学区制度化困境的多重逻辑分析被引量：5

Multiple Logical Analysis on the Uncompleted Institutionalization of the School District System

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摘要在我国政策语境中,学区制是以校际均衡为目的、促进学校间教育资源共建共享的制度创新。以组织社会学的新制度主义理论视角,为学区制度化的困境与矛盾提供一种新的诠释。以A市2014—2018年学区化办学政策为案例,剖析不同行动者所处场域的制度逻辑,据此分析造成学区制度化困境的组织过程和机制。学区制贴合政府关注“校际均衡”的合法性逻辑,并通过科层制和问责的组织过程得以扩散。但学校“以校为本”的合法性逻辑却与之矛盾,是故学校以策略性适应的工作原则予以应对。在政府和学校逻辑的交互作用之下,仪式性管理和执行活动阻碍了学区的制度化并将这一问题隐蔽下来。 In the context of China’s policy,the school district system is an institutional innovation aimed at promoting eduction equilibrium by jointly building and sharing of educational resources among schools.From the perspective of the new institutionalism theory of organizational sociology,this paper provides a new interpretation of the dilemma and contradiction of school districts’institutionalization.Taking the school district policy of City A from 2014 to 2018 as a case,this paper analyzes the organizational process and mechanism that causes the school district’s institutionalized dilemma by studying the institutional logic of the field where different actors are located.It is found that the school district system conforms to the legitimate logic of the government’s concern on“inter-school balance”,and spreads through the organizational process of bureaucracy and accountability.While the legal logic of“school-based”contradicts it,so the school responds to it with the working principle of strategic adaptation.Ritualistic management and enforcement activities,in the interaction of government and school logic,hinder the institutionalization of school districts and conceal this problem.

作者陈婧夏彧 CHEN Jing;XIA Yu(Department of Education, Shanghai Normal University, Shanghai 200234, China;National Institutes of Educational Policy Research, East China Normal University, Shanghai 200062, China)

机构地区上海师范大学教育学院华东师范大学国家教育宏观政策研究院

出处《教育学报》 CSSCI 北大核心 2021年第2期129-140,共12页 Journal of Educational Studies

基金中国博士后科学基金会第67批面上资助项目“轮岗交流政策对教师专业发展的影响效果及机制研究”(项目编号:2020M671174) 华东师范大学国家教育宏观政策研究院重点智库建设项目“上海五大新城的义务教育资源动态配置模型研究”(项目编号:202101005)的部分研究成果。

关键词学区制制度分析制度化制度逻辑新制度主义 school district system institution analysis institutionalization institutional logic new institutionalism

分类号 G47 [文化科学—教育技术学]

作者简介陈婧(1987—),女,贵州人,上海师范大学教育学院讲师,博士,主要从事教育基本理论、教育政策研究,E-mail:ximige1014@sina.com;夏彧(1985—),女,安徽人,华东师范大学国家教育宏观政策研究院在站博士后,主要从事教育不平等、空间与社区研究。