體驗區
|
| 篇名 |
“缺陷思维”与“反缺陷思维”：教育研究中对弱势群体的两种立场论争
|
| 並列篇名 |
Deficit Thinking and Anti-Deficit Thinking: Two Debating Point Toward Disadvantaged People in Educational Research
|
| 作者 |
汪卫平(WANG Weiping)
、魏峰(WEI Feng)
|
| 中文摘要 |
目前西方文献对待弱势群体存在浓厚的“缺陷思维”范式。缺陷思维的根基建构在弱势学生在社会文化、经济、家庭教养方式等方面存有劣势的假设之上，其主要特点是：研究者责备受害者，一定程度忽视了政策和制度的补偿性角色；政策建议着眼点在于“修理”个人或家庭的文化、语言与习性等。西方相关研究中已出现缺陷思维与反缺陷思维的范式之争。虽然国内教育界并没有完全复制西方的“缺陷思维”，但在当前“优势视角”导向下很容易滑入“特质缺陷说”的极端，即过于强调弱势群体抗逆力和韧性，忽视了该范式与缺陷思维的理论迷惑性和实际危害。未来的相关研究，研究者应避免陷入缺陷思维和简单的“反缺陷”的陷阱之中。
|
| 英文摘要 |
The western literature has a strong "deficit thinking" paradigm in its treatment of disadvantaged students, which is based on their disadvantages in terms of "socio-cultural, economic, and family". It is characterized by a degree of neglect of the compensatory role of policies and institutions and a tendency to blame the victim, with policy recommendations focused on "fixing" the culture, language, and habits of the individual or family. The paradigm debate between deficit and anti-deficit thinking has emerged in Western literature. Although the domestic education research has not fully replicated the "deficit thinking", it is easy to slip into the extreme of "grit deficit model" under the current "strength perspective". In other words, too much emphasis is placed on the resilience of disadvantaged groups, ignoring the theoretical confusion and practical harm of this paradigm. Future educational research and policy implementation should avoid the trap of deficit thinking and simple "anti-deficit".
|
| 頁次 |
058-065
|
| 關鍵詞 |
弱势学生
、缺陷思维
、反缺陷思维
、教育研究
、优势视角
、disadvantaged students
、deficit thinking
、anti-deficit thinking
、educational research
、strengths perspective
、CSSCI
|
| 卷期 |
44:7
|
| 日期 |
202207
|
| 刊名 |
比較教育研究
|
| 出版單位 |
北京師範大學/研究所
|
| DOI |
10.20013/j.cnki.ICE. 2022.07.07
|
|
相關文獻 :
客服信箱