公办教育能够保障教育公平吗?——基于“俱乐部模型”的观察与分析  

Could Government-run Public Education Guarantee Educational Equity:An Observation and Analysis Based on a Club Model

作　　者：吴华[1] 

机构地区：[1]浙江大学教育学院,杭州310028

出　　处：《华东师范大学学报（教育科学版）》2017年第2期1-11,共11页Journal of East China Normal University:Educational Sciences

基　　金：国家社会科学基金重大项目"公共文化服务的指标体系构建与绩效评估研究"(12&ZD020);国家社科基金重点项目"质量导向的城乡义务教育资源均衡配置的统筹政策研究"(14AGI018)

摘　　要：通过公办教育实现教育公平是世界各国公办教育制度设计与实践的基本出发点,也是公办教育至今没有实现的制度目标。本文通过构建权利与公平的"俱乐部模型",对公办教育在教育公平问题上的制度性局限进行了分析,由此得出"公办教育是产生教育不公平的制度性前提,公办教育难以保障教育公平"的惊人结论,并初步探讨了克服这一制度性局限的基本思路。Inequity in education is a universal phenomenon,yet previous studies have paid too much attention to the superficial phenomenon,but failed to come up with a shared framework to analyze the mechanism where educational inequity is generated. This article attempts to construct a Club Model based on the observation of the real-world club,so as to clarify the source of people's rights. To discuss equity or educational equity,it's necessary to compare different subjects based on their equal rights,which means that clubs tend to divide people into different groups of subjects with given rights. Only in the same club is it possible to discuss whether its members share the equal rights. This makes it easy to understand that rights and justice are all public goods provided by clubs,and it's possible to discuss educational equity or educational inequity under a framework and offer some suggestions about policy-making to improve educational equity.Using the Club Model,this article discusses three propositions. First,justice could be achieved on the premise of people's acquisition of rights,only when justice is based on legal rights can it be deemed as guaranteed justice. Second,to achieve justice,the amount of public resources should be taken into consideration,as no rights of equity could be realized without enough public resources. Third,there are two kinds of justice,competitive justice and shared justice. Last,there are three strategies which can help reduce or eliminate inequity,and this article suggests a more logical alternative to achieve the goal other than the universal way of realizing educational equity.The analysis shows that inequity throughout K-12 tends to be the byproduct of government-run public education. There exists an inner relationship between government-run public education and educational inequity. Public education forms the institutional premise of how educational inequity is generated. The development and the realistic logic of government-run public education have become an effective mechanism to m

关 键 词：公办教育 教育公平 俱乐部模型 教育凭证制度 

分 类 号：G521[文化科学—教育学]