“中国语境＂的教育公平核心新治理：一个“统筹教育论＂的批判一诠释框架

中国教育公平的合法性危机愈来愈被国内持不同立场的人士所恣意彩绘而凸显为当前中国社会普遍关注的核心焦点。此焦点的背后事实上更多地内隐了对教育公平问题的情绪化宣泄与恶意误读。反思宣泄与误读的根本原因则是：在对中国教育公平研究的批判与建构中缺乏一个具有共识意义的独立性反思治理框架，从而能够在公平范式转型的结构性逻辑嬗演中本质性地直面和把握真实意义上的中国教育语境。“统筹教育论”作为崭新的公平治理框架范式，能够在理论与实践中作为中国教育公平批判—诠释的整体性框架而弥补中国教育公平研究中的不足；同时作为新的教育公平研究范式，可以在更纵深的层面上推进中国教育公平的核心新治理。

On the exploration of new governance of education equality in Chinese Context

The legitimacy crisis of education equality is the focal point of China. As a matter of fact, it implies emotional expressing and intentional misunderstanding. The basic causes lies in the lack of a common framework of independent governance. As a new paradigm for equality governance, coordinated education can play the part of criticism-interpretation frame of Chinese educational equality to overcome study in China. It also can be beneficial to promote the new core governance the shortage of educational equality of Chinese educational equality.