Reparative Futures of Education

教育的修复性未来

• 批准号: EP/Y014928/1
• 负责人: Arathi Sriprakash
• 金额: $ 215.79万
• 依托单位: University of Oxford
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=EP%2FY014928%2F1
• 关键词: Reparative; Futures; Education

It is almost a truism to say that school systems are structurally unjust. Understanding the mechanisms of persisting inequities inschooling as well as their forces of social reproduction has been a long-standing focus of research in the field of education. Thisproject retains that central concern, but it departs from conventional approaches by interrogating the possibility of reparation insystems of schooling. The idea of reparation requires us to understand the interconnections between past, present and future in boththe formation of injustice and its repair. It implies that until injustices are actively addressed they can endure in social institutions -such as education - which also shape lives-to-come. REPAIR-ED begins, therefore, with the hypothesis that reparative frameworks cancreate different futures of education. By integrating sociological, historical, philosophical, and participatory methods, the project willestablish a novel inquiry into the conditions and normative challenges of reparation in education. It asks: what does reparation inschool systems look like? The research explores the empirical bases of redress through the case study of systems of primary schoolingin Bristol, England. Detailed ethnographies and histories of schooling across the city's geographies of deprivation and advantage willexamine educational injustices, taking a particular focus on their racial and classed dynamics. Using narrative and dialogicapproaches, the project will investigate not only the contingent experiences of schooling among different groups, but also howcontested meanings of educational injustice can condition its collective recognition and its processes of repair. Injustice is not aninevitability in reparative futures of education: these are new, if challenging, theoretical and methodological horizons for the field ofeducation.

学校系统在结构上是不公正的，这几乎是不言而喻的说法。了解学校教育中持续存在的不平等的机制及其社会再生产的力量一直是教育领域研究的长期焦点。该项目保留了这一核心关注点，但它通过质疑学校教育系统中赔偿的可能性而偏离了传统方法。赔偿的理念要求我们理解过去、现在和未来在不公正的形成及其修复方面的相互联系。这意味着，在不公正现象得到积极解决之前，这些不公正现象可能会在教育等社会机构中持续存在，而这些机构也会影响未来的生活。因此，修复教育始于假设修复框架可以创造不同的教育未来。通过整合社会学、历史学、哲学和参与性方法，该项目将对教育赔偿的条件和规范挑战进行新颖的调查。它问：学校系统中的赔偿是什么样的？该研究通过对英国布里斯托尔小学教育系统的案例研究，探讨了补救的经验基础。详细的民族志和整个城市的贫困和优势地理区域的学校教育历史将审视教育不公正现象，特别关注其种族和阶级动态。该项目将利用叙事和对话的方法，不仅调查不同群体之间学校教育的偶然经历，还将调查教育不公正的有争议的含义如何影响其集体认知及其修复过程。在教育的修复性未来中，不公正并不是不可避免的：这些对于教育领域来说是新的、尽管具有挑战性的理论和方法论视野。