教育口述史研究:内涵、形态与价值
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摘要
教育口述史作为一项学术实践的兴起,与当代哲学发生实践的转向以及日常生活逐渐被纳入研究视野有关,是一种将自述、记录、整理和分析验证相结合的教育史研究方法。口述的教育史有着悠久的历史传统,表现为自然的、自为的和自觉的教育口述史三种形态,在呈现教育生活、下移历史重心和重构社会记忆等方面具有重要的价值。教育口述史作为质性研究方法在教育研究领域中的应用,对于当代教育史学科建设、促进公共教育史学发展均有着显著的学术拓展意义。
The rise of educational oral history as an academic practice is related to the shift of practice in contemporary philosophy and the gradual inclusion of daily life in research horizons. It is a research method of educational history that combines self-report,recording,collation and analysis and verification. The oral history of education has a long history and tradition. It is manifested in three forms:natural,self-conscious and conscious educational oral history. It has important value in presenting educational life,shifting historical focus and reconstructing social memory. The application of educational oral history as a qualitative research method in the field of educational research has significant academic expansion significance for the construction of contemporary educational history and the promotion of public education history.
The rise of educational oral history as an academic practice is related to the shift of practice in contemporary philosophy and the gradual inclusion of daily life in research horizons. It is a research method of educational history that combines self-report,recording,collation and analysis and verification. The oral history of education has a long history and tradition. It is manifested in three forms:natural,self-conscious and conscious educational oral history. It has important value in presenting educational life,shifting historical focus and reconstructing social memory. The application of educational oral history as a qualitative research method in the field of educational research has significant academic expansion significance for the construction of contemporary educational history and the promotion of public education history.
引文
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[18]刘大伟,周洪宇.教育记忆史:教育史研究的新领域[J].现代大学教育,2018,(1):8-12.
[19]张伦.雅克·勒高夫:《历史与记忆》[J].中国学术,2001,(4):343-350.
[20]Frank R.Ankersmit.“The Postmodernist‘Privatization’of the Past”,Historical Representation[M].Staford:Stanford University Press,2001:154.
[2][美]唐纳德·里奇.大家来做口述历史:实务指南[M].王芝芝,姚力译.北京:当代中国出版社,2006:2.
[3]北京大学历史系.北大史学[M].北京:北京大学出版社,1993:120.
[4]王俊义,丁东.口述历史(第4辑)[M].北京:中国社会科学出版社,2006:3.
[5]中共中央马克思恩格斯列宁斯大林著作编译局.马克思恩格斯全集(第23卷)[M].北京:人民出版社,1972:195.
[6][7]陈平原.中国现代学术之建立[M].北京:北京大学出版社,1998:407、407.
[9]Valerie J.Janesick:Oral History for the Qualitative Researcher:Choreographing the Story[M]Guilford Publications,2010:1.
[11]定宜庄.最后的记忆:十六位旗人妇女的口述历史[M].北京:北京大学出版社,1998:16.
[12][13]顾颉刚.圣贤文化与民众文化[J].民俗,1928,(5):4、5.
[14]杨贤江.杨贤江教育文集[M].北京:教育科学出版社,1982:326-327.
[15]申国昌,周洪宇.全球化视野下的教育史学新走向[J].教育研究,2009,(3):70-74.
[16]周洪宇.学术新域与范式转换:教育活动史研究引论[M].武汉:华中科技大学出版社,2011:32.
[18]刘大伟,周洪宇.教育记忆史:教育史研究的新领域[J].现代大学教育,2018,(1):8-12.
[19]张伦.雅克·勒高夫:《历史与记忆》[J].中国学术,2001,(4):343-350.
[20]Frank R.Ankersmit.“The Postmodernist‘Privatization’of the Past”,Historical Representation[M].Staford:Stanford University Press,2001:154.