全球知识生产中的殖民性困境与出路——以中国农村教育国际研究中的投资回报话语体系为例-清华大学教育研究

文章信息/Info

Title:: Coloniality in Global Knowledge Production and Possibilities of Transformation ——The Investment-return Discourse in International Research on Chinese Rural Education as an Example

作者:: 向芯¹² 江竹君³ 滕珺² 楼菁菁⁴ 余旻⁵; 1.北京师范大学珠海校区教育科技中心全球教育创新实验室;2.北京师范大学国际与比较教育研究院;3.中国教育科学研究院比较教育研究所;4.毕洛伊特大学教育与青年研究系;5.韦恩州立大学教育学院

Author(s):: XIANG Xin¹² JIANG Zhu-jun³ TENG Jun² LOU Jing-jing⁴ YU Min⁵; 1.Institute of Advanced Studies in Humanities and Social Sciences, Beijing Normal University at Zhuhai; 2.Institute of International and Comparative Education, Beijing Normal University; 3.Institute of Comparative Education, China National Academy of Educational Sciences; 4.Education and Youth Studies, Beloit College; 5.College of Education, Wayne State University

Keywords:: autonomous knowledge system of Chinese education; global knowledge production; coloniality; Chinese rural education; investment-return discourse

摘要:: 建构中国教育学自主知识体系是推动中国式教育现代化的必然要求。然而,全球知识生产中顽固的“殖民性”给中国教育学自主知识体系建设带来了巨大挑战。1978-2022年,在40种顶级英语国际学术期刊上发表的中国农村教育相关论文中,投资-回报话语体系的影响力增长最快,共38篇。本研究针对这38篇文本进行了批判话语分析,指出中国农村教育国际研究中存在三重问题:追随国际趋势和强势话语,研究与实践割裂;合理化经济社会不平等,归责于个体与家庭;倡导技术型解决方案,掩盖系统性变革的必要性。基于此,本研究分析了突破全球知识生产殖民性困境的机遇与挑战,尝试提出包括中国在内的全球南方国家构建自主知识体系的可能路径。

Abstract:: The construction of an independent knowledge system of Chinese education is an inevitable requirement to promote the education modernization with Chinese characteristics. However, the persistent “coloniality” of global knowledge production has posed a significant challenge to this effort. From 1978 to 2022, the investment-return discourse has been the fastest growing discourse among articles on Chinese rural education published in 40 high-impact English-language international academic journals, with a total of 38 articles. This study conducts a critical discourse analysis of these 38 articles, and identifies three major problems in international research on Chinese rural education: following dominant trends and discourses in global knowledge production without critical reflection and separating research from practice; legitimizing economic and social inequality by attributing responsibility to individuals and families; and advocating technical solutions that obscure the need for systemic change. Based on these findings, this study analyzes the opportunities and challenges in transforming coloniality in global knowledge production, and seeks to propose a way for countries in the Global South, including China, to construct independent knowledge systems.