中国城乡底层教育公正的政策研究:基于社会分层的视角  

Public Policy for the Justice of Urban and Rural Rock-bottom Education in China——A Perspective of Social Stratification

作　　者：李涛[1] 

机构地区：[1]东北师范大学农村教育研究所,长春130024

出　　处：《中国行政管理》2013年第3期30-34,共5页Chinese Public Administration

基　　金：国家社科基金重点项目"当前农村教育发展现状;问题与对策研究"(项目编号:10ASH003);吉林省社会科学基金项目"县域内统筹城乡教育发展的制度设计与对策研究"(项目编号:2012BS10);教育部人文社会科学青年基金项目"县域内城乡义务教育均衡发展机制研究"(项目编号:11YJC880107)的阶段性成果

摘　　要：随着中国经济和社会结构的迅速分化,和谐社会关系的建构必须有赖于在社会分层基础上加大底层倾斜。目前城乡教育改革研究没有以严格的社会分层为基点,没有从多元利益诉求角度去展开分类化精密设计。同时,现有研究缺乏多线条式教育公平研究维度的引入,政策设计并不真正反映底层诉求,多项政策可能仅仅有利于社会中上层群体,真正的底层反而是相关受害者或与之无关。因此城乡教育公正研究愈来愈需要实现城乡底层社会教育公正政策设计的精细化、对象化和服务化,而从社会分层视角展开研究则是一条值得尝试的有效进路。With the rapid differentiation of China＇s economy and social structure, the construction of harmonious social relations must depend on strengthening the inclination to rock--bottoms based on social stratification. At the moment, the urban and rural education reform research is neither based on social stratification strictly, nor developed as classifying precise design from the aspirations of diverse interests. Meanwhile, the existing research is lacking multiple dimensions of educational justice and the policy design does not really reflect the rock--bottom appeal. Rock-bottoms are either the relevant victims or not related to the policies that only in favor of the upper and middle classes. Therefore, the educational research needs more to realize the refinement, objectification and servitization of justice policy design for urban and rural rock-bottom education, and it is really an effective way to be worthy of trying on from a perspective of social stratification.

关 键 词：城乡底层社会 教育利益 社会分层 教育改革 

分 类 号：G521[文化科学—教育学]