Beyond Orientalism in comparative education: challenging the binary opposition between Japanese and American education
Beyond Orientalism in comparative education: challenging the binary opposition between Japanese and American education
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比较教育中的超越东方主义：挑战日美教育的二元对立
DOI：
10.1080/02188790701849800
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发表时间：
2008
期刊：
影响因子：
--
通讯作者：
Keita Takayama
中科院分区：
文献类型：
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作者：
Keita Takayama
本文挑战了日本和美国教育近年来一直朝着“相反方向”发展的常识观察。文章借鉴后殖民话语研究和文化研究，从这一观察中提取了一种东方主义二元认识论，这种认识论继续对日本和美国观察者理解彼此教育的方式设定了话语限制。有人认为，这种东方主义二元范式在日本和英美教育的比较讨论中占据主导地位，导致学术界缺乏充分考虑由新自由主义和新保守主义冲动驱动的全球教育结构变化的努力。作为对持续的殖民遗产进行批判性、反思性参与的关键一步，本文提出了一种结构导向的研究范式，使我们能够在经济、国家和教育的全球结构变化的共同框架内讨论教育变革中的本地化和国家化差异。
This article challenges the common-sense observation that Japanese and American education have been moving in “opposite directions” in recent times. Drawing on postcolonial discourse studies and cultural studies, the article extracts from this observation an Orientalist binary epistemology that continues to set discursive limits on the way Japanese and American observers make sense of each other's education. It is argued that the predominance of this Orientalist binary paradigm in comparative discussions of Japanese and Anglo-American education has resulted in the unfortunate lack of scholarly efforts to take full account of the common global structural changes in education driven by neo-liberal and neo-conservative impulses. As a crucial step towards the critical, reflexive engagement with the continuing colonial legacy, this article proposes a structurally oriented research paradigm that enables us to discuss localised and nationalised differences in education changes within the common frame of global structural changes in economy, state and education.