法学视角下的中学教师话语权研究
摘要
历来学者对教师话语权的论述都主要从教育社会学角度进行。本文从法学的新视角对中学教师话语权内容进行探讨,以期丰富教育法学的研究,并有利于教育体制改革向法制化民主化方向发展。首先简要的阐明了本文中话语权利概念的内涵与外延。话语权的内涵是指权利人获取适当的表达形式进行话语表达,并对话语起到作用得到必要保障的权利。中学教师话语权可以表现为中学教师在专业领域中、管理领域中的话语表达权利,一般有五种表现形式。在制度性话语、专家话语、行政话语三大话语霸权的压制之下,中学教师话语权呈现出较严重的缺失现状。同时也存在滥用的状态。为保证中学教师在我国教育中关键作用的充分发挥,同时也为保证中学教师权益及其价值的实现,我们应该明确他们应有的话语权利并确保其顺利实现。研究主要从领域研究、学校管理、教师专业化等方面入手,提出了解决问题的合理化建议。
Always scholars elaborate the speech right of secondary school teachers mainly from the educational sociology perspective. This paper carried on the discussion from a new and law perspective and hope to richen the research of education law on the other hand, we also hope that the research can advance the educational system reform to a new direction of democratization and legal system .first, the paper briefly expounded the connotation and the extension of speech right in this article. The connotation of speech right is refers to that the litigant can gain the suitable expression form to indicate own viewpoints and cause their functions to be displayed and essential safeguarded. The speech right of secondary school teachers can be expressed in the professional and management fields, general with five manifestations. Under suppression of the system speech、the expert speech and the administrative speech, the speech right of secondary school teachers is showing a more seriously deficient state.meanwhile,it's showing a abusive state. To ensure that secondary school teachers fullly play a key role in Chinese education, and also ensure that the rights and the values of secondary school teachers are realizable, we should clear their original rights and ensure they achieve their goals smoothly. Finally, the author proposed the rationalization proposal,for example, domain research, school- administration, teacher-specialization and so on.
Always scholars elaborate the speech right of secondary school teachers mainly from the educational sociology perspective. This paper carried on the discussion from a new and law perspective and hope to richen the research of education law on the other hand, we also hope that the research can advance the educational system reform to a new direction of democratization and legal system .first, the paper briefly expounded the connotation and the extension of speech right in this article. The connotation of speech right is refers to that the litigant can gain the suitable expression form to indicate own viewpoints and cause their functions to be displayed and essential safeguarded. The speech right of secondary school teachers can be expressed in the professional and management fields, general with five manifestations. Under suppression of the system speech、the expert speech and the administrative speech, the speech right of secondary school teachers is showing a more seriously deficient state.meanwhile,it's showing a abusive state. To ensure that secondary school teachers fullly play a key role in Chinese education, and also ensure that the rights and the values of secondary school teachers are realizable, we should clear their original rights and ensure they achieve their goals smoothly. Finally, the author proposed the rationalization proposal,for example, domain research, school- administration, teacher-specialization and so on.
引文
[1]恩斯特·卡西尔:语言与神话[M],三联书店,1988年版;
[2]罗兰·巴特:符号学原理[M],三联书店,1988年版;
[3]郑乐平:超越现代主义和后现代主义--论新的社会理论空间之建构[M],上海教育出版社2003年版,P65;
[1]福柯著,张廷琛译:性史[M],上海科学技术文献出版社1989年版,P99;
[1]周叶中主编:宪法(第二版)[M],高等教育出版社2005年版,P271;
[1]Perron,V.(1989).Workting Papers:Reflections on Teachers,Schools and Community[M].New York:Teacher'--s College Press;
[1]麦克尔·阿普尔著,黄忠敬译:《意识形态与课程》[M],华东师范大学出版社2001年版,P10;
[1]http://edu.qq.com/a/20070323/000044.htm
[2]http://ctdsb.cnhubei.com/html/ctdsb/20080217/ctdsb258344.html
[1]http://news.xinhuanet.com/school/2008-02/22/content_7645858.htm
[1]张维平主编《中小学校学法用法案例评析》(辽宁大学出版社,2002年)
[1]http://news.xinhuanet.com/school/2006-02/08/content_4149845,htm
[2]沈莉芳、朱英《中小学教师“语言暴力”现状分析与矫治策略》,《新课程·教师版》,2007年1月8日
[1]李晓燕:教代会要切实发挥作用[J],中小学管理,2001,(2);
1、巴赫金:论行为哲学[M].巴赫金全集第一卷,河北教育出版社,1988;
2、刘云杉:教师话语权力探悉[J].南京师大学报(社科版),1997(3);
3、胡福贞:论教师个人话语权[J].教育研究与实验,2002(3);
4、胡福贞:对话与独白--幼儿教师话语现象分析[J].学前教育研究,2003(7);
5、沈宗灵:对霍菲尔德法律概念学说的比较研究[J].中国社会科学,1990(1);
6、程少波:论转型时期的教育话语[J].教育评论,2003(3);
7、何跃军、廖江华:批判与重塑:教师话语权解读[J].中南财经政法大学研究生学报,2006(3);
8、宗锦莲:学校场域中话语权的社会学分析[J].江苏教育学院学报(社会科学版),2006(2);
9、蒋茵:遗忘与追寻:关于教师话语权问题[J].当代教育科学,2003(14);
10、邢思珍:社会学视角下的教师话语权[J].当代教育科学,2004(7);
11、李晓燕:中国教师权利和义务及其实现保障论纲[J].国家教育行政学院学报,2006(6);
12、周兴国:聘任制下教师合法权益的保护问题[J].教育评论,2000(6);
13、李晓燕:教代会要切实发挥作用、[J].中小学管理,2001(2);
14、刘兴春:普通中小学教师参与决策研究综述[J].教育管理与实践,2005(3);
15、丛海燕:论教师话语的失却与重建[J].教师教育研究,2006(2);
16、瞿英、陈祝君:教师话语权失落的表征及原因探析[J].教育发展研究,2007.11B
17、冯永刚:刍议德育教师话语权[J].江苏高教,2007(5)
18、鲁晓平:教育语言暴力问题探究[J].当代教育科学,2007(12)
[2]罗兰·巴特:符号学原理[M],三联书店,1988年版;
[3]郑乐平:超越现代主义和后现代主义--论新的社会理论空间之建构[M],上海教育出版社2003年版,P65;
[1]福柯著,张廷琛译:性史[M],上海科学技术文献出版社1989年版,P99;
[1]周叶中主编:宪法(第二版)[M],高等教育出版社2005年版,P271;
[1]Perron,V.(1989).Workting Papers:Reflections on Teachers,Schools and Community[M].New York:Teacher'--s College Press;
[1]麦克尔·阿普尔著,黄忠敬译:《意识形态与课程》[M],华东师范大学出版社2001年版,P10;
[1]http://edu.qq.com/a/20070323/000044.htm
[2]http://ctdsb.cnhubei.com/html/ctdsb/20080217/ctdsb258344.html
[1]http://news.xinhuanet.com/school/2008-02/22/content_7645858.htm
[1]张维平主编《中小学校学法用法案例评析》(辽宁大学出版社,2002年)
[1]http://news.xinhuanet.com/school/2006-02/08/content_4149845,htm
[2]沈莉芳、朱英《中小学教师“语言暴力”现状分析与矫治策略》,《新课程·教师版》,2007年1月8日
[1]李晓燕:教代会要切实发挥作用[J],中小学管理,2001,(2);
1、巴赫金:论行为哲学[M].巴赫金全集第一卷,河北教育出版社,1988;
2、刘云杉:教师话语权力探悉[J].南京师大学报(社科版),1997(3);
3、胡福贞:论教师个人话语权[J].教育研究与实验,2002(3);
4、胡福贞:对话与独白--幼儿教师话语现象分析[J].学前教育研究,2003(7);
5、沈宗灵:对霍菲尔德法律概念学说的比较研究[J].中国社会科学,1990(1);
6、程少波:论转型时期的教育话语[J].教育评论,2003(3);
7、何跃军、廖江华:批判与重塑:教师话语权解读[J].中南财经政法大学研究生学报,2006(3);
8、宗锦莲:学校场域中话语权的社会学分析[J].江苏教育学院学报(社会科学版),2006(2);
9、蒋茵:遗忘与追寻:关于教师话语权问题[J].当代教育科学,2003(14);
10、邢思珍:社会学视角下的教师话语权[J].当代教育科学,2004(7);
11、李晓燕:中国教师权利和义务及其实现保障论纲[J].国家教育行政学院学报,2006(6);
12、周兴国:聘任制下教师合法权益的保护问题[J].教育评论,2000(6);
13、李晓燕:教代会要切实发挥作用、[J].中小学管理,2001(2);
14、刘兴春:普通中小学教师参与决策研究综述[J].教育管理与实践,2005(3);
15、丛海燕:论教师话语的失却与重建[J].教师教育研究,2006(2);
16、瞿英、陈祝君:教师话语权失落的表征及原因探析[J].教育发展研究,2007.11B
17、冯永刚:刍议德育教师话语权[J].江苏高教,2007(5)
18、鲁晓平:教育语言暴力问题探究[J].当代教育科学,2007(12)