交叉学科与批判关切：英国比较教育研究现状——兼议中国比较教育学自主知识体系建设

doi:10.16382/j.cnki.1000-5560.2024.09.006

摘要/Abstract

摘要：

全球化时代我国比较教育学仍缺乏本土理论和方法论建构，研究主题侧重国家战略，但缺乏理论支撑和多元方法。探究英国比较教育研究领域的发展现状，可为我国比较教育学的未来走向提供借鉴。本文通过分析英国教育学科排名前72所大学中548位比较教育学者的数据，发现英国比较教育研究聚焦全球和跨国教育议题，关注边缘化国家和群体，以多学科交叉融合的理论与方法为支撑，以批判性关切为旨向进行全球理论建构与创新，成为当下英国比较教育的重要研究目标与发展走向。结合中国比较教育研究现状，我国应在政策咨询与知识生产间寻求平衡，组建跨国跨学科团队，创新理论与方法，重视理论批判与本土理论建构，为全球教育知识贡献中国智慧与经验。

关键词: 英国比较教育, 比较教育, 交叉学科, 批判性

Abstract:

In the era of globalization, China’s comparative education still lacks local theory and methodology construction. The research theme focuses on national strategy, but lacks theoretical perspectives and various methods. Exploring the current research situation of comparative education in the UK can provide reference for China. By analyzing the research data of 548 comparative education researchers from the top 72 universities in the UK, this paper finds that comparative education research in the UK focuses on global and transnational education issues, pays attention to marginalized countries and groups, applies interdisciplinary theories and methods, and aims to construct and innovate global theories with critical concerns. Considering the current situation of comparative education research in China, China should seek a balance between policy consultation and knowledge production, establish transnational interdisciplinary teams, innovate theories and methods, attach importance to theoretical criticism and local independent theoretical construction, so as to contribute Chinese experience to global education.

Key words: Britain comparative education, comparative education, interdisciplinary, critical concerns

张丹, 韩君灵, 夏翔, 何思岩. 交叉学科与批判关切：英国比较教育研究现状——兼议中国比较教育学自主知识体系建设[J]. 华东师范大学学报(教育科学版), 2024, 42(9): 74-88.

Dan Zhang, Junling Han, Xiang Xia, Siyan He. Interdisciplinary and Critical Concerns: Current Comparative Education Research in the United Kingdom — Also on the Construction of Independent Knowledge System of Comparative Education in China[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(9): 74-88.

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