全球化背景下跨境教育空间生产的时代特征  

The Characteristics of Space Production of Cross-border Education in the Context of Globalization

作　　者：杨心[1] YANG Xin(School of Education,South China Normal University,Guangzhou,Guangdong Province,510631)

机构地区：[1]华南师范大学教育科学学院,广东广州510631

出　　处：《现代教育论丛》2023年第4期105-112,共8页Modern Education Review

基　　金：2020年度教育部人文社会科学研究青年基金项目“以全球胜任力为导向的本土国际化人才培养路径研究”(20YJC880135)。

摘　　要：经济、政治与文化的全球化催生了跨境教育空间的生产。在列斐伏尔的空间生产理论框架下,跨境教育空间生产包括物理空间、社会空间与精神空间三重结构。跨境教育空间生产经历了三个时代的发展变化:学生流动时代的跨境教育精神空间生产异质化与社会空间生产趋同化;项目流动时代的跨境教育空间生产资本化,并通过空间修复手段实现教育空间的再生产;教育枢纽时代的跨境教育试图对全球教育空间进行重构。学生流动时代和项目流动时代的跨境教育在一定程度上体现了空间生产的非正义性。只有重构全球跨境教育空间秩序,才能使跨境教育空间的生产回归公共性与公益性,才能防止资本主义空间生产非正义性带来的危害。The globalization of economy,politics and culture has given birth to the production of cross-border educational space.Under the framework of Lefebvre's theory of space production,cross-border education space production includes three structures:physical space,mental space and social space.Space production of cross-border education has experienced three stages:the heterogeneity of mental space production and the convergence of social space production in the era of student mobility;the capitalization the space production of cross-border education in the era of project mobility,and realizing the reproduction of educational space through space restoration;crossborder education in the era of education hub tries to reconstruct the global education space.Cross-border education in the era of student and project mobility reflected the injustice of space production to a certain extent,and only by reconstructing the global order of cross-border educational space can the space production of cross-border education return to publicity and public welfare,and can the unjust crisis of capitalist space production be prevented.

关 键 词：空间生产 跨境教育 全球化 物理空间 社会空间 精神空间 

分 类 号：G513.3[文化科学—教育学]