编者按：本系列我们将持续推介华东师范大学教育学系师生近期在主要学术刊物上发表的部分学术成果，以促进教育学界同仁积极健康的学术交流、对话与批评。
游韵：Run by others: school autonomy in Shanghai’s entrustment management reform
The promotion of school-to-school collaboration and school autonomy has popularized in the global trends of school system reform over the past few decades. This article examines the Shanghai experience by specifically taking the entrustment management reform as an illustrative example. Since 2007, the government has contracted ‘good’ schools in urban districts and private non-profit educational organizations to manage a group of relatively ‘weak’ schools in rural districts. Three ‘weak’ schools and their entrusted bodies were investigated in this study to elaborate the nature and structure of school autonomy in the new hierarchical management system. This article argues that rather than leading to substantial redistribution of the autonomy between the government and the school as stated, the reform has reconstructed the school leadership. A kind of ‘one- side-collaboration’ has emerged in ‘weak’ schools’ decision-making processes, which has in effect decreased their autonomy. Nevertheless, the reform has generally proceeded smoothly. This can be articulated through understanding Confucian moral and interrelated autonomy, in contrast to the Western autonomy premised on egoism and rationality and emphasizing the self-other tension, and in China’s political and bureaucratic contexts.
蒋纯焦：论突发性公共事件中教师的社会担当——以抗击新型冠状病毒肺炎疫情为例
中国文化中,教师职业有很强的社会性,教师不只是学校教育工作者,更在社会生活中扮演“社会人”、“教化者”、“文化人”等多重角色。每逢突发性公共事件,教师都会以高度的社会担当精神,积极帮助民众共度时艰。新型冠状病毒肺炎疫情发生后,教师作为一支重要的群众力量,在防控疫情的人民战争中充分展示出良好的社会担当:作为“职业人”,授业解惑,将疫情转化为丰富的课程与教学资源;作为“社会人”,仁民爱物,积极组织和参与全民抗疫活动;作为“教化者”,移风易俗,革除生活方式的陈规陋习,培育基层民众的公共意识;作为“专业人”,沉稳理智,安抚公众情绪,回应社会关切,以正视听。
董轩，何梦蕊：感同身受：教育民族志方法的情感向度
教育民族志是把人类学的民族志方法应用于教育研究领域所形成和发展的术语,是教育研究的基本方法之一。通过比较分析两位作者的田野经历和反思,主张将研究者"感同身受"式的情感体验作为理解教育民族志的重要维度。具体而言,研究者的情感体验包括三个层面:日常性、讽刺性和生成性。即便都是研究"教育"问题,都以"学校"为田野地点,研究者也常常因遇到文化氛围迥异的学校而有极为不同的情感体验。研究者的这种情感体验和反思对于探究研究对象的日常生活及其价值意义系统有着极为重要的意义。
