‘Educational Goods’ is a provocative text which makes important contributions relevant to a wide readership, and this examination of the text suggests it may be necessary to further complicate the concept of educational goods. In particular, it takes issue with the universalising of the ‘good’ which has been a key feature of colonisation that demands assimilation of marginalised peoples and amounts to epistemic violence. It also holds that notions of scarcity in the educational sphere, which leads the authors of this text to consider the importance of decision‐making which they insist involves trade‐offs, often fail to make space for less zero‐sum, and more intersectional and interdisciplinary approaches to the challenges facing schools. Finally, it suggests that the text addresses teachers, parents and other school administrators as key actors shaping the contours of education today, though the voices of students remain relatively obscured. It proposes that it may be fruitful to consider how researchers might begin to develop more meaningful ways to gauge childhood goods based on student self‐reporting, student narrative and student priority setting in a way that can inform policy making.

中文翻译：

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考虑与教育物品有关的认知暴力，稀缺性和学生声音

“教育商品”是一个具有启发性的文本，它为广大读者做出了重要贡献，对文本的审视表明，可能有必要进一步使教育商品的概念复杂化。特别是，普遍存在的“善”问题是殖民化的关键特征，它要求被边缘化的人民同化并构成认知暴力。它还认为教育领域的稀缺性概念使本文的作者考虑到决策的重要性，他们坚持要权衡取舍，常常不能为零和更少，交会更多而留出空间。跨学科方法应对学校面临的挑战。最后，它表明该文本是针对教师的，父母和其他学校管理者是塑造当今教育轮廓的主要角色，尽管学生的声音仍然相对模糊。它建议考虑研究者如何开始以学生的自我报告，学生的叙述和学生的优先重点为基础，以一种可以为政策制定提供依据的方式，开发出更有意义的方法来评估儿童商品，这可能是富有成果的。