从制“器”到成“人”:美国教育惩戒治理的转型与经验  

From Making“Tools”to Becoming“People”:The Transformation and Experience of Educational Discipline Governance in the United States

作　　者：金马妮 JIN Ma-ni(Department of Education,East China Normal University,Shanghai,200062,China)

机构地区：[1]华东师范大学教育学系,上海200062

出　　处：《基础教育》2021年第5期102-112,共11页Journal of Schooling Studies

基　　金：国家社会科学基金教育学重大项目《中国特色社会主义教育制度优势转化为治理效能的实现路径研究》(项目编号:VGA200001)。

摘　　要：在零容忍政策的影响下,美国公立学校对学生违规行为的管理呈现排斥性、惩罚性和刑事化特征,不仅无法发挥惩戒的教育性,还加剧了未成年人辍学、低学业成就、青少年犯罪等一系列社会问题,增加了社会和教育成本。在支持性政策理念的引导下,联邦政府通过消除儿童早期环境中的排斥性惩戒,创建安全和支持性学习环境,推动教育领域落实恢复性正义等措施,公平持续地推进教育性惩戒,促进儿童社会情感与行为发展,引导学生在错误中学习与成长,美国教育惩戒成功实现了从制"器"向成"人"的转型。Under the influence of the zero tolerance policy,the management of student infractions in U.S.public schools is characterized by exclusion,punishment,and criminalization,which not only fails to exert the educational nature of discipline,it also exacerbated a series of social problems such as dropouts,low academic achievement and juvenile delinquency,increased social and educational costs.Guiding by a supportive policy philosophy,the federal government eliminates exclusionary discipline in early childhood settings,creates safe and supportive learning environments,and promotes the implementation of restorative justice in education,to foster children’s social-emotional and behavioral development,and lead students to learn and grow from their mistakes,American educational discipline has successfully achieved the transformation from making"tool"to becoming"person".

关 键 词：零容忍 教育惩戒 恢复性正义 治理 教育政策 

分 类 号：G620[文化科学—教育学]