Review of Research on Educational Disciplinary Authority: From Theoretical Controversy to Institutional Construction

Abstract

As a core issue in educational governance, the authority to discipline within education has garnered significant academic and societal attention in recent years. This paper systematically analyzes domestic and international research since 2000, focusing on the historical evolution, theoretical controversies, practical dilemmas, and institutional innovations surrounding educational disciplinary authority. The analysis reveals persistent core controversies concerning its legal attributes, boundary definition, and implementation mechanisms, while ambiguities in legislation, procedural deficiencies, and home-school conflicts constitute key practical challenges.Through a comparative analysis of institutional experiences in China and abroad, this review proposes that future research should strengthen interdisciplinary integration, empirical investigation, and the construction of long-term mechanisms. This will provide theoretical support for building an educational disciplinary system characterized as “educational, rule-of-law, and humanized.”