我国社会教育权的新现代性解读——以基本公共教育服务均等化为视角  

New Modernity Analysis of the Education Right in Chinese Society——From Education Equity Perspective

作　　者：殷继国[1] 

机构地区：[1]华南理工大学,广东广州510006

出　　处：《国家教育行政学院学报》2013年第7期43-48,共6页Journal of National Academy of Education Administration

基　　金：广东省教育科研"十二五"规划2012年度研究项目(2012JK222)

摘　　要：当前我国教育领域中的垄断主要是行政垄断,教育垄断与基本公共教育服务均等化目标存在冲突。为此,有必要提升社会教育权的法律地位。社会教育权是指除家庭和国家之外各个社会主体依法所享有的从事教育活动的权利,教育公平化、教育社会化以及教育市场化是其价值取向。社会教育权的发展模式主要有国家权力主导下的补充性发展、社会权利主导下的系统性发展以及价值多元导向下的制衡性发展三种模式。我国应采纳多中心制衡的发展模式并强化市场化供给。The public education service in China is subject to administrative monopoly, which is incompatible with the realization of equalization of educational opportunities. Therefore, it is necessary to upgrade the legal status of the social right to education, the social right to education refers to the right that social subjects, except families and countries, enjoy to engage in educational activities with its value orientations being education equity, education socialization and education marketization. Currently, there are three development models of the social right to education, namely the complementary development model with the government as the center, the systematic development model with the demand of social rights as the center and the check-and-balance development model with values pluralism as the center. Given the current situation, the paper proposes the multi-centered coordinated development model coupled with market-oriented education service.

关 键 词：社会教育权 教育服务均等化 教育垄断 新现代性 

分 类 号：G77[文化科学—教育学]