福柯生命政治学视角下国际组织参与全球教育治理的逻辑——以UNESCO和OECD的报告为例  

The Logic of International Organizations Partici⁃pating in Global Education Governance from the Perspective of Foucault's Life Politics-Taking the Reports of UNESCO and OECD

作　　者：王帅杰 杨启光 WANG ShuaiJie;YANG Qiguang(Institute of International and Comparative Education,East China Normal University,Shanghai 200062,China;College of Education,Fujian Normal University,Fuzhou 350007,China)

机构地区：[1]华东师范大学国际与比较教育研究所,上海200062 [2]福建师范大学教育学院,福建福州350007

出　　处：《外国教育研究》2025年第1期21-40,共20页Studies in Foreign Education

摘　　要：基于福柯生命政治学视角,考察国际组织参与全球教育治理的逻辑,其首要课题是:国际组织如何通过教育让大众自愿相信它的知识和话语并接受它的治理,以及国际组织是如何通过塑造大众主体性实现全球教育治理的。为此,对经合组织《2023年技能展望》与联合国教科文组织《一起重新构想我们的未来》进行考察,可以揭示出两份报告所蕴含的不同的生命政治逻辑:经合组织遵循“生命政治化”逻辑,通过象征性权力构建“恐惧”话语以诉说新自由主义真理,在促进主体能力、终身教育与终身学习方面塑造社会大众的主体性,以此推动国际竞争力与社会教育化来实现全球教育治理;联合国教科文组织遵循“政治生命化”逻辑,以道德性权力构建“恐惧”和“希望”话语诉说道德真理,以可持续发展教育塑造大众自我责任与行动意识,并鼓励国家对弱势人口进行教育治理,以此确保大众生命与人口健康发展来实现全球教育治理。以上两种治理逻辑也面临一定问题:经合组织可能为主体施加更多的考核压力并加剧社会焦虑;联合国教科文组织倾向构建普遍性话语而难以关照现实情形。鉴于此,通过“再语境化”方式将可能是应对这些问题的合理方案。Based on the perspective of Foucault's life politics,this paper investigates the logic of international organizations'participation in global education governance.The first issue is:how international organizations make the public voluntarily believe their knowledge and discourses and accept its governance through education,and how international organizations realize global education governance by shaping the public's subjectivity.Therefore,this paper takes OECD Skills Outlook 2023 and UNESCO Reimagining Our Futures Together as investigation cases,and reveals that the two reports contain different life political logic:OECD follows the logic of"politicizing life",constructs"fear"discourses through symbolic power to tell the truth of neo-liberalism,and shapes the subjectivity of the public in promoting subjective ability,lifelong education and lifelong learning.UNESCO follows the logic of"politics to life",constructs discourses of"fear"and"hope"with moral power to tell moral truth,shapes the public's self-responsibility and action consciousness with sustainable development education,and encourages the state to educate and govern the vulnerable population,so as to ensure the healthy development of public life and population and realize global education governance.However,the above two kinds of governance logic also face problems:OECD may exert more assessment pressure on the subject and aggravate social anxiety;UNESCO tends to construct universal discourse,but it is difficult to take care of the actual situation.In view of this,"recontextualization"may be a reasonable solution to these problems.

关 键 词：生命政治学 全球教育治理 国际组织 主体性 知识权力 福柯 

分 类 号：G40[文化科学—教育学原理]