民族团结进步教育研究的理论图景与反思——改革开放以来民族团结进步教育研究文献述评  

Theoretical Prospect and Reflection of the Studies of Education of National Unity and Progress——Literature Review of the Studies of Education of National Unity and Progress since the Reform and Opening-up

作　　者：徐欣顺 XU Xin-shun(Institute of Chinese Ethnic Theories and Policies,Minzu University of China,Beijing 100081)

机构地区：[1]中央民族大学中国民族理论与民族政策研究院

出　　处：《民族教育研究》2019年第5期54-65,共12页Journal of Research on Education for Ethnic Minorities

基　　金：国家社会科学基金重点项目“中国特色民族团结理论与实践研究”(项目编号:16AMZ004)的阶段性成果

摘　　要：作为一项实践色彩突出的公共事业,民族团结进步教育已经成为中华民族共同体稳定发展的重要基础。与实践相比,学界的基础理论研究不仅滞后,而且较为单薄。对近四十年相关研究文献展开系统性的回顾可知,民族团结进步教育研究历经实务工作与舆论话语阶段(1980年-2003年)、专业介入与系统梳理阶段(2004年-2009年),现在已经进入多元理论与散化研究阶段(2010年-2019年),具备了前期研究基础,并能够在思想政治教育、政治学、社会学、文化人类学、心理学、教育学等多学科背景下,提供解读阐释、国家建构、能动结构、文化心理、课程教育等相对聚类的研究范式,从而形成当下民族团结进步教育研究的主要理论视界。虽然民族团结进步教育文献数量较为丰富、理论图景有所呈现,但究其学理性来说,仍然存在研究概念不清、研究理论匮乏、研究内容缺失、研究话语非学术化等问题,从而影响认知的持续性与深刻性。因此,就民族团结进步教育研究反思与展望而言,提炼概念的本土意涵、尝试理论范式的整合、引入他者视域的对应内容以及实现学术话语体系的构建,将成为未来研究的基本趋势和着力点。As a practical activity, education of national unity and progress has become the important basis for a stable development of the Chinese nation community. Compared with practice, the basic theoretical research of the academic circle is not only lagging behind but also weak. A systematic review of the relevant literature in the past 40 years shows that the studies of the education went through three stages of practical work and public opinion discourse period(1980-2003), professional participation and systematic carding period(2004-2009) and multi-theoretical and dispersion research period(2010-2019). On the basis of the previous studies, the research is able to provide relatively clustering paradigms for interpretation, state-building, dynamic structure, cultural psychology and course education under the multidisciplinary background of ideological and political education, political science, sociology, cultural anthropology and pedagogy, forming the current main theoretical horizons. However, a careful examination reveals that though the documents are abundant to present theoretical prospect, in terms of academic rationality, there are still problems of lacking research theories and contents and non-academic research discourses, which lead to non-consistent and shallow research cognitions. Therefore, as far as the future research prospects are concerned, paradigm integration should be carried out, other’s perspectives should be introduced, and academic discourses should be transformed.

关 键 词：民族团结进步教育 研究轨迹 研究范式 理论视界 研究趋势 

分 类 号：G750[文化科学—教育学]