美国教育领域“肯定性行动”为何要转向--兼论新时代的教育公平观  

Why did Affirmative Action have to Change in the US Education?--On Education Equity of New Era

作　　者：周信杉 罗江华[1] ZHOU Xinshan;LUO Jianghua(Center for Studies of Education and Psychology of Ethnic Minorities in Southwest China,Southwest University,Chongqing 400715,China)

机构地区：[1]西南大学西南民族教育与心理研究中心,重庆400715

出　　处：《外国教育研究》2020年第4期90-101,共12页Studies in Foreign Education

基　　金：重庆市人文社会科学重点研究基地重点项目“‘互联网+’战略下民族村落小规模学校的发展路径研究”(项目编号:16SKB005)。

摘　　要：美国教育领域"肯定性行动"目标群体态度、价值观念与执行路线的新转向源于少数族裔与主流族裔、亚裔与教育机构以及教育机构与政府之间的相互博弈,其转向背后反映"个体平等"与"差异公平"理念的同时,体现了利益群体对新教育公平观的诉求。在我国新时代社会主要矛盾转向的当口,借鉴美国教育领域"肯定性行动"转向呈现的经验与教训,铸牢中华民族共同体意识、增进教育治理中的跨文化理解能力、以"公平而有质量的教育"为目标构建多样性治理模式,对有效优化教育公平结构和构筑我国新时代的教育公平理论具有重大意义。The attitudes of target groups;values and implementation routes of Affirmative Action had changed by game between majorities and minorities,Asian-Americans and education institutions,institutions and government in the U.S.,which implies individual equality,differences fairness as well as target groups’ demands of new equity in education.When we face to the transformation of social contradictions,we should learn from the changes of Affirmative Action in the U.S. education by advocating diversity governance of community awareness,cross-cultural abilities as well as equity and high-quality education. It is significant to understand equality and excellence,diversity and elite in the new concept of education equity.

关 键 词：美国 教育领域 肯定性行动 教育公平观 多样性治理模式 

分 类 号：G53[文化科学—教育学] G57[文化科学—教育技术学]