法国教育社会学:文化遗产与平等关切  

The French Sociology of Education:Cultural Legacy and Concerns over Equality

作　　者： 张丹 Romuald Normand;Zhang Dan(Laboratoire Societes,University of Strasbourg,Strasbourg 67000;the Faculty of Education,East China Normal University,Shanghai 200062)

机构地区：[1]法国斯特拉斯堡大学社会科学部,斯特拉斯堡67000 [2]华东师范大学教育学部,上海200062

出　　处：《教育研究》2019年第12期69-78,共10页Educational Research

摘　　要：自20世纪80年代,法国教育社会学研究逐步淡化对结构与教育系统整体功能的探索,集中研究地区层面的参与者及其过程,并逐步拓展三个主要研究领域,即学生个体身份和社会化,教育系统内定向引导与选择机制,学校教育实践的新形式等。围绕涂尔干、布迪厄等重要思想延续,研究试图描述并分析涉及这一理论转型中的关键要素,并解释在全球化背景下,法国教育社会学家面临的挑战与悖论,同时试图揭示在机会均等的教育社会学中,某种“方法论意义上的民族主义”仍盛行于法国,延续了思想,并仍与共和主义遗产紧密相连。Since the 1980s,less interested by structures and the overall functioning of the education system,sociological research has focused on studying actors and processes at local level.Three main areas of research have been developed:student identities and socialization,guidance and selection mechanisms within the education system,new forms of educational practices in schools.The paper describes some key elements in this transformation,especially tracing the thinking about Emile Durkheim and Pierre Bourdieu,and explains these challenges and paradoxes faced by French sociologists in a globalized world.It also tries to demonstrate that a certain"methodological nationalism"prevails within the French sociology of education attached to equality of opportunities and tied with a republican legacy and continuity from the thoughts of Emile Durkheim.

关 键 词：法国教育社会学 教育遗产 教育平等 

分 类 号：G40-052[文化科学—教育学原理]