| 摘要： | 本文目的在探討英國自1997 年以來公辦民營學校訴求關照弱勢學生的現況，主要以歷史發展脈絡中政策演變的文件、教育官員的演說以及相關研究與文獻為研究資料，基於公辦民營學校設立時所訴求的社會正義理念及照顧弱勢目標，檢視此新型學校設置後的落實情形。研究結論有四：一、英國改制公辦民營學校最初雖以社會正義與機會均等為訴求，但其後改革內涵卻以追求競爭力與懲罰辦學失敗為主軸；二、在近期變革中，追求卓越與協助弱勢被視為同一價值觀，因而將「辦學不佳學校」轉型為公辦民營學校，就視為實踐社會正義；三、新工黨與保守黨教育理念匯流，公辦民營學校因而順利擴張，取代了原本教育機會較公平的綜合中學；四、允許公辦民營學校部分名額得以能力或性向選拔學生，社會階級或家庭背景的影響依舊，原本改制學校欲達成改善弱勢學生成就及處境的目標並未充分實現。
The paper is investigating the situation of disadvantaged students in the transformation of English secondary schools since 1997. The paper reviews policy documents, speeches of educational officials and related literatures to examine if the new type of secondary schools, namely the academies, did bring justice and benefits to disadvantaged students as they first claimed to. The paper makes four arguments in conclusion. First, keen competition and sanction on the schools that "fall behind" remain the major practice of the reform, despite the claimed objectives of social justice and equality of educational opportunities. Second, "pursuing excellence" and "helping the disadvantaged" are treated as synonymous values, so that transforming "underperforming schools" into academies is recognized as realization of social justice. Third, the New Labour Party and the Conservative Party share the idea to have academies replace comprehensive secondary schools, which in reality have provided more equal educational opportunities for all. Finally, when the academies are allowed to select part of their students based on abilities or aptitudes, social classes and family backgrounds still play vital roles in the determining the educational opportunities, hindering the realization of the objectives of the policy. |
