主体性的苏醒——新马克思主义教育思潮的发展脉络与未来展望  

The Awakening of Subjectivity:the Development and Future Prospect of the Neo-Marxism Educational Thoughts

作　　者：雷爱 程猛[1] LEI Ai;CHENG Meng(School of Marxism,Beijing Normal University)

机构地区：[1]北京师范大学教育学部

出　　处：《当代中国价值观研究》2023年第5期90-99,共10页Chinese Journal of Contemporary Values

基　　金：2022年度北京师范大学教育学一流学科培优项目(YLXKPY-ZYSB202202)的阶段性成果。

摘　　要：在对教育功能和不平等问题的反思浪潮中,新马克思主义教育思潮极具批判气质,其衍生的诸多理论构想也日益受到国内教育学界的重视。新马克思主义教育思潮具有双重面向,既深刻批判了不平等的结构性根源,又试图去结构化、凸显处境不利群体的主体性。抵制理论揭示出再生产结构中内隐的个体能动性,而种族和性别视野介入后产生的种族批判理论、女性主义教育批判思想及交叉性研究范式则试图超越单一的阶级向度,以多元取向凸显“边缘”群体的主体性与创造性,为处境不利群体的自我赋权提供新的话语空间。In the wave of reflection on the educational function and inequality,the Neo-Marxism educational thoughts are highly critical,and many theoretical ideas derived from it are increasingly valued by domestic educational research.The trend of Neo-Marxism educational thoughts has a dual orientation,which not only deeply criticizes the structural roots of inequality,but also tries to destructure and highlight the subjectivity of the weak.Along the class perspective,the theory of resistance reveals the implicit individual initiative in the reproduction structure,while the theory of racial criticism,feminist educational criticism and cross-cutting research paradigm produced by the intervention of racial and gender perspectives try to transcend the single class dimension,highlight the subjectivity and creativity of marginal groups with multiple orientations,and provide new discourse space for the self-empowerment of disadvantaged groups.

关 键 词：新马克思主义教育思潮 主体性 处境不利群体 教育公平 

分 类 号：G41[文化科学—教育学]