篇章数

8

引证文献

0 !

参考文献

262

批判教育社会学九讲图书

Nine Lectures on Critical Sociology of Education

SSAPID:101-9896-9798-12
ISBN:978-7-5201-1559-9
DOI:
ISSN:

[内容简介] 本书介绍批判教育学的起源以及主要理论观点,并通过鲍尔斯(Samuel Bowles)、葛兰西(Antonio Gramsci)、布尔迪厄(Pierre Bourdieu)、伯恩斯坦(Basil Bernstein)及艾波尔(Michael Apple)的概念反思学校教育如何延续国家权力及阶级宰制。全书分成九个主题,通过对经典作品的介绍,作者希望能帮助读者掌握批判教育社会学的精髓,并进一步反思中国教育之中的不平等现象,为中国的教育研究开展不一样的道路。

相关信息

丛书名:清华社会学讲义
作 者: 黄庭康
编 辑:胡庆英
出版社:社会科学文献出版社
出版时间: 2017年12月
语 种:中文
中图分类:C91 社会学

 总序

 第一讲 符应理论与批判教育社会学的起源

  一 符应原则与学校的再生产功能

  二 教育改革:修复学校与经济生产的符应关系

   1.共同学校运动

   2.进步主义教育改革

   3. 20世纪六七十年代美国高等教育改革

  三 教育与转化的实践(transformative practices)

   1.平等教育(equal education)方案

   2.自由学校(free schools)方案

   3.废校论(De-schooling)

  四 《资本主义美国的学校教育》的贡献及有待超越之处

   1.忽略国家及政治的作用

   2.忽视教育体系的相对自主性

   3.功能解释的谬误

   4.对经验证据及历史论述准确性的质疑

  五 本讲小结

 第二讲 矛盾的再生产与再生产的矛盾

  一 竞夺性再生产

   1.文化作为商品

   2.生活的文化

   3.国家的角色

  二 商品形式文化的回转:课程形式(curricular form)与技术控制

  三 1995年……

  四 《教育与权力》引起的讨论及批评

   1.关于学校生产的功能

   2.关于“小子”、“孩子”、“女孩”们的反抗

   3.关于国家

   4.关于缺乏比较分析

  五 本讲小结

 第三讲 符号暴力、文化资本与阶级再生产

  一 教育实践的特性

   1.教育行动与教育权威

   2.教育工作与教育体系

  二 《再生产》引起的批评与讨论

   1.抹杀行动者的主体性,视阶级再生产为理所当然

   2.去历史化分析,忽略教育及社会变迁

   3.缺乏比较视野,把法国的特殊现象误认为具有普遍性

   4.功能解释,无视社会冲突对教育体系的影响

  三 本讲小结

 第四讲 课程符码、阶级与社会控制

  一 从语言形式到语言符码

  二 学校的角色——“表意性”及“工具性”秩序

  三 课程符码——学校知识的深层结构

  四 “显性”及“隐性”教学法

  五 伯恩斯坦符码理论引起的争议

   1.关于“语言缺陷论”

   2.关于概念混淆、不清晰的批评

   3.关于结构分析的争议

   4.关于缺乏“阶级形构”分析的争议

   5.关于缺乏历史比较角度的批评

  六 本讲小结

 第五讲 教育论述、教育机制与符码理论的重构

  一 重建符码理论——“分类”概念的重构

  二 “教育论述”与“教育机制”

  三 教育体系的相对自主性

  四 重探阶级与课程政治的关系

  五 新自由主义下的课程政治

  六 批评与争议

   1.理论取向过度以传意沟通为中心、忽略学校的社会筛选功能

   2.高估知识实用化趋势、忽视学术场域的抗衡力量

   3.阶级分析过度结构取向、忽视最上层的统治阶层

   4.理论建构以西方为中心、缺乏历史比较视野

  七 本讲小结

 第六讲 霸权、意识形态与课程

  一 意识形态与霸权

  二 “正式”及“隐藏”课程——美国学校课程的“选择性传统”

  三 系统管理与“助人专业”(helping professional)——教育工作者的常识假设

  四 社会控制与自由主义——霸权课程的基础

  五 1979年后

  六 《意识形态与课程》的贡献及引起的批评及争议

   1.过度偏重经济及阶级因素

   2.视“文化吸纳”策略可行性为理所当然

   3.分析架构过于“知识社会学化”

   4.缺乏结构的非预期霸权效果的分析

   5.高估文化及意识形态对社会再生产的作用

  七 本讲小结

 第七讲 资本的形式与转换

  一 经济行为与符号资本

  二 文化资本的三种形式

  三 社会资本与资本的转换

  四 争议与讨论

   1.关于符号资本对维持权力的重要性

   2.关于文化资本打造的社会秩序是否普遍具有合法性

   3.关于主导阶级与教育体系的关系

   4.关于“制度形式文化资本”与学校的入学筛选制度的关系

   5.关于私人资本及公共资本与阶级再生产的关系

   6.关于出国留学对资本累积及转换的作用

  五 本讲小结

 第八讲 学术人与教育场域的自主性

  一 从场域到大学场域

  二 大学场域与阶级再生产

  三 权力、文化生产及再生产

  四 大学场域的相对自主性

  五 《学术人》的贡献及争议

  六 小结

 第九讲 古典社会学大师论教育思想的演进

  一 基督教会与早期法国教育

  二 大学、辩证法与逻辑形式主义

  三 文艺复兴与文艺形式主义

  四 耶稣会、人文主义与个人主义

  五 教育传统与革命

  六 贡献与重要性

   1.对教育史研究的贡献

   2.对教育社会学理论的贡献

   3.对教育实践的意义

  七 批评

  八 本讲小结

 序

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