作　　者： ; ; ;

机构地区： 中国人民大学教育学院

出　　处： 《北京大学教育评论》 2015年第2期146-167,192,共22页

摘　　要： 当前实践语境中时进城务工人员随迁子女教育公平的言说多满足于流入地公办学校入学机会获得。本文基于这一现状,在梳理从古典时期的亚里斯多德到晚近的罗尔斯、德沃金、沃尔泽以及女性学者扬等人关于公平正义论述的基础上,从分配正义与关系正义两个层面对随迁子女的教育公平进行了实证考察。研究发现,部分社会经济处境更趋弱势的随迁子女仍就读于简易民办学校,进入公办学校的随迁子女难以分享城市优质教育资源而多集中于薄弱学校,分配正义的差异原则并没有在随迁子女入学机会分配中被考虑;而即使进入公办学校,由于社会刻板印象及各种制度性因素,随迁子女在学校日常生活中经受着集体边缘化、文化宰制的尴尬,相应的是不能把教育纳入自身掌控范围的无力感与无权化,关系正义在此过程中亦面临挑战。 The present policy discourse on the educational equity of rural migrant children in China has centered around their access to public schools in the destination cities.Based on an extensive review of the classical thinkers and their theories on equity and justice,including Aristotle,Rawls,Dworkin,Walzer and Young,this paperconducted an empirical analysis of the rural migrant children's schooling from both levels of distributive justice and relational justice.The results indicated that a portion of rural migrant children with low socioeconomic background continued to study at makeshift migrant children's schools,whereas those children who were able to access urban public schools concentrated in weak schools rather than high-quality public schools.The differential principle in the distributional justice was not taken into consideration in rural migrant children's schooling.On the other hand,as the rural migrant children largely experienced group marginalization and cultural oppression,leading to their powerlessness in terms of educational opportunities,relational justice had not been fulfilled either.

关 键 词： 进城务工人员随迁子女 教育公平 分配正义 关系正义

领　　域： [文化科学—教育学] [文化科学—教育技术学]