后殖民主义理论视角下的教育史学研究  

The Research on Historiography of Education from the Perspective of Post-colonialism Theory

作　　者：李先军[1] LI Xianjun(School of Education,Central China Normal University,Wuhan 430079)

机构地区：[1]华中师范大学教育学院,武汉430079

出　　处：《教育研究与实验》2023年第1期99-110,共12页Educational Research and Experiment

基　　金：国家社会科学基金2018年度教育学一般课题“西方后现代教育史学研究”(BOA180048)的研究成果。

摘　　要：20世纪60年代以来,后殖民主义理论对西方文化霸权的猛烈批判,促进了殖民教育史的研究。西方文化霸权在殖民地的实现方式是:殖民者在政治、经济、军事上的强力压制与文化霸权的建构,被殖民者自我技术的生产,以及双方文化的杂糅。这也蕴含在殖民者对西方教育霸权建构的历史之中。通过牢牢掌握殖民地教育的统治权,殖民地人民与殖民教育的合作,以及殖民地教育对西方教育的反哺,殖民者构建了西方教育的霸权地位。后殖民主义在教育史研究中的运用在于:揭露殖民教育压迫殖民地人民的历史,呈现殖民地人民反抗殖民教育的历史,描述殖民政策下土著教育不平等的状态。The postcolonial theories have fiercely criticized the hegemony in western culture since 1960s, which has promoted the study of the history of colonial education. The western cultural hegemony in the colonies was achieved through the strong suppression in terms of politic, economy and military forces, the construction of the cultural hegemony, the production of self-technology by the colonized, and the mingling of two cultures. This is also embedded in the history of the colonizer’s hegemonic construction of western education. The colonists established the hegemony of western education by firmly grasping the domination of colonial education, and the cooperation of the colonized to colonial education, and the colonial education benefiting to western education in return. Therefore, the use of postcolonial theory in the study of the history of education lies in the following three aspects: to expose and explore the history of colonial educational policy oppressing colonial people, to present the history of colonial people resisting colonial education, and to describe the unequal state of indigenous education under colonial policy.

关 键 词：教育史学 后殖民主义理论 教育霸权 文化帝国主义 

分 类 号：G40-09[文化科学—教育学原理]