Toward a Postcolonial Comparative and International Education
Toward a Postcolonial Comparative and International Education
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走向后殖民比较和国际教育
DOI：
10.1086/690455
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发表时间：
2017
影响因子：
1.8
通讯作者：
R. Connell
中科院分区：
文献类型：
--
作者：
Keita Takayama;Arathi Sriprakash;R. Connell
本文旨在介绍《争夺殖民性：对比较教育和国际教育中知识生产和流通的再思考》这一专题，突出了比较教育和国际教育(CIE)领域中鲜有人承认的知识殖民纠葛。我们首先展示殖民逻辑是如何支撑该领域的创始人之一艾萨克·L·坎德尔的学术研究的。这些逻辑通过该领域建立的冷战地缘政治背景获得了合法性，并塑造了随后的方法，包括对教育全球化采取的备受争议的世界文化方法。然后，文章回顾了非殖民主义、后殖民主义和南方理论学术作为一种智力资源，CIE的学者和实践者可以利用它来解决这些活跃的殖民遗产。我们将这一特殊问题的贡献置于这场更大的知识运动中，并呼吁对CIE知识在全球范围内的生产和传播方式进行重大的集体反思。
This article, which serves to introduce the special issue on “Contesting Coloniality: Rethinking Knowledge Production and Circulation in Comparative and International Education,” brings to the fore the rarely acknowledged colonial entanglements of knowledge in the field of comparative and international education (CIE). We begin by showing how colonial logics underpin the scholarship of one of the field’s founding figures, Isaac L. Kandel. These logics gained legitimacy through the Cold War geopolitical contexts in which the field was established and have shaped subsequent approaches including the much-debated world-culture approach to globalization in education. The article then reviews decolonial, postcolonial, and southern theory scholarship as an intellectual resource upon which CIE scholars and practitioners can draw to tackle these active colonial legacies. We situate the contribution of this special issue within this larger intellectual movement and call for a major collective rethinking of the way CIE knowledge is produced and circulated on a global scale.
世界文化理论与比较教育:信仰与科学之间
影响因子：
1.8
作者：
Carney;S.;Silova;I;Rappleye;J
通讯作者：
J