Domesticating transnational education: discourses of social value, self-worth and the institutionalisation of failure in 'meritocratic' Hong Kong
Domesticating transnational education: discourses of social value, self-worth and the institutionalisation of failure in 'meritocratic' Hong Kong
复制标题
跨国教育本土化：社会价值、自我价值的话语以及“精英”香港失败的制度化
DOI：
10.1111/tran.12163
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发表时间：
2016
影响因子：
3.3
通讯作者：
Waters J
中科院分区：
文献类型：
--
作者：
Waters J
本文通过跨国教育（TNE）的透镜，探讨了教育在国际化进程中不断变化的空间性。它认为，国际文凭不是产生外向型教育，而是变得“本土化”-也就是说，它们形成了现有本地教育体系的一个难以区分的特征。本文探讨了在东亚社会的精英和价值生产（suzhi）的话语的重要性，以及TNE如何适应更广泛的意识形态系统的生物政治治理，考试是一个关键技术。它通过对香港学生的访谈收集的数据展示了年轻人将自己的身份内化为失败者的方式，并认为学习跨国资格只会突出这一主题定位。我们还发现了一些对主流话语的反叙述，或“来自下层的生物政治”的例子，其中一些人表达了新生的政治身份。这些例外为另一种生活提供了一些令人兴奋的可能性--这样，大多数年轻人以及更有特权的少数人就能够逃脱教育失败的病态化所强加的破坏性分类。本文最后提出了一些思考，为什么现在需要对国际教育进行更广泛的定义，不仅要考虑到通过国际化发生的空间扩展，而且还要对本土化敏感，以及外国证书在其所在社区内更广泛的治理项目中所采用的深刻方式。
This paper explores the changing spatialities of education in response to processes of internationalisation, through the lens of transnational education (TNE). It argues that rather than producing outward‐looking education, international credentials are becoming ‘domesticated’ – that is, they form an indistinguishable feature of existing local education systems. The paper explores the importance of discourses of meritocracy and the production of value (suzhi) in East Asian societies and how TNE fits into a wider ideological system of biopolitical governance, for which examinations represent a key technology. It demonstrates, through data collected from interviews with students in Hong Kong, the ways in which young people have internalised their own identities as failures and argues that studying for a transnational qualification serves only to accentuate this subject positioning. We also uncover some counter‐narratives to dominant discourses, or examples of ‘biopolitics from below’, where nascent political identities were expressed by some individuals. These exceptions offered some exciting possibilities for an alternative existence – such that the majority of young people, as well as a more privileged minority, are able to escape the damaging classification imposed by the pathologising of educational failure. The paper concludes with some reflections on why a more expansive definition of international education is now required, one that not only takes account of the spatial extension that occurs through internationalisation, but is also sensitive to domestication, and the profound ways in which foreign credentials are being enlisted in wider governance projects within their host communities.