扎根式世界主义:中国参与全球教育治理能力的人类学考察  

Rooted Cosmopolitanism:An Anthropological Study of China’s Ability to Participate in Global Education Governance

作　　者：巫锐 WU Rui(Graduate School of Education,Beijing Foreign Studies University,Beijing 100089)

机构地区：[1]北京外国语大学国际教育学院,北京100089

出　　处：《比较教育研究》2022年第8期12-18,共7页International and Comparative Education

基　　金：国家社科基金2020年度(教育学)重大课题“新时代提升中国参与全球教育治理的能力及策略研究”(项目编号:VDA200004)。

摘　　要：在解释我国参与全球教育治理的内源性能力时,容易受到“中心-边缘”模型干扰,而采用带有人类学意涵的“扎根式世界主义”视角,则有助于消解“中心-边缘”二元对立。基于该视角,可构建中国参与全球教育治理能力的三种来源,即个体生命参与世界的日常教育行动、走廊区域中的地方协同模式以及“天下观”视域里的共同体理念。这三种来源均承载着世界主义转向中的人类学关怀,即看到每个群体想象、参与和解释世界的能力。由此,每个地方都能具有“世界性”,而“中心”和“边缘”在世界主义图景里,也成为相对的概念。中国在参与全球教育治理中,怀揣“扎根式世界主义”的人类学关怀,能提升参与全球教育治理的能力,而中国的具体实践也成为推进世界主义转向的重要力量。In explaining China’s endogenous ability to participate in global education governance,it could be disturbed by the "center-periphery" model.The concept of "rooted cosmopolitanism" with anthropological concern will help to eliminate its binary opposition.Focusing on China’s specific practice,combined with "rooted cosmopolitanism",we can construct three important sources of China’s ability to participate in global education governance,namely,the individual’s localized action to participate in the world,the local synergy model in corridor area and the community concept in view of Tianxia.These three sources all carry the anthropological care in the theoretical turn of cosmopolitanism,that is,to see the ability of each group to imagine,participate in and explain the world.For this reason,each region has "cosmopolitanism",and "center" and "periphery" have become relative concepts in the cosmopolitan picture.For China,the anthropological concern of "rooted cosmopolitanism" will help to improve the ability to participate in global education governance;Similarly,China’s concrete practice is also an important force to continuously promote the theoretical turn of cosmopolitanism.

关 键 词：全球教育治理 扎根式世界主义 人类学转向 参与能力 

分 类 号：G511[文化科学—教育学]