摘要
美国威斯康辛大学麦迪逊分校课程与教学系托马斯·S.波普科维茨教授以其独到的教育思想赢得国际教育学术界的赞誉。近年来,我国学者开始关注和研究波普科维茨的教育思想,但波普科维茨教育思想的"中国之旅"却招致"碎片化"与"阿普尔化"误读。本文试图在全面把握波普科维茨教育思想的基础上,对这种误读进行批判性分析,同时,进一步分析波普科维茨教育思想的方法论体系,以期更为准确地把握波普科维茨教育思想的理论内涵与内在逻辑。本文认为,波普科维茨在其学术研究生涯中,不断突破固有分析框架的限制,将"当下史"(History of Present)/"历史化"(Historicizing),"理性系统"(Systems of Reason)与"社会认识论"(Social Epistemology)三类方法组合运用,以实现在教育研究边界的自由穿梭,形成了对主流教育思想的深刻批判。
Thomas S.Popkewitz is a Professor in the department of Curriculum and Instruction,at the University of Wisconsin-Madison,USA.As one of the leading researchers of education in Europe,Latin America and North America,Popkewitz’s complex and original studies have been introduced by more and more Chinese scholars.As for the"traveling"of Popkewitz’s theories to China,there are some misunderstandings such as"fragmentation"as one of the key words of his research,which actually does not"exist"in his own works;Both Thomas S.Popkewitz and Michael W.Apple are recognized as the critical education researchers but the essential differences are ignored.This paper suggests to take the Popkewitz’s methodology system(history of present/historicizing,systems of reason and social epistemology)as an approach to understand the theoretical connotation and the inner logic of his research and how he seamlessly moves across the boundaries of education research.Contrary to the main stream of current education research,his critical studies have challenged the enclosed framework therefore to open up the possibilities of alternatives.
出处
《比较教育学报》
CSSCI
北大核心
2020年第3期91-99,共9页
Journal of Comparative Education
关键词
波普科维茨
研究边界
教育研究的方法论
Thomas S.Popkewitz
research boundaries
methodology of educational research
作者简介
刘雪莲,华东师范大学教育学部博士研究生。
