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引用次数: 0
摘要
本文讨论了社区在社会经济边缘化儿童发展中的作用。有几个政府计划和民间社会努力提高它们的地位。进一步需要批判性地分析以独特政治立场进行的研究,这些研究要么寻求管理边缘化者,要么寻求“赋予”他们权力。这些政策只是管理技巧,并不是真正寻求赋予这些社区实际权力。大多数研究都是从“赤字模型”的角度进行的,而不是从“伸出援手”的角度。这篇文章借鉴了三项定性的实地研究,以德里NCR边缘化儿童的不同背景,为研究弱势群体提出了一个基于同理心的模型。Pestalozzi和Savitri Bai Phule在社区工作中的见解进一步加强了实证论证。虽然这些以行动为导向的研究试图强调边缘化群体工作的重要性,但我们也借鉴了杜威的民主教育思想,即坚持学校的角色和责任,让边缘化群体参与进来。
This article discusses the role of the community in the development of socio-economically marginalised children. There are several government schemes and civil society efforts for their upliftment. There is further need to critically analyse researches done with a distinct political stance which either seek to manage the marginalised or to ‘empower’ them. Such policies are simply management techniques and are not really a quest for the actual empowerment of these communities. Most of the research are carried from the perspective of a ‘deficit model’ perspective and not with an unprejudiced perspective of ‘reaching out’. The article draws from three qualitative field studies, with different settings of marginalised children in Delhi-NCR to argue for an empathy-based model for researching the underprivileged. The empirical argument is further strengthened by insights drawn from Pestalozzi and Savitri Bai Phule’s work with the community. While these action-oriented researches seek to underscore the importance of the work for marginalised sections, we also draw from Dewey’s idea of democratic education that insists upon the schools’ role and responsibility to involve marginalised sections.
期刊介绍:
Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.