教育視角下的兒童史研究——訪談加拿大英屬哥倫比亞大學(xué)莫納·格里森教授

摘要： 相較于中國兒童史而言,西方兒童史研究積累了更為豐富的經(jīng)驗。加國兒童與教育史學(xué)者格里森教授長期致力于深入理解兒童在教育等專業(yè)實(shí)踐下以及學(xué)習(xí)中的具身化經(jīng)驗,尤其擅長運(yùn)用微觀敘事結(jié)合宏觀敘事的混合寫作方法,從社會學(xué)、人類學(xué)等學(xué)科領(lǐng)域中吸收和改造理論視角,對自傳、口述、信函等史料展開解讀。同時,格里森重視以歷史經(jīng)驗為基礎(chǔ),對關(guān)于兒童的理論預(yù)設(shè)和方法途徑進(jìn)行反思和創(chuàng)新,比如其所提出的關(guān)系性、情境化、差異性的兒童主體性概念。她認(rèn)為,歷史學(xué)者可以在理論和方法創(chuàng)新上更為大膽,并且要對現(xiàn)實(shí)困境和問題保持關(guān)切和參與。
Compared with the research history of Chinese children, the research on western children and childhood has a much longer history. Professor Gleason, a Canadian historian of children, family and education, has long been committed to deeply understanding children's embodied experience of educational professionals and the process of learning. Her studies are characterized as a hybridity of micro and macro historiographies, borrowing and adjusting theoretical tools from sociology and anthropology, and giving interpretation on autobiography, oral histories, and letters. Moreover, Gleason emphasizes reflecting on theoretical presuppositions about children and is willing to create new concepts and methods. For example, she put forward relational, contextual, and differential child agency concepts based on historical evidence. She encourages historians to be bolder in theory and method creation, and to stay concerned about the contemporary issues.