评论同类型主义:新自由主义构成的制度化脉络以及教师专业实践坐标

doi:10.16088/j.issn.1001-6597.2019.04.009

摘要/Abstract

摘要： 从同类型主义的视角看,社会情境往往隐含特定的制度化脉络,进而影响教师专业的实践。新自由主义转变为新的世界观,并驱动许多国家采取效能导向的教育改革,绩效考核制度构成新的制度化脉络,尽管此种情境迫使高等教育机构朝向同质化的效能模式,但参照行动引领差异化的发展路径。此种现象显示同类型主义的聚合取向之缺失,因而提出制度化脉络的概念十分必要,以解释制度化存在规范与弹性的并行作用。此种并行现象构成非教条性的行动范畴,其奖惩机能足以形成筛选机制,这种机制如同巨观性社会坐标,可以解释个人行动在社会结构的位置,洞察力、创新行动与实践程度大幅影响行动者的坐标位置,进而调解筛选机制给予的报酬强度。

关键词: 同类型主义, 参照行动, 制度化脉络, 筛选机制, 教师专业实践

Abstract: Drawing upon the theory of isomorphism, this article sets out to illustrate the practice of teacher professional autonomy within the institutionalized context that is molded by social values. When higher education institutes are forced to adopt the efficiency-led approach created by neo-liberalism, they tend to display homogeneous features associated with organizational forms and administrative modes. While this convergent trend corresponds to the characters of isomorphism, individual institutes may engage in the strategy of reference, permitting them to maximize their own advantages. As divergence and convergence are in parallel in the institutionalized milieu, an action scope with a loosely defined boundary develops, so the actors, including teachers, enjoy a certain degree of relative autonomy. Nevertheless, the practice of this autonomy is stipulated by the mechanism of social selection. Such a correlation suggests that this mechanism functions as a macro form, indicating the specific social positions of individual actions in the social structure, which are the key indicator of measuring social returns, including reward and sanction. The combination of knowledgeability, creative action and ability is able to regulate such positions.

Key words: isomorphism, reference, institutionalized context, the mechanism of social selection, the practice of teacher professional autonomy

中图分类号:

G451

姜添辉. 评论同类型主义:新自由主义构成的制度化脉络以及教师专业实践坐标[J]. 广西师范大学学报（哲学社会科学版）, 2019, 55(4): 66-74.

Tien-Hui Chiang. Critiques on Isomorphism: The Institutionalized Context Constituted by Neo-liberalism and the Practice of Teacher Professional Autonomy Dr[J]. Journal of Guangxi Teachers Education University (Philosophy and Social Sciences Edition), 2019, 55(4): 66-74.

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