批判教育学中的政治、理论与现实（下）

Politics, Theory, and Reality in Critical Pedagogy

究竟如何理解英美的批判教育学思潮，尤其是近年来其阵营内部存在纷纷攘攘、似大有碎片化的趋势，本刊特约请当代批判教育学的代表人物之一，世界知名学者、教育思想家Michael W. Apple教授，加州州立大学助理教授Wayne Au，对批判教育学的历史、目前内部不同取向间的分歧，以及在当代保守主义复兴语境中所面临的挑战和应对策略，予以全面的梳理和分析。批判教育学对于中国教育学界并不陌生，但是，对于它的历史缘起、理论全貌和时代境遇，我们少有系统和整体的关注，本文对于我们的价值不仅在于可略补此憾，更重要的是，它会启发我们反思，在中国时下教育改革的潮流中，我们的教育政治、文化和经济内涵是什么？教育在社会的现实变革、社会的发展远景中究竟应该扮演什么角色？

In the work being translated the authors provide a comparative analysis of critical educational theory both in the United States and other parts of the world. This analysis includes discussions of the tasks of critical educational research， the historical roots of critical pedagogy， schooling and social reproduction， feminism and critical race theory in education， Freirian pedagogy， neo-Marxism， the conservative modernization in education， progressive educational movements， and critical pedagogy in practice. The authors argue for a more robust understanding of critical pedagogy that is based increasingly in a awareness of the importance of multiple dynamics underpinning the relations of exploitation and domination in our societies， and thus assert that issues surrounding the politics of redistribution (exploitative economic processes and dynamics) and the politics of recognition (cultural struggles against domination and struggles over identity) need to be jointly considered by critical educators.