全球教育治理视域中公立学校教师法律地位的重构  

Reconstructing the Legal Status of Public School Teachers in the Context of Global Educational Governance

作　　者：王俊 秦惠民 WANG Jun;QIN Huimin(School of Education,Beijing Foreign Studies University,Beijing 100089)

机构地区：[1]北京外国语大学国际教育学院,北京100089

出　　处：《比较教育研究》2022年第2期25-32,共8页International and Comparative Education

基　　金：全国教育科学“十三五”规划2020年度国家重大项目“新时代提升中国参与全球教育治理的能力及策略研究”(课题批准号:VDA200004)。

摘　　要：全球教育治理对教师职业的符号控制随着国际组织在治理权竞合中的变化,逐渐从"强分类"转向"强架构"。经济合作与发展组织、世界银行等推崇自由市场和竞争比较的国际组织,通过全球教育评价中的认识论权威对各国教师法律制度改革产生合规拉动。以数据比较和指标竞争为基础的"善治"方案,成为主权国家启动教师法律制度改革的外部合法性来源。主权国家在与国际组织的互动中达成教育立法合意,以表现性和问责制为主线推进教师法律制度改革,改变教师权利与义务构成的权重导向。教师法律地位重构存在潜在风险,应重视教师法律制度尊师重教的价值导向,发挥其基本功能。As international organizations’competing governance powers have changed,the symbolic control of global educational governance over the teaching profession has gradually shifted from strong classification to strong framing.Through epistemic authority developed in global education evaluation,international organizations that promote free markets and competitive comparisons,such as the OECD and the World Bank,generate compliance pull on national teacher legal system reforms.A good governance scheme based on comparative data and competitive indicators serves as an external source of legitimacy for sovereign states to initiate teacher legal system reform.Sovereign states reach educational legislative consensus in interaction with international organizations to advance education legislation along the lines of performativity and accountability,changing the weight orientation in the composition of teachers’rights and obligations.There are potential risks associated with the reconstruction of teachers’legal status.To fulfill essential functions of the legal system,emphasis should be placed on respecting teachers and valuing education.

关 键 词：全球教育治理 教师法律地位 符号控制 表现性 问责制 

分 类 号：G625.1[文化科学—教育学]