跨国史的兴起及其对教育史研究的意义  

The Rise of Transnational History and Its Significance to the Study of Educational History

作　　者：李辉 LI Hui(Academy of International Education Studies,Beijing Foreign Studies University,Beijing 100089,China)

机构地区：[1]北京外国语大学国际教育研究院

出　　处：《教育学报》2019年第6期102-107,共6页Journal of Educational Studies

摘　　要：20世纪80年代末90年代初以来,随着对肇始于19世纪的"民族-国家"史学研究范式的局限性的批判和"美国史国际化运动"的推动,跨国史研究在国际史学研究中逐渐兴起。入江昭、伊恩·蒂勒尔和托马斯·本德这些跨国史研究的领军人物进行了最初的主题和实践尝试。他们关于跨国史的研究主要集中在两个方面:一是基于跨国史范式对民族国家历史的重新书写;二是基于跨国史视角对非国家行为体的关注和考察。跨国史对于教育史研究有诸多意义:一是让我们重新审视教育史的价值追求;二是为教育史研究提供了一种全新的历史观;三是为教育史的完整书写和编撰带来了启发。我们可以运用跨国史推进教育史研究。Since the late 1980 s and early 1990 s,with the criticism of the limitations of the research paradigm of "nation-state" historiography, which began in the 19 th century, and the promotion of "the internationalization movement of American history", transnational history research has gradually risen in the international history research. Akira Iriye, Ian Tyrrell and Thomas Bender, the leading figures in the study of transnational history, made initial themes and practical attempts. Their research on transnational history mainly focuses on two aspects: one is the rewriting of the history of nation-states based on the paradigm of transnational history;the other is the attention and investigation of non-state bodies based on the perspective of transnational history. Transnational history has many meanings for the study of educational history: first, it let us re-examine the value pursuit of educational history;second, it provides a new view of history for the study of educational history: third, it brings inspiration to the complete writing and compilation of educational history. We can use the paradigm of transnational history research to promote the study of educational history.

关 键 词：跨国史 “民族-国家”研究范式 教育史研究 

分 类 号：G40-02[文化科学—教育学原理]