Transnational education: teaching and learning across borders. An introduction
Transnational education: teaching and learning across borders. An introduction
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跨国教育：跨国界的教学和学习。
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发表时间：
2018
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通讯作者：
Thusinta Somalingam
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作者：
S. Kesper;M. Leung;Vanaja Nethi;Thusinta Somalingam
跨国教育（TNE）包含两个广泛的术语，“跨国”和“教育”。“教育”的意义和目的被迫演变，以满足信息技术取得重大进展和前所未有的知识获取机会的二十一世纪初的需要。另一方面，“跨国”强调人员、机构、制度和方案的跨界流动的发展，这导致了许多新现象。本期特刊的客座编辑来自不同的学科和背景。我们认为，要更深入地了解TNE错综复杂的织锦，需要从各种角度进行研究，包括历史，移民以及社会工作研究。因此，在这个问题上，我们试图提供一个跨学科的观点和理解，跨国教育（TNE），其中包括来自教育研究，历史研究，人文地理和移民研究的定义和观点。首先，现代民族国家和现代教育制度是从世纪初才出现的，它与国家管理、受过专业培训的教师、有约束力的课程和义务教育有关。国家建设进程和学校体制的形成是密不可分的。教育基本上被归类为一项国家奋进。它是国家建设和文化同质化的工具，也是“创造和繁殖承载和延续这一项目的公民”的工具（Adick，2005年，第245页; Radtke，2008年）。民族国家对教育机构的合法性和认可始终取决于它们对国家监管教育体系的定位和融入。然而，近年来，我们看到教育越来越多地在跨国范围内成形和制度化。跨国主义不是一个现代现象，但通过跨国透镜来看待是一种新的方法。这一问题的重点专题是基于对“跨国”一词的广义理解。根据《帕尔格雷夫跨国历史词典》，它指的是“在政治和社会之上、跨越、通过、超越、之上、之下或之间运作的人、思想、产品、过程和模式”，或涉及“跨越国界的人、货物、思想或过程的流动”（Iriye和Saunier，2009年）。跨越边界不仅限于跨越民族国家，而且涵盖广泛的地理，政治，
Transnational Education (TNE) combines two broad terms, “transnational” and “education.” The meaning and purpose of “education” has been forced to evolve to meet the needs of the early twenty-first century with its significant advances in information technology and unprecedented access to knowledge. “Transnational” on the other hand emphasizes the development of cross-border movements of people, institutions, systems and programs that have led to many new phenomena. The guest editors of this special issue come from different academic disciplines and backgrounds. We believe that a more in-depth understanding of the intricate tapestry of TNE requires study from various perspectives including historical, migratory, as well as social work research. Hence, in this issue we have attempted to provide an interdisciplinary view on, and understanding of, Transnational Education (TNE) that includes definitions and perspectives derived from research in education, historical studies, and human geography and migration research. First and foremost, the modern nation state and the modern educational system, which is associated with state regulation, professionally trained teachers, binding curricula and compulsory schooling, only emerged from the beginning of the nineteenth century. The nation-building process and the formation of school institutions are inseparably interwoven. Education is primarily classified as a national endeavor. It is a tool for nation-building and cultural homogenization and for the “creation and reproduction of citizens who carry and continue this project” (Adick, 2005, p. 245; Radtke, 2008). Legitimacy and acknowledgement of educational institutions by nation states always depend on their orientation toward, and integration into a nationally regulated education system. However, in recent times we see that education is increasingly shaped and institutionalized transnationally. Transnationalism is not a modern phenomenon, but looking through a transnational lens is a new approach. The focus topic of this issue is based on a broad understanding of the term “transnational.” According to the Palgrave Dictionary of Transnational History, it refers to “people, ideas, products, processes and patterns that operate over, across, through, beyond, above, under, or in-between polities and societies” or addresses “the flows of people, goods, ideas or processes that stretched over borders” (Iriye & Saunier, 2009). Border-crossing is not limited to crossing nation states but covers a wide range of geographical, political,