[1]汤美娟.从代言到行动：教育底层研究的跃迁——弗莱雷对话教学思想的方法论启示[J].南京师大学报(社会科学版),2019,(02):051-61.
　TANG Meijuan.The Shift from Speaking on Others’ Behalf to Taking Action inStudies on Lower Class Education: Methodological Implications ofPaulo Freire’s Dialogic Teaching[J].Journal of Nanjing Normal University (Social Science Edition),2019,(02):051-61.
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从代言到行动：教育底层研究的跃迁——弗莱雷对话教学思想的方法论启示
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《南京师大学报》（社会科学版）[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2019年02期
页码:
051-61
栏目:
教育学研究
出版日期:
2019-03-30

文章信息/Info

Title:
The Shift from Speaking on Others’ Behalf to Taking Action inStudies on Lower Class Education: Methodological Implications ofPaulo Freire’s Dialogic Teaching
作者:
汤美娟
内蒙古师范大学，呼和浩特 010022
Author(s):
TANG Meijuan
TANG Meijuan, PhD in education, is Associate Professor at School of EducationScience, Inner Mongolia Normal University ( Hohhot 010022 ).
关键词:
教育底层研究; 弗莱雷; 对话教学; 行动模式; 教育公平
Keywords:
study on lower class education;  Paulo Freire;  dialogic teaching;  action mode;  educational equality
摘要:
在教育公平的理论诉求下，面对底层群体的话语弱势，教育研究者选择以“代言人”的身份替他们发声，形成了教育底层研究的“代言”模式。由于研究者与底层群体间难以跨越的身份鸿沟，此模式内含着难以超越的逻辑困境。保罗·弗莱雷选择以“解放教育”介入底层社会现实，促进底层群体的意识觉醒，帮助他们成为具有发声能力的主体。基于对话的本体论和认识论意义，他赋予对话以人性化功能，构建对话教学并将其作为解放教育模式的核心操作手段。在对话教学中，研究者与底层群体都是主体，他们为认识和改造底层社会现实而合作。在教学内容的规划中，弗莱雷也实践了对话模式，创建了生成主题调查法。对话教学通过赋予教育底层主体性化解“代言”模式的逻辑困境。它不仅具有教育学意义，还为教育底层研究构建了一个行动模式。
Abstract:
Under the demand for educational equality by theoretical studies and facing the lower class’sdisadvantage in making their voice heard, researchers choose to be self-appointed representatives for thevulnerable group, forming the mode of“ speaking on others ’behalf” in education studies. However, becauseof the social gap between the researchers and people of lower class, this mode entails insurmountable logicaldilemmas. By his sociological imagination, Paulo Freire intervened in the social reality by liberating education,facilitating the conscientization of the lower class, and enabling them to realize humanity and become a socialmember who can voice his own opinions. On the basis of the ontological and epistemological analyses ofdialogue, he endowed it with the function of helping people to realize their values, and advocated dialogicteaching that is considered as the key means of liberating education. In the dialogic teaching, researchers andthe lower-class people are all equal social subjects, and they cooperate in recognizing and reforming the realityof lower class. In the process of programming teaching content, Paulo Friere also practiced the dialogic modeand created the method of generative theme survey. Dialogues make lower class people have their own voiceby endowing them with subjectivity, thus resolving the logical dilemmas of the aforementioned“ speaking onothers’ behalf” mode. Paulo Freire’s dialogic teaching is not only of pedagogical significance, but also builds anaction mode for the studies on lower class education.

备注/Memo

备注/Memo:
汤美娟，教育学博士，内蒙古师范大学教育学院副教授（呼和浩特 010022）。本文是江苏高校哲学社会科学优秀创新团队“新教育公平的理论建构与实践探索”项目（2015ZSTD007）的阶段性成果。
更新日期/Last Update: 2019-03-30