World Bank education policy: new rhetoric, old ideology
World Bank education policy: new rhetoric, old ideology
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世界银行教育政策：新言辞，旧意识形态
DOI：
10.1016/s0738-0593(02)00006-8
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发表时间：
2002
影响因子：
2.5
通讯作者：
S. Klees
中科院分区：
文献类型：
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作者：
S. Klees
1999年世界银行（以下简称“世行”）的教育部门战略报告很重要，因为世行对全球教育修辞和实践的影响（世界银行，1999a）。此外，这是他们近20年来首次发表全面的教育政策声明。他们在1970年、1975年、1980年和现在只做了四次。这份新文件大概反映了世界银行（即世界银行内部权威人士）的当前想法。有什么不同？有什么新鲜事吗？这份教育部门战略报告（以下简称“报告”）在某种程度上提供了一种不同的论述，但在其中，我看不到什么实质性的变化。它充满了未经检验的假设，可疑的事实，以及取代知识的意识形态。在整个报告中，至少有六种我称之为世行当前的“咒语”，这意味着它们被重复了很多次，但没有任何真正的内容。对我来说，它们反映的是世行的文化，而不是实质。鉴于报告内容变化不大，我认为最有趣的是它对世行当前思维和世行希望如何表现自己的见解。
The 1999 World Bank’s (hereafter referred to as “The Bank”) Education Sector Strategy report is important because of the influence The Bank has on global education rhetoric and practice (World Bank, 1999a). Moreover, this is their first overall education policy statement in almost 20 years. They have only done four—in 1970, 1975, 1980, and now. 1This new document presumably reflects the current thinking of The Bank (ie people in positions of authority within it). What is different? What is new? This Education Sector Strategy report (hereafter referred to as “the report”), in part, offers a different discourse, but within, I see little substantive change. It is full of unexamined assumptions, questionable facts, and ideology substituting for knowledge. Throughout the report are at least half a dozen of what I will call current Bank “mantras,” meaning that they are repeated a number of times without being given any real content. To me, they reflect Bank culture, not substance. Given little change in substance, what I find most interesting in the report is the insight it gives into current Bank thinking and into how The Bank wishes to present itself.