英国的多元文化教育与公民教育

全球化和多元化对许多国家的发展带来重要影响,同时也要求这些国家的教育适应其人口多元化的发展.过去60年英国也在致力于探寻一条适应其人口多元化发展的路径.人口的多元化发展,不仅要求课程设置进行改革,也要求教师培养方式的转变.然而这种由人口多元化带来的差异与统一的国家和公民身份融合仍显得比较困难.     

Recognition and Multiculturalism in Education

Charles Taylor's 'Politics of Recognition' has given philosophical substance to the idea of 'recognition' and has solidified a link between recognition and multiculturalism. I argue that Taylor oversimplifies the valuational basis of recognition; fails to appreciate the difference between recognition of individuals and of groups; fails to articulate the value of individuality; fails to appreciate the difference between race and ethnoculture as dimensions of identity; and fails to appreciate equality as a recognitional value. The value of recognition in education goes beyond multiculturalism, and the reasons for multiculturalism go far beyond recognitional concerns.     

多元文化主义与科学教育改革

多元化主义理论经过同化论→整合论→化多元论的三次演变后，成为西方国家民族（种族）教育政策的重要理论基础。多元化科学教育就是在这一理论基础上形成的一种新的科学教育理论，并体现在西方许多国家的科学教育政策中。它要求科学教育应当在多元化的背景下进行，使不同的化的学生、尤其是少数民族（或群体）的学生认识到，科学不仅仅是西方的科学。多元化科学教育为科学的普及和科学教育质量的提供了重要的理论支持。     

Antiracist Solidarity in Critical Education: Contemporary Problems and Possibilities

This paper argues that antiracist solidarity in education remains urgent, but that in framing solidarity projects critical educators have not been sufficiently attentive to the shape and extent of racism as a global ordering of social life. We describe the paternalism that has determined historical efforts at solidarity between African Americans and Whites and then extend our analysis of whiteness to the contemporary context, outlining its expressions in schooling and the challenges they pose for solidarity projects. Drawing on recent work in cultural studies and philosophy, we describe whiteness as a basic ordering of human being as well as a system of material and cultural oppression, and suggest that antiracist solidarity has to involve a reorganization of ways of being and knowing as well as a vision of global coexistence that respects epistemological difference and autonomy. On this basis we identify several key principles that should guide projects of antiracist solidarity in the present. The paper describes the most important implications of these principles for teaching, focusing in particular on the differing costs to teachers of color and White teachers of participation in antiracist activism, and outlining a form of solidarity without guarantees that can orient critical work in schools.     

加拿大多元文化主义语言教育政策研究

加拿大作为多民族、多语言、多文化国家,在语言教育政策领域秉承多元文化主义的治国理念,以语言教育认同观和语言教育权利观作为政策指导观,制定了多元文化主义语言教育政策。该政策为实现加拿大"多元一体"的社会格局奠定了和谐的语言基础;为加拿大各族群享有平等的语言教育权利提供了政策保证;为推动加拿大民族语言教育的新发展提供了政策支持。     

多元文化主义、多元文化教育和美国的文学教学

七、八十年代以来,美国兴起多元文化主义及多元文化主义教育同传统思想的斗争。前者要求在文化和教育上更多地体现多样性,体现少数种族和妇女等弱势群体的文化和价值观;后者则强调文化的统一性,认为多元文化主义及多元文化教育会导致美国社会的分裂。九十年代前后美国各界围绕文学教学中改革和反改革的争论实质是其具体体现。     

比较教育学:内涵重构

比较教育学是以探求民族国家教育知识为对象的一门学科和科学,它表现了由比较而获得知识的一种学科存在的独特性,是以培养"人"的民族国家教育知识为学科存在依据和逻辑起点的,拥有基于比较方法一元论的学科多元方法,它是具有来源于民族国家教育知识的多学科解释视角的学科概念和理论体系。     

Geography,History, and the Aims of Education: The Possibility of Multiculturalism in Democracy and Education

In this essay, Scott Pratt develops the tension at work in Democracy and Education between conceptions of multiculturalism that emerge from Dewey's commitment to progress as a process of civilization and from his contrasting commitment to a vision of progress as a localized process that requires respect for boundaries and limits. The first is related to what Patrick Wolfe has called “settler colonialism.” The second conception of multiculturalism, framed by the aims of education and the conception of growth, avoids the problems of the first and provides a foundation for a practical, decolonial multiculturalism in the context of twenty‐first‐century education.     

Racism,Equity, and Quality of Education for International Students in South Korean Higher Education Institutes

This study aims to understand equity issues of international students’ learning in Korean higher education institutions by engaging with the issue of racism and identifies how international students in Korea reshape their learning trajectory and how we could provide equitable and quality education for international students. Espousing a qualitative case study design, six students from different background were interviewed to examine features of perceived institutional racism based on their learning experience in Korea. Major findings showed that internationalization has not been fulfilled in terms of engaging with international students although Korean government and higher education institutions have developed relevant policy to attract international students. This study indicates that Korean universities need to reconstruct their social, cultural, and institutional systems to embrace equity, diversity and inclusiveness to empower international students’ capacity.     

论比较教育的多元文化主义研究范式及其选择

比较教育的多元文化主义研究范式源于对普遍主义和相对主义的扬弃,它以解释学的理解为核心,坚持开放的解释观和跨学科的研究方法.然其本身也存在不足,对我国比较教育研究发展既有启示也存在困扰,如理解中的"先见"、价值判断及借鉴与反思问题.因而,在新时代背景下,多元文化主义研究范式需要不断调整自身,纳入田野考察的研究方法与和谐共生理念,时刻反省自身以适应时代及研究需要.     

后现代、全球化与多元文化

后现代主义是现代社会在思维方式上的一次根本性转型。以多元和差异为精髓的后现代主义思想理所当然地成为多元文化的认识论渊源和基本价值基础。多元文化的冲突、交流和融合,导致文化的不断创新,促进了人类文明的发展。在全球化的背景下发展多元文化,需要正确解决文化全球化与多元文化的悖论,做到“和而不同”。     

论多元文化主义的衰退及其教育意义

自20世纪60年代起,多元文化主义一度成为世界主要发达国家整合少数族群的政策取向,多元文化教育也随之兴起.但20世纪90年代以来,多元文化主义无论作为理论还是政策实践都受到批评,由此逐渐衰退.多元文化主义的衰退对教育产生了重要影响:文化多样性教育的目标由此转变为培养适应多元文化社会的公民,公民教育相应加强,跨文化能力的培养则成为文化多样性教育的核心内容.