学术移植与教育学及认识论的重塑：基于内群体与外群体的视角

Academic Migration and Reshaping of Pedagogy and Epistemology: An Insider-Outsider Perspective

本文以比较的角度对作者的文化体验进行反思性分析,重点探讨作者作为一名具有比较教育学习背景的学者在不同国家工作生活时,如何透过比较视角从不同文化汲取经验。文章也试图展现比较教育的学习背景是如何帮助作者挣脱其成长文化的束缚,以此能够采用外群体的角度进行研究并形成认识论议题,以及作者是如何受益于比较教育的学习,得以凭借关于不同教育体制的广博知识和对文化的敏感度快速融入异种文化。作者将分析他在澳大利亚、香港和新加坡工作、生活时是如何抓住各地不同的研究和认识论议题的。文章将从近几十年来,由全球化进程中的移民潮产生的学术迁移现象入手,探讨澳大利亚、中国香港和新加坡基于不同的社会经济、政治、文化背景如何回应全球化主题,以及在此过程中上述国家和地区如何形成不同的研究和认识论议题。作者是站在内群体与外群体的角度进行观察和分析的。

The focus of the paper is about how an academic with training in comparative education can learn from the different cultures with comparative lens, while living and working in different cultural settings. The paper also attempts to share how the training in comparative education will help an academic adopt an outsider perspective to develop research and epistemological agenda that can go beyond the cultural confines in the cultural setting where he is brought up;and likewise how the comparative lens can be helpful for him to quickly engage in another different cultural setting with broader knowledge about different education systems and sensitivity towards cultures as a part of training in comparative education. Specifically the author shares how he captured different research and epistemological agenda in Australia, Hang Kong and Singapore where he have had a chance to live and work there. The discussion starts with an analysis of the emergence of academic migration, a phenomenon growing from an exponential in migration flow in the recent decades in the process of globalization. He then discusses how the different countries he lived in have responded to the internationalization agenda in the way affected by their different social, economic, political and cultural contexts, and how local response concur and differ and how this process has generated different research and epistemological agenda. In particular, the paper reports on and analyzes the author＇s observation from the perspective of being an insider-outsider participant observer.