人的可持续发展：国际教育反贫困研究的内在逻辑与中国意义-清华大学教育研究

文章信息/Info

Title:: The?Sustainable?Development?of?HumanBeings:?The?Inherent?Logic?of?theInternational?Research?on?Education?and Poverty?Alleviation?and?its?Inspiration to?China

Author(s):: WU Xiao-rong¹?FAN Xiao-mei²; 1.Center for Studies of Education and Psychology of Minorities，the College of Education, Southwest University 2.Research Center of the Integration of Urban and Rural Education Development，Chengdu University

Keywords:: sustainable development; education and poverty alleviation; Inherent logic

摘要:: 1950年以来的国际反贫困研究，大致经历了三个时期：侧重内涵分析和指标建构的前理论时期，侧重理论探索与生成的理论化时期，以及关注主体互动和要素互动的后理论时期。本文以贫困内部主体、贫困外部主体和反贫困要素互动为基本线索，凝练出对“人的可持续发展”的关注，是构成国际教育反贫困研究理论生成、主题多元、模型建构、路径探索的内在逻辑，并由此探究其对我国教育反贫困研究与实践的理论意义和现实价值。

Abstract:: By combing international research on poverty alleviation since 1950s, this article finds that research in this area successively experienced three periods: the pre-theoretical period focusing on connotation analysis and index construction, the theoretical period focusing on theoretical exploration and formation, and the post-theoretical period focusing on subject interaction and element interaction. With the internal and external subjects of poverty and the interaction of anti-poverty elements as the basic clue, this paper finds that the attention to “the sustainable development of human beings” is the inherent logic of the theory formation, subject diversity, model construction, and path exploration in international research on education and poverty alleviation. It further discusses the theoretical significance and practical value to the research and practices in education and poverty alleviation in China.