“抵制”逃离“再生产”?——威利斯和吉鲁的批判教育学分野  

Breaking through“Reproduction”by“Resistance”?——The Distinction of Critical Pedagogy between Giroux and Willis

作　　者：吴松伟 董标[2] WU Song-wei;DONG Biao(Institute of Curriculum and Instruction, East China Normal University, Shanghai 200062, China;School of Education, South China Normal University, Guangzhou 510631, China)

机构地区：[1]华东师范大学课程与教学研究所,上海200062 [2]华南师范大学教育科学学院,广州510631

出　　处：《教育学报》2021年第1期16-28,共13页Journal of Educational Studies

摘　　要：“再生产理论”开创了批判教育学的新视野,却因忽视了个人能动性而使批判教育学陷入了结构决定论,以威利斯和吉鲁为代表的“抵制理论”应运而生。两种“抵制”都能洞察到教育的压迫,但威利斯的“抵制”不追求社会正义,属于“自寻失败的抵制”,吉鲁的抵制以解放为旨归,属于“转化的抵制”。威利斯的“抵制”以学生为主体,以反智拒学的方式,追求及时行乐与身份认同。而吉鲁的“抵制”则是一种以教师为主体的文化斗争,通过对学生读写训练最终跨越边界。教育具有善恶二重性。批判教育学发现了教育之“恶”,而威利斯发现了抵制“恶”的可能,但“抵制”却否定了教育本身,也未能走出“再生产”的宿命。吉鲁以“善”的教育抵制“恶”的教育,肯定了教育的价值,保留了转化的希望。The structural determinism in the theory of reproduction led critical pedagogy to dilemma,thus emerged the resistance theory.The“resistance theory”of Willis and that of Giroux are the most representative,and both of them can penetrate the social educational oppression,but the“resistance”of Willis doesn’t pursue the social justice,just be defined as“Self-Defeating Resistance”.The“resistance”of Giroux are motivated by an interest in social justice and be defined as transformational resistance.Willis took students as the subject of resistance,whose resistance behavior shows anti-intellectualism,and pursuing immediate-gratification and self-identity,while the“resistance”of Giroux is a culture struggle conducted by teachers,and crossing the board via the training of literacy for the sake of ultimate emancipation.critical pedagogy found out the evil in education,and Willis find out the possibility of resist it,but negated the role of education itself.Giroux took the good education to resist the evil education,affirmed the value of education,and reserved the hope of transformation.

关 键 词：批判教育学 抵制 再生产 威利斯 吉鲁 转化性知识分子 善恶二重性 

分 类 号：G40[文化科学—教育学原理]