加拿大原住民高等教育范式及其合理性分析  

An Analysis of the Paradigm and Rationality of Canadian Aboriginal Higher Education

作　　者：徐辉[1] 杨琴[2] XU Hui;YANG Qin(Chongqing Institute of Education Science;Facuhy of Education, College of Southwest University)

机构地区：[1]重庆市教育科学研究院,重庆400015 [2]西南大学教育学部,重庆400715

出　　处：《教育理论与实践》2018年第15期3-5,共3页Theory and Practice of Education

摘　　要：自上世纪70年代以来,加拿大原住民高等教育取得了长足发展并成为原住民教育的重要组成部分。作为以工业社会文化为主导的多元文化国家,加拿大在工业范式的基础上构建起了以理性范式和技术范式为主,并积极吸收原住民文化要素的原住民高等教育范式,契合了教育公平、社会政治稳定、保障经济发展等方面的需要,也与原住民人口城市化率不断提升的现实相适应,具有其内在的逻辑性和现实合理性。Since the 1970s, the higher education of aboriginals in Canada has made great progress and become an important part of the education of aboriginals. As a multicultural country with industrial society culture as the dominance, based on industrial paradigm, Canada has built the paradigm of aboriginal higher education with rational and technical paradigm as the dominance, actively absorbing the aboriginal cultural elements, which fits not only the needs of educational fairness, social and political stability, and economic development but also the reality of the con- stant increase of aboriginal urbanization rate, and has its internal logic and realistic rationality.

关 键 词：加拿大原住民 高等教育 理性范式 技术范式 合理性教育公平 现实合理性 

分 类 号：G649[文化科学—高等教育学]