经济合作与发展组织参与全球教育治理的权力与机制

The OECD’s Power and Mechanism in Its Participation in the Global Governance of Education

经济合作与发展组织通过生产一套关于什么是"好的"、"正确的"、"有意义的"教育知识体系,利用其话语资源和制度资源,引导其他行为体赋予其价值判断以正统属性,引导他们摆脱占主导地位的民族叙事,进而实现其全球教育治理。凭借这种生产性权力,经济合作与发展组织形成了三种互不排斥的全球教育治理机制,即基于教育观念建构的认知式治理、基于教育指标研发的数字式治理和基于教育政策评议的规范式治理。经济合作与发展组织为世界教育的发展作出了创新性贡献,但它存在着明显的经济主义倾向,其全球教育治理者资质的崇高专业地位也面临挑战。

The Organization for Economic Cooperation and Development(OECD)induces other entities to discard the dominant national arrangements and thereby achieves its global governance of education by developing a "good,""correct" and "meaningful" system of educational knowledge and making use of its discourse and institutional resources to persuade other entities to accept its values. By relying on this productive power,the OECD has developed three mutually nonexclusive mechanisms for the global governance of education:the cognitive governance based on educational concepts construction,the digital governance based on education indicators development,and the normative governance based on education policy review. The OECD has made innovative contributions to the development of global education,but it apparently tends to be economistic,and its lofty professional status underpinning its qualification as a global education governor faces challenges.