教育公平为何难以实现——波普科维茨生产性权力观的解释  

Why Education Equity is Difficult to be Achieved?——Interpretation from Popkewitz's View of Productive Power

作　　者：李洋[1] LI Yang(Institute of International and Comparative Education, Beijing Normal University, Beijing 100875)

机构地区：[1]北京师范大学国际与比较教育研究院,北京100875

出　　处：《比较教育研究》2018年第5期70-75,共6页International and Comparative Education

基　　金：2017年度北京市社会科学基金重大项目"国际大都市基础教育质量比较研究"(项目批准号:17ZDA18)的阶段性研究成果

摘　　要：波普科维茨从生产性权力观的角度出发,对学校教育系统中的权力作了不同于主流批判教育思想的解释。在波普科维茨看来,权力借助知识(或言日常教育话语)发挥效应,从而规范着教育主体的所思、所言、所行。而在这一过程中,学校通过运用"牧养权力"的心理学技艺、"群体推论"的教育学技艺和"学科炼金术"的课程技艺产生着规范、规训的功能,从而建构了儿童之间的差异,加剧了自身内部的不平等,同时也使单纯诉诸于完善课程、教学和师资的教育公平难以实现。From the perspective of the view of productive power, Popkewitz interpretes the power existing in the school education system differently from the mainstream thought of critical education. In Popkewitz＇ s view, the power makes effects through knowledge or daily educational discourse, so as to normalize the thinking, speech and action of the subjects of education. And in this process, the school plays the function of normalization and discipline through using the psychological technology of ＇pastoral power＇ , the pedagogical technology of ＇populational reasoning＇ and the curriculum technology of ＇the alchemy of school subjects＇, thus constructing the differences between children, exacerbating the inequalities of the school itself and also making it difficult for the education reform which simply resorts to improve the curriculum, teaching and teachers to be effective.

关 键 词：生产性权力 教育规范化 牧养权力 群体推论 学科炼金术 

分 类 号：G40-01[文化科学—教育学原理]