跨越边界——社会正义取向的美国高校服务学习隐喻  

Cross the Border:The Metaphor of Justice-oriented Service-Learning in American Higher Education

作　　者：唐琼一[1,2] 

机构地区：[1]浙江大学教育学院,浙江杭州310028 [2]杭州师范大学,浙江杭州310028

出　　处：《比较教育研究》2010年第2期39-43,共5页International and Comparative Education

摘　　要：20世纪末,美国服务学习倡导者试图通过教育改造社会从而实现社会正义的理想。边界教育学为正义取向的服务学习提供了批判性的理论框架和解读视角。在面对由差异和权力构成的社会空间边界中,不同背景、不同群体的大学生通过服务学习实践成为现行边界的挑战者、重构者和超越者。社会正义取向的服务学习给予大学生挑战既有社会身份的机会,引导大学生关注现实中的差异和权力,培养他们的反思批判力和行动能力。At the end of 20th century, American service-learning advocators attempted to change the society by changing education so as to realize the social justice. Border pedagogy provides critical theory frame and perspective for justice-oriented service-learning. College students from lenged, re-constructed and transcended the situated borders through different groups and different context chalservice-learning practice. Justice-oriented service-learning give college students opportunities to challenge the social identity, and promote their concern about difference and power and their critical reflection and action competence.

关 键 词：服务学习 社会正义 跨越边界 美国 高校服务学习 

分 类 号：G511[文化科学—教育学]