多元基础教育空间建构的过程、机制与效应：以粤港澳大湾区为例

改革开放以来稳定持续的经济社会发展推动了多元教育空间的建构，也为理解当前教育空间形式的多样性和复杂性提出了新要求。教育地理学作为一个新兴分支，近年来在全球得到较大发展。国内人文地理学过往多从资源格局评价和优化等角度来切入教育话题，对教育空间的多样性关注不足。项目基于粤港澳大湾区教育发展新形势，聚焦三种流动背景下形成的基础教育空间（“全球—本土”国际教育空间、 “港澳台—内地/大陆”跨境教育空间，以及“城—乡”二元教育空间），借助“定性+定量+时空分析”的混合方法，通过分析三类基础教育空间建构的过程、机制及效应，挖掘不同社会关系在教育空间层面的体现和协商，从而更深刻地考察不同教育群体和教育空间之间的“人—地”关系。课题从理论上呼应教育地理学研究前沿，为理解中国转型背景下教育空间的多重意义和建构机制提供借鉴。研究将为粤港澳大湾区面向国际化和多元化的教育政策建设和精准管理提供适时的反思和参证。

Driven by a series of social reforms since 1978, basic educational spaces in China have become more and more diverse. Currently, basic educational spaces have been windows of examining the complex and nuanced social relationships and structures in contemporary China. This project focuses on three kinds of basic educational spaces in Guangdong-Hong Kong-Macao Greater Bay Area, which include the so-called international educational space, "Mainland-Hong Kong-Macao-Taiwan" boundary-engaged educational space, and "urban-rural" educational space. By examining the processes, mechanisms, and effects of space-making, this project aims to understand educational actors’ expectations, needs, and experiences, thus to see how varying social relationships and structures are concretized and spatialized in schools. In so doing, this project tries to unfold how different kinds of poetics and politics are played out in educational spaces, and what could the "man-land" relationships and perspectives in Chinese schools contributes to the current studies on educational spaces. This project critically speaks to theories on geographies of education and provides reflections on the educational policies in relation to diverse educational spaces emerging in China.