社會公正領(lǐng)導(dǎo)理論研究
發(fā)布時間：2018-11-25 21:33
【摘要】：從20世紀(jì)70年代開始,教育領(lǐng)導(dǎo)理論出現(xiàn)“從林”景象。進人21世紀(jì)以后,這個從林中社會公正領(lǐng)導(dǎo)研究歷史雖然不長,但是研究文獻卻有實質(zhì)性的增長,短短幾年,社會公正領(lǐng)導(dǎo)一躍成為當(dāng)代西方教育領(lǐng)導(dǎo)研究的三大主流綜合范式之一,成為重塑21世紀(jì)教育領(lǐng)導(dǎo)專業(yè)的一個主流方向。它聚焦于平等、公正等價值和倫理問題,以一種關(guān)懷性的價值立場看待教育領(lǐng)導(dǎo)領(lǐng)域,關(guān)注學(xué)校教育領(lǐng)域乃至全社會的不平等不公正現(xiàn)象。 本論文中,筆者主要運用文獻分析法,對社會公正領(lǐng)導(dǎo)理論做了一個較為詳細地梳理與闡釋,主要內(nèi)容包含社會關(guān)注領(lǐng)導(dǎo)理論的內(nèi)容構(gòu)成,社會公正領(lǐng)導(dǎo)的產(chǎn)生與發(fā)展,對社會公正領(lǐng)導(dǎo)理論的初步評價與展望,探討在我國當(dāng)下學(xué)校管理實踐運用的可能性與緊迫性。 社會公正領(lǐng)導(dǎo)理論與其他領(lǐng)導(dǎo)理論相比,最令人耳目一新的領(lǐng)導(dǎo)理念是對弱勢群體學(xué)生的關(guān)注與關(guān)懷,教育領(lǐng)導(dǎo)者的一切行動都圍繞著學(xué)生的學(xué)業(yè)成就而展開。其研究興起于20世紀(jì)90年代末,至今仍處于快速發(fā)展時期。它深刻受到了女性主義、社會正義、批判教育等思想的熏陶。在教育領(lǐng)導(dǎo)理論蓬勃發(fā)展的浪潮中,社會公正領(lǐng)導(dǎo)理論體現(xiàn)了許多獨具的優(yōu)勢,然而畢竟它還處于發(fā)展之中,并不成熟,還存在一些局限和不足,時其評價應(yīng)客觀。但我們更應(yīng)看到其積極的借鑒意義。 國外有很多學(xué)者運用實證研究方式探討了學(xué)校領(lǐng)導(dǎo)與管理實踐中注重社會公正領(lǐng)導(dǎo)的必要性與現(xiàn)實性。他們不僅探討了學(xué)校中不公正不公平的教育機制,還探討了在學(xué)校中推進社會公正理論及其行動的方法與策略。本論文呈現(xiàn)了校長推進社會公正的行動策略,并基于我國目前的社會背景及學(xué)校教育情境,指出我國學(xué)校教育中推進社會公正領(lǐng)導(dǎo)的必要性、可能性與緊迫性,進而提出在我國學(xué)校管理實踐中推進社會公正領(lǐng)導(dǎo)的具體方法和政策建議。諸如校長要以人／社區(qū)為本,促進與家長和社區(qū)的溝通；校長要勇于促進學(xué)校的改進與發(fā)展；注重學(xué)校領(lǐng)導(dǎo)的前后延續(xù),做好校長的更替工作等。
[Abstract]:Since the 1970 s, the theory of educational leadership has appeared the scene of "from forest". After entering the 21st century, although the history of research on social justice leadership from the forest is not long, the research literature has actually increased substantially, in just a few years. Social justice leadership has become one of the three main integrated paradigms of contemporary western educational leadership research, and has become a mainstream direction in reshaping the specialty of educational leadership in the 21st century. It focuses on the value and ethical issues of equality and justice, views the field of educational leadership from a caring value standpoint, and pays close attention to the unfair phenomenon in the field of school education and the whole society. In this paper, the author mainly uses the literature analysis method to make a detailed analysis and explanation of the social justice leadership theory. The main content includes the content composition of the social concern leadership theory, the emergence and development of the social justice leadership. This paper discusses the possibility and urgency of the application of the social justice leadership theory in the current school management practice in China. Compared with other leadership theories, the most refreshing leadership concept of social justice is the concern and concern for the students from the disadvantaged groups. All the actions of the leaders in education are carried out around the students' academic achievements. Its research began in the late 1990 s and is still in a period of rapid development. It is deeply influenced by feminism, social justice and critical education. In the tide of vigorous development of educational leadership theory, social justice leadership theory embodies many unique advantages. However, it is still in the process of development, not mature, there are still some limitations and shortcomings, and its evaluation should be objective. But we should see its positive reference significance. Many scholars abroad have discussed the necessity and reality of paying attention to the social justice leadership in the practice of school leadership and management by means of empirical research. They not only discussed the educational mechanism of unfair and unfair education in schools, but also discussed the methods and strategies of advancing the theory of social justice and its actions in schools. This paper presents the action strategy of the principal to promote social justice, and points out the necessity, possibility and urgency of promoting social justice leadership in school education based on the current social background and school education situation in our country. And then put forward the concrete methods and policy suggestions to promote the social justice leadership in the practice of school management in our country. For example, principals should focus on people / communities, promote communication with parents and communities; principals should dare to promote the improvement and development of schools; pay attention to the continuity of school leadership and do a good job in the replacement of principals.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G40-052
[Abstract]:Since the 1970 s, the theory of educational leadership has appeared the scene of "from forest". After entering the 21st century, although the history of research on social justice leadership from the forest is not long, the research literature has actually increased substantially, in just a few years. Social justice leadership has become one of the three main integrated paradigms of contemporary western educational leadership research, and has become a mainstream direction in reshaping the specialty of educational leadership in the 21st century. It focuses on the value and ethical issues of equality and justice, views the field of educational leadership from a caring value standpoint, and pays close attention to the unfair phenomenon in the field of school education and the whole society. In this paper, the author mainly uses the literature analysis method to make a detailed analysis and explanation of the social justice leadership theory. The main content includes the content composition of the social concern leadership theory, the emergence and development of the social justice leadership. This paper discusses the possibility and urgency of the application of the social justice leadership theory in the current school management practice in China. Compared with other leadership theories, the most refreshing leadership concept of social justice is the concern and concern for the students from the disadvantaged groups. All the actions of the leaders in education are carried out around the students' academic achievements. Its research began in the late 1990 s and is still in a period of rapid development. It is deeply influenced by feminism, social justice and critical education. In the tide of vigorous development of educational leadership theory, social justice leadership theory embodies many unique advantages. However, it is still in the process of development, not mature, there are still some limitations and shortcomings, and its evaluation should be objective. But we should see its positive reference significance. Many scholars abroad have discussed the necessity and reality of paying attention to the social justice leadership in the practice of school leadership and management by means of empirical research. They not only discussed the educational mechanism of unfair and unfair education in schools, but also discussed the methods and strategies of advancing the theory of social justice and its actions in schools. This paper presents the action strategy of the principal to promote social justice, and points out the necessity, possibility and urgency of promoting social justice leadership in school education based on the current social background and school education situation in our country. And then put forward the concrete methods and policy suggestions to promote the social justice leadership in the practice of school management in our country. For example, principals should focus on people / communities, promote communication with parents and communities; principals should dare to promote the improvement and development of schools; pay attention to the continuity of school leadership and do a good job in the replacement of principals.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G40-052
【參考文獻】
相關(guān)期刊論文 前10條
1 劉健兒;教育公正芻議[J];北京大學(xué)教育評論;2005年01期
2 王本陸;消除雙軌制:我國農(nóng)村教育改革的倫理訴求[J];北京師范大學(xué)學(xué)報(社會科學(xué)版);2004年05期
3 束佳;;女性主義思想述評[J];各界文論;2006年12期
4 蘇君陽;論教育公正的本質(zhì)[J];復(fù)旦教育論壇;2004年05期
5 孟衛(wèi)青;;社會公正領(lǐng)導(dǎo):當(dāng)代西方教育領(lǐng)導(dǎo)研究的新重心[J];比較教育研究;2009年09期
6 賈中海;;教育公平及其社會正義價值[J];黑龍江高教研究;2008年11期
7 王s，
本文編號：2357438
本文鏈接：http://www.sikaile.net/jiaoyulunwen/jiaoyugaigechuangxinlunwen/2357438.html
最近更新
教材專著
