借助西方理论挖掘中国课程文化理性范式探讨.PDFVIP

“借助西方理论挖掘中国课程文化理性”的范式探讨: 从自身的跨文化研究和教学体验说起 赵伟黎1 香港中文大学课程与教学学系 2 【摘要 】任何一种知识的产生和发展都离不开它自身的文化环境，因而知识都有其特定的 文化属性。“课程”作为一种知识形态也不例外。20世纪以来，随著西方的主流知识形态在 西方及全球取得主导性地位，西方的非主流以及非西方的种种知识形态渐渐被遮蔽甚至面临 消亡。二十一世纪该如何重新挖掘并显现这些被遮蔽的知识形态以及它们的文化属性，正面 临著研究范式上的挑战 (Paraskeva,2016)，一言以蔽之，在不重蹈20 世纪发生的文化殖民 之覆辙的前提下 （张祥龙，2013），该如何借助并超越西方理论，挖掘并显现非西方种种知 识形态的文化理性。本文作者基于她在美国、香港和大陆的跨文化研究和教学体验，以挖掘 中国的课程和教育文化理性为例，从三个层面分析探讨 “借助西方理论挖掘中国文化理性” 这个范式在二十一世纪的效用、局限性和挑战： AccessingChina’scurriculumsensibilitiesthrough awestern detour WeiliZhao TheChineseUniversity ofHongKong Abstract：Curriculum asa form ofknowledge iscultural andhistorical.Yet,with the globalization st ofWestern curriculum theoriesandpractices such asthe 21 -century core competenciesand skills, how it is possible to unpack China’s historical-cultural curriculum sensibilities as they are and in the English wor(l)d has become a paradigm challenge. Since Western frameworks and categories are indispensable and yet insufficient (Chakrabarty, 2000) in unpacking the non-Western sensibilities, this article investigates the legitimacy and challenges of accessing China’s curriculum sensibilities through a Western detour in three dimensions. First, it gives a brief literature review of how “curriculum” is understood and theorized differently in the West and China. Second, it introduces the author’s own cross-cultural and trans-disciplinary doctoral 1 E-mail:weilizhao18@.hk 2 如无特殊注明,本文中英文引文的中文翻译皆为作者的意译。作者也有意保留了外国学者的英文名和一些 难译的英文词。 98 research at the University of Wisconsin-Madison. Specifically, it shows the ways in which Heidegger, Foucault, and Agamben’s thinking are borrowed as a style of reasoning to help explicate the Chinese curriculum sensibilities