and international development. Thus it welcomes contributions from associated disciplines in the fields of government, management, sociology - and indeed technology and communications - as these affect educational research and policy decisions.
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