生物政治学视角下的教师表现力：一个全球性议题

doi:10.16382/j.cnki.1000-5560.2020.10.001

摘要/Abstract

摘要： 福柯的生物政治学向我们表明，现代社会的统治艺术是通过塑造社会大众的主体性，将他们转化成自我规训者。这种治理性源自市场的自由性，因为个体在自由市场能运作自我意志，实践民主意义。此种理性化自动行为产生的政治经济制度的机能，使统治的对象从社会转向所有居民。通过创建自由，能重新塑造民众的自我意识，这种关联性使新自由主义成为运作统治艺术的渠道，所以政府往往以创建自由为手段，来管理社会成员的生活形态。如此，从公共管理主义到表现管理不仅是市场逻辑的实践，也是统治技术的运作。基于此种原则，本文借用生物政治学的论点，剖析表现力这个全球性议题是如何产生与运作的，亦即分析统治技术如何运用国际竞争力创造集体责任的话语，以要求教师成为自我改善者，又如何以道德规范塑造他们的自我意识，以成为表现力的执行者。依据此路线，本文继而探讨在主体性的争夺上，教师为何与如何解读政策文本。

关键词: 生物政治学, 新自由主义, 国际竞争力, 主体性, 表现力

Abstract: Michel Foucault invents biopolitics to illustrate how contemporary society exercises the art of governing through shaping subjects’ subjectivity. Its purpose is to transform people into self-regulators. This governmentality derives from market freedom through which social members can engage in free choices and practice democratic values. This rationalized automation embodies the mechanism of political economy that lets government change its subjects moving from society to population. Creating freedom enables the government to reshape their self-knowledge. Accordingly, neoliberalism becomes the gateway for accomplishing the art of governing. In order to administer their lifestyles, the state devotes itself to creating freedom. According to this principle, both public managerialism and performativity not only perform the ideas of free market logic but also secure the practice of governing technologies. Drawing upon biopolitics, this essay sets out to explore why performativity becomes a prevailing world issue and how it operates. Its analytical focus is how the government employs international competitiveness to broadcast the discourse of collective responsibility commanding teachers to become self-improvers. Considering the regime of performance management, it also sheds light on a related issue on how the state constitutes their self-consciousness through ethics, which turns teachers into the implementers of performativity. As self becomes the site of power struggle, this essay also explores why and how teachers enact education policies.

Key words: biopolitics, neoliberalism, international competitiveness, subjectivity, performativity

姜添辉. 生物政治学视角下的教师表现力：一个全球性议题[J]. 华东师范大学学报(教育科学版), 2020, 38(10): 1-20.

Chiang Tienhui. An Analysis of Teacher Performativity as a Global Issue: A Perspective of Biopolitics[J]. Journal of East China Normal University(Educational Sciences), 2020, 38(10): 1-20.

参考文献

黄光国. (2005). 华人社会中的脸面观. 载于杨国枢, 黄光国, 杨中芳(主编). 华人本土心理学(上册)(pp. 365−406). 台北: 远流图书.
姜添辉. (2000). 教师专业意识、影响性、社会控制与实质内涵. 教育与社会研究(台湾),1,1-24
姜添辉. (2003). 教师是专业或是观念简单性的忠诚执行者: 文化再制理论的检证. 教育研究集刊,49(4),93-126
姜添辉. (2006). 马克思主义对工具理性的批判及其在师资教育的启示. 课程与教学季刊(台湾),9(3),15-34
姜添辉. (2010). 影响结构与施为之间互动关系的媒介物: 小学教师的专业认同与文化知觉的分析. 台湾教育社会学研究(台湾),10(1),1-44
姜添辉. (2013). 从国际竞争力省思工具理性的教师思维以及师资培育课程. 清华大学教育研究, (3),91-101
姜添辉. (2017). 为何公共管理主义能成为高等教育机构运作的新律条: 酬赏机制与新学术主义的关联性. 清华大学教育研究, (2),57-65
姜添辉. (2018). 教师专业理论的转变与新专业主义的诞生: 制度化全球化的情境. 清华大学教育研究, (4),49-55
姜添辉. (2019). 马克思的社会阶级论对教育公平研究的影响. 陕西师范大学教育学报(哲学社会科学版),48(2),102-111
王震武. (2002). 升学主义的成因及其社会心理基础——一个历史观察. 本土心理学研究,17,3-66
Allan, J. and Catts, R. (2014). Schools, social capital and space. Cambridge Journal of Education, 44(2), 217-228
Australian Institute for Teaching and School Leadership (2011). Australian professional standards for teachers. Retrieved from https://aitsl.edu.au/docs/default-source/apst-resources/australian_professional_standard_for_teachers_final.pdf
Ball, S. (1998). Big policies/small world: An introduction to international perspectives in education policy. Comparative Education, 34(2), 119-130
Ball, S. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215-228
Ball, S. (2004). Performativities and fabrications in the education economy: Towards the performative society. In S. Ball (ed.), Sociology of education (pp. 143−155). London: Routledge Falmer.
Ball, S. (2016). Subjectivity as a site of struggle: Refusing neoliberalism?. British Journal of Sociology of Education, 37(8), 1129-1146
Ball, S. and Olmedo, A. (2013). Care of self, resistance and subjectivity under neoliberal governmentalities. Critical Studies in Education, 54(1), 85-96
Bell, D. (1976). The cultural contradictions of capitalism. New York, N.Y.: Basic Books.
Blackmore, J. (2006). Localization/globalization and the midwife state: Strategic dilemmas for state feminism in education. In H. Lauder, P. Brown, J. Dillabough and A. Halsey (eds.), Education, globalization & social change (pp. 212−227). Oxford: Oxford University Press.
Chiang, T.H. (2010). The influence of Sino-culture on the meanings of university diplomas in Taiwan: The cultural gap between the west and Taiwan. Journal of Global Economy, 6(5), 331-345
Chiang, T.H. (2013a). Pursuing ideology or conforming reality: Why does education shift its function from equity to competitiveness in the era of globalization?. Journal of Global Economy, 9(4), 249-262
Chiang, T.H. (2013b). Globalization, Chinese-culture and the expansion of higher education system in Taiwan. International Journal of Chinese Education, 2, 162-181
Chiang, T.H. (2014). Globalization, market logic, the state and the resettlement of higher education. Issues of History of Education, 12, 3-24
Chiang, T.H. (2016). Public managerialism functions as a discourse to regulation higher education in the era of globalization. Czech-Polish-Slovak Studies in Andragogy and Social Gerontology, V, 163-178
Codd, J. Gordon, L. and Harker, R. (1997). Education and the role of the state: Devolution and control post picot. In A.H. Halsey, H. Lauder, P. Brown and A.S. Wells (eds.), Education, culture, economy and society (pp. 263−272). Oxford: Oxford University Press.
Coleman, J.S. (2003). Norms as social capital. In E. Ostrom and T.K. Ahn (eds.), Foundations of social capital (pp. 136−158). Cheltenham: Edward Elgar.
Dean, M. (2010). Governmentality: Power and rule in modern society (2^nd). London: Sage.
European Commission/EACEA/Eurydice. (2018). Teaching careers in Europe: Access, progression and support. Eurydice Report. Luxembourg: Publications Office of the European Union.
Foucault, M. (1990). The history of sexuality. London: Penguin.
Foucault, M. (1991). Discipline and punish: The birth of the prison. London: Penguin.
Foucault, M. (2003). Society must be defended. New York, N.Y.: Picador.
Foucault, M. (2005). The hermeneutics of the subject. New York, N.Y.: Picador.
Foucault, M. (2010). The birth of biopolitics. New York, N.Y.: Palgrave Macmillan.
Foucault, M. (2011). The government of self and others. New York, N.Y.: Palgrave Macmillan.
Fuller, C. (2014). Social capital and the role of trust in aspirations for higher education. Educational Review, 66(2), 131-147
Gewirtz, S. (2008). Give us a break! A skeptical review of contemporary discourse of lifelong learning. European Educational Research Journal, 7(4), 414-424
Goodson, I. and Dowbiggin, I. (1990). Docile bodies: Commonalities in the history of psychiatry and schooling. In S. Ball (ed.), Foucault and education (pp. 105−129). London: Routledge.
Granovetter, M.S. (2003). Economic action and social structure: The problem of embeddedness. In E. Ostrom and T.K. Ahn (eds.), Foundations of social capital (pp. 106−135). Cheltenham: Edward Elgar.
Jackson, P.W. (1968). Life in classroom. London: Teachers College Press.
Locke, T., Vulliamy, G., Webb, R. and Hill, M. (2005). Being a ‘professional’ primary school teacher at the beginning of the 21st century: a comparative analysis of primary teacher professionalism in New Zealand and England. Journal of Education Policy, 20(5), 555-582
Lortie, D.C. (1975). School-teacher: A sociological study. London: The University of Chicago Press.
Maguire, M, Braun, A. and Ball, S. (2015). ‘Where you stand depends on where you sit’: The social construction of policy enactments in the (English) second school. Discourse, 36(4), 485-499
Maguire, M, Braun, A. and Ball, S. (2018). Discomforts, opposition and resistance in schools: The perspectives of union representatives. British Journal of Sociology of Education, 39(7), 1060-1073
Marcuse, H. (1964). One-dimensional man: Studies in the ideology of advanced industrial society. Boston: Beacon.
Ministry of Education New Zealand, (2010). OECD review on evaluation and assessment frameworks for improving school outcomes. New Zealand country background report. Retrieved from www.educationcounts.govt.nz/publications.
Morrissey, J. (2013). Governing the academic subject: Foucault, governmentality and the performing university. Oxford Review of Education, 39(6), 797-810
Perryman, J., Ball, S., Braun, A. and Maguire, M. (2017). Translating policy: Governmentality and the reflective teacher. Journal of Education Policy, 32(6), 745-756
Popkewitz, T.S. (1994). Professionalization in teaching and teacher education: Some notes on its history, ideology, and potential. Teaching and Teacher Education, 10, 1-14
Pyke, C.L., & Lynch, S. (2005). Mathematics and science teachers’ preparation for national board of teaching standards certification. School Science and Mathematics, 105(5), 25-35
Robertson, S. (2012). Placing teachers in global governance agendas. Comparative Education Review, 56(4), 584-607
Ross, N. (1999). Governing the soul: The shaping of the private self (2^nd ed.). London: Free Association Books.
Säfström, C.A. (2005). The European knowledge society and the diminishing state control of education: The case of Sweden. Journal of Education Policy, 20(5), 583-593
Singh, P. (2015). Performativity and pedagogising knowledge: Globalising education policy formation, dissemination and enactment. Journal of Education Policy, 30(3), 363-384
Singh, P., Heimans, S. and Glasswell, K. (2014). Policy enactment, context and performativity: Ontological politics and researching Australian National Partnership policies. Journal of Education Policy, 29(6), 826-844
Singh, P., Pini, B. and Glasswell, K. (2018). Explorations in policy enactment: Feminist thought experiments with Basil Bernstein’s code theory. Gender and Education, 30(4), 417-434
Singh, P., Thomas, S. and Harris, J. (2013). Recontextualising policy discourses: A Bernsteinian perspective on policy interpretation, translation and enactment. Journal of Education Policy, 28(4), 465-480
Thompson, G. and Cook, I. (2014). Education policy-making and time. Journal of Education Policy, 29(5), 700-715
Trippestad, T. A. (2016). The glocal teacher: The paradox agency of teaching in a glocalised world. Policy Futures in Education, 14(4), 9-23
Tsatsaroni, A. and Evans, J. (2014). Adult numeracy and the totally pedagogised society: PIAAC and other international surveys in the context of global education on lifelong learning. Educational Studies in Mathematics, 87(2), 167-186

[1]	杨向东. 作为理论构念的素养及其模型构建[J]. 华东师范大学学报(教育科学版), 2022, 40(11): 41-57.
[2]	项贤明. 塑造儿童乃教育学之原罪[J]. 华东师范大学学报(教育科学版), 2018, 36(5): 94-103+168+169.
[3]	王青, 彭雅楠. 大学生正念主体性量表编制研究[J]. 华东师范大学学报(教育科学版), 2017, 35(5): 146-154+163.
[4]	岳伟, 王坤庆. 主体间性:当代主体教育的价值追求[J]. 华东师范大学学报(教育科学版), 2004, 22(2): 1-6, 36.
[5]	[英]麦克·扬. 教育社会学中的知识与课程[J]. 华东师范大学学报(教育科学版), 2003, 21(3): 36-43.