论美国社会正义取向的教师教育  

The Social Justice Oriented Teacher Education in the United States of America

作　　者：马永全[1,2] 陈思颖[3,2] Ma Yongquan Chen Siying(Yili Normal University, Wining 835000 Hongzhou Normal University, Hongzhou 311121 Beijing Normal University, Beijing 100875)

机构地区：[1]伊犁师范学院教育科学学院,伊宁835000 [2]北京师范大学教师教育研究中心,北京100875 [3]杭州师范大学外国语学院,杭州311121

出　　处：《比较教育研究》2017年第4期106-112,共7页International and Comparative Education

摘　　要：美国教师教育具有关注社会正义的传统,其核心是认为教师教育的本质是政治的、学校再生产了社会不平等、课程体现着统治阶层的政治和文化霸权。基于社会重建理论和批判理论,社会正义取向教师教育的倡导者将教师教育作为实现社会正义的主要路径:重建教师教育的公共领域职能,将社会学理论引入教师教育,关注语言和文本分析。社会正义取向教师教育对当前美国教师教育产生了重要影响,不但拓展了教师教育研究的视野,也促使大学在教师教育实践中不断关注与种族和权力有关的社会正义问题。The teacher education in America has a tradition of concerning social justice issues, it states that the essence of teacher education is political, schools are reproducing the social inequality, and the curriculum represents the political and cultural hegemony of the dominant class. Based on the social reconstruction theory and the critical theory, advocators of social justice oriented teacher education consider the teacher education as a main approach of realizing social justice： to rebuild the function of teacher education in public area, to introduce the sociological theory into teacher education and to focus on language and textual analysis. Social justice oriented teacher education is influential to recent American teacher education, it not only broadens the horizon of teacher education research, but also inspires the colleges to pay sustainable attention to social justice issues about ethnic and power in the practice of teacher education.

关 键 词：美国 教师教育 社会正义 文化霸权 

分 类 号：G40-06[文化科学—教育学原理]