Global field and global imagining: Bourdieu and worldwide higher education
Global field and global imagining: Bourdieu and worldwide higher education
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全球场域与全球想象：布迪厄与全球高等教育
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发表时间：
2008
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通讯作者：
S. Marginson
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作者：
S. Marginson
本文描绘了高等教育和相关研究的全球维度，包括国家系统和机构的差异，同时批判性地反思了研究这一领域的理论工具。可以说，最有说服力的高等教育理论是布尔迪厄的：这篇论文探讨了布尔迪厄关于权力领域、机构、定位和地位的概念的相关性和局限性；借鉴了葛兰西的霸权主义概念，解释了美国大学发挥的主导作用。注意到在全球教育环境中存在着比国家教育环境更大的本体论开放性，布尔迪厄对结构/机构的解读陷入了结构的一边，本文讨论了关于自我确定身份的森和关于全球想象、流动和‘景观’的阿帕杜莱。布迪厄高等教育竞争领域的动态继续在全球上演，但位于一个更大、更分离的关系环境中，而且环境并不像他所说的那样封闭。
This paper maps the global dimension of higher education and associated research, including the differentiation of national systems and institutions, while reflecting critically on theoretical tools for working this terrain. Arguably the most sustained theorisation of higher education is by Bourdieu: the paper explores the relevance and limits of Bourdieu’s notions of field of power, agency, positioned and position‐taking; drawing on Gramsci’s notion of hegemony in explaining the dominant role played by universities from the United States. Noting there is greater ontological openness in global than national educational settings, and that Bourdieu’s reading of structure/agency becomes trapped on the structure side, the paper discusses Sen on self‐determining identity and Appadurai on global imagining, flows and ‘scapes’. The dynamics of Bourdieu’s competitive field of higher education continue to play out globally, but located within a larger and more disjunctive relational setting, and a setting that is less closed, than he suggests.