西方教育人种志发展的四个阶段  

On the Four Historical Stages of the Western Educational Ethnography

作　　者：沈丽萍[1,2] 王海兵[2] 

机构地区：[1]华东师范大学教育科学学院 [2]上海立信会计学院,上海200062

出　　处：《比较教育研究》2014年第1期65-69,共5页International and Comparative Education

摘　　要：教育人种志是教育研究对人种志的一种借用,它具有人种志的根本特征和研究规范,又体现了教育研究的学科特色。自20世纪初人种志在西方人类学中确立其方法霸主地位之后,一些人类学家和社会学家开始于20世纪30年代—50年代将人种志运用于教育研究,从而萌发了教育人种志的雏形。随着质的研究方法在教育研究中的兴盛以及教育人类学的诞生,教育人种志于20世纪60年代—70年代逐渐成型,并在正规教育中得到了广泛的运用。20世纪80年代兴起的关于教育人种志的理论探讨与反思,使得该研究方法的应用范围逐渐向纵深发展,并诞生了学校教育人种志。As an application of ethnography to the educational research, educational ethnography has the ba- sic characters and research rules of ethnography as well as the subject features of educational research. After ethnography achieved its hegemony of research method in the west anthropology at the turn of the 20th century, several anthropologists and socialists tried to apply it to education research in the 30-50s of the 20th century. Therefore educational ethnography began to bud. Along with the flourish of the qualitative research method in ed- ucational research and the birth of educational anthropology, educational ethnography came into being and was applied extensively into normal education in the 60-70s of the 20th century. The discussion and reflection on ed- ucational ethnography in the 80s of the 20th century deepened its research area and resulted in the birth of the schooling ethnography.

关 键 词：教育人种志 教育人类学 教育研究方法 

分 类 号：G40-06[文化科学—教育学原理]