百孔千疮:当代比较和国际教育研究方法论批判
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摘要
比较和国际教育的一个主要宗旨是融会贯通不同民族的教育传统。然而,这一领域在世界各地的发展都呈现出明显的西方中心主义现象。国际主流学术界的西方中心主义倾向不仅对其自身发展造成影响,还在广泛的非西方世界造成了如本土意识缺失等诸多问题。在全球化时代,主流社会科学理论失效问题在比较和国际教育领域中表现突出。当前的全球化严重挑战了现有的观念和参照系,"中心—边缘"结构持续存在,英语的日益普及进一步加剧了国际知识体系的不平衡。本文批判性地评议比较和国际教育研究的历史与现状,并以东亚高等教育研究为例,探索如何在新知识特点的形势下进一步改进和发展该领域。
Comparative and international education aims to combine different educational traditions. Yet, the field has been dominated by Eurocentrism that has greatly affected scholarly development in both the West and particularly in the rest leading to a loss of indigenous consciousness in non-Western developing societies. Globalization has interrogated the inappropriateness of mainstream social theories in other parts of the world, as shown also in comparative and international education. Conventional understandings of perspective and framework of reference have been seriously challenged. The situation has been worsened by the disparities in international knowledge system fueled by the lingering center-periphery structure and the prevalence of the English language. Taking East Asia as an example,this article attempts to suggest how comparative and international studies in education could be better developed in a much-altered wider context.
Comparative and international education aims to combine different educational traditions. Yet, the field has been dominated by Eurocentrism that has greatly affected scholarly development in both the West and particularly in the rest leading to a loss of indigenous consciousness in non-Western developing societies. Globalization has interrogated the inappropriateness of mainstream social theories in other parts of the world, as shown also in comparative and international education. Conventional understandings of perspective and framework of reference have been seriously challenged. The situation has been worsened by the disparities in international knowledge system fueled by the lingering center-periphery structure and the prevalence of the English language. Taking East Asia as an example,this article attempts to suggest how comparative and international studies in education could be better developed in a much-altered wider context.
引文
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[23]Yang, R. Doing Comparative Education Research in Chinese Societies: Personal Reflections [C]. Paper presented at XVI World Council of Comparative Education Societies World Congress 2013a, Buenos Aires, June 25.
[24]Marginson, S. Academic Freedom: A Global Comparative Approach [J]. Frontiers of Education in China, 2014, 9(1):24-41.
[25]Yang, R. Indigenizing the Western Concept of the University: Chinese experience [J]. Asia Pacific Education Review, 2013, 14(1):85-92.
[26]Yang, R. The Cultural Mission of China’s Elite Universities: Examples from Peking and Tsinghua [J]. Studies in Higher Education, 2017, 42(10):1825-1838.
[27]Cheng, C. Y. Philosophical Globalization as Reciprocal Valuation and Mutual Integration: Comments on the Papers of Tang Yijie and Roger Ames [A]. In D. H. Zhao (Ed.). Dialogue of Philosophies, Religions and Civilizations in the Era of Globalization [C]. Washington, D.C.: The Council for Research in Values and Philosophy, 2007:65-76.
[28]Gell-Mann, M. The Simple and the Complex [A]. In D. S. Alberts & T. J. Czerwinski (Eds.). Complexity, Global Politics, and National Security [C]. Washington, DC: National Defense University, 1997:3-28.
[29]Sch?fer, W. Global Civilization and Local Cultures: A Crude Look at the Whole [J]. International Sociology, 2001, 16(3):301-319.
[30]Hallak, Jacques. Educational Policies in a Comparative Perspective: Suggestions for a Research Agenda [M]. Paris: UNESCO International Institute for Educational Planning (IIEP), 1991:1.
[2]Walter, M. Social Research Methods [M]. Melbourne: Oxford University Press, 2009:3-30.
[3]Paolone, A. R. Comparative Education in an Age of Crisis: Challenges and Opportunities in Contemporary Italy [A]. In A. W. Wiseman & E. Anderson (Eds.). Annual Review of Comparative and International Education 2015 [C]. Bingley, UK: Emerald Publishing, 2016:117-125.
[4]Wolhuter, C., Karras, K. &Calogiannakis, P. The Crisis in World Education and Comparative Education [C]. Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society. June 10-13, 2015. Sofia, Bulgaria.
[5][31]Wallerstein, I. Eurocentrism and Its Avatars: The Dilemmas of Social Science [J]. New Left Review, 1997, I(226):93-107.
[6]Takayama, K., Sriprakash, A. & Connell, R. Toward a Postcolonial Comparative and International Education [J]. Comparative Education Review, 2017, 61(S1):1-24.
[7]Welch, A. R. The Discourse of Discourse Analysis: A Response to Nines and Burnett [J]. Comparative Education, 2003, 39(3):303-306.
[8]Wallerstein, I. Capitalist Civilization [R], Wei Lun lecture series ii, Chinese University Bulletin, 1995, no. 23. Reproduced in Historical Capitalism, with Capitalist Civilization, London.
[9]Grigorenko, E. L. Hitting, Missing, and in between: A Typology of the Impact of Western Education on the Non-western World [J]. Comparative Education, 2007, 43(1):165-186.
[10]Yang, R. What Counts as ‘Scholarship’? Problematizing Education Policy Research in China [J]. Globalization, Societies and Education, 2006, 4(2):207-221.
[11] Zhao, D. X. The Confucian-legalist State: A New Theory of Chinese History [M]. New York: Oxford University Press, 2015:373.
[12]Mills, C. W. The Sociological Imagination [M]. New York: Oxford University Press, 1959:3-58.
[13]Lederman, D. Higher Education’s‘White Power’ [EB/OL]. (2017-11-10)[2017-12-20].https://www.insidehighered.com/news/2017/11/10/head-higher-ed-research-group-calls-out-dominance-white-power.
[14]Hwang, K. K. From Cultural Rehabilitation to Cultural Renaissance [A]. In C. P. Chou & J. Spangler (Eds.). Chinese Education Models in a Global Age [C]. Singapore: Springer, 2016:87-101.
[15]Lee, S. H. The rise of East Asia and East Asian Social Science’s Quest for Self-identity [J]. Journal of World-System Research, 2000, 6(3):768-783.
[16]Odora Hoppers, C. A. Education, Culture and Society in a Globalizing World: Implications for Comparative and International Education [J]. Compare: A Journal of Comparative and International Education, 2009, 39(5):601-614.
[17]Gundara, J. S. Global and Civilizational Knowledge: Eurocentrism, Intercultural Education and Civic Engagements [J]. Intercultural Education, 2014, 25(2):114-127.
[18]Lundberg, A. Get Connected! Collaborative Adventures in Networked Spaces of Learning [A]. Proceedings of the Second International Conference of Emerging Paradigms in Business and Social Sciences [C]. 2013:1-27.
[19]Prakash, G. Introduction: After Colonialism [A]. In G. Prakash (Ed.). After Colonialism. Imperial Histories and Post-Colonial Displacements [C]. Princeton, NJ: Princeton University Press, 1995:3-20.
[20]傅斯年.出版界评:王国维《宋元戏曲史》[A]. 欧阳哲生 (编). 傅斯年全集(第一卷)[M]. 长沙:湖南教育出版社,2003:1492.
[21]Bowden, B. The Ebb and Flow of Peoples, Ideas and Innovations in the River of Inter-Civilizational Relations: Toward a Global History of Political Thought [A]. In T. Shogimen& C. J. Nederman (Eds.). Western Political Thought in Dialogue with Asia [C]. Lanhan, MD: Lexington Books, 2009:87-107.
[22] 梁漱溟. 中国文化要义 [A]. 中国文化书院学术委员会 (编). 梁漱溟全集(第三卷) [M] . 济南:山东人民出版社,1990:3-16.
[23]Yang, R. Doing Comparative Education Research in Chinese Societies: Personal Reflections [C]. Paper presented at XVI World Council of Comparative Education Societies World Congress 2013a, Buenos Aires, June 25.
[24]Marginson, S. Academic Freedom: A Global Comparative Approach [J]. Frontiers of Education in China, 2014, 9(1):24-41.
[25]Yang, R. Indigenizing the Western Concept of the University: Chinese experience [J]. Asia Pacific Education Review, 2013, 14(1):85-92.
[26]Yang, R. The Cultural Mission of China’s Elite Universities: Examples from Peking and Tsinghua [J]. Studies in Higher Education, 2017, 42(10):1825-1838.
[27]Cheng, C. Y. Philosophical Globalization as Reciprocal Valuation and Mutual Integration: Comments on the Papers of Tang Yijie and Roger Ames [A]. In D. H. Zhao (Ed.). Dialogue of Philosophies, Religions and Civilizations in the Era of Globalization [C]. Washington, D.C.: The Council for Research in Values and Philosophy, 2007:65-76.
[28]Gell-Mann, M. The Simple and the Complex [A]. In D. S. Alberts & T. J. Czerwinski (Eds.). Complexity, Global Politics, and National Security [C]. Washington, DC: National Defense University, 1997:3-28.
[29]Sch?fer, W. Global Civilization and Local Cultures: A Crude Look at the Whole [J]. International Sociology, 2001, 16(3):301-319.
[30]Hallak, Jacques. Educational Policies in a Comparative Perspective: Suggestions for a Research Agenda [M]. Paris: UNESCO International Institute for Educational Planning (IIEP), 1991:1.
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