文化取向比較教育研究轉變之探析

「文化」曾為比較教育因素分析時期的重要概念，但進入社會科學解釋時期後，文化概念在比較教育領域中的轉變與發展至今未有全面的探討。事實上，自20世紀中期以降，許多文化取向研究途徑被運用於比較教育領域中。本文運用社會地圖學方法，探討文化概念與取向在比較教育領域中的轉變。本文發現，20世紀中期以前，比較教育的文化概念主要是一種整體性的再現，將文化視為影響教育的因素或動力之一；自20世紀下半葉以降，比較教育研究已擺脫傳統視文化為靜態、固定的觀點，轉而採取各種社會科學理論和方法探討文化的理念，主要可分為從70年代的「文化主義方法」、80年代以「文化人類學」為基礎的批判俗民誌，以及90年代至21世紀初的「全球文化」觀點。本研究可釐清文化取向的比較教育研究內涵，以及它在當代比較教育研究領域中的角色和地位，提供有關文化取向比較教育研究的觀點，以作未來比較教育研究的起點。

關鍵字

比較教育；文化取向；文化主義方法；文化人類學；全球文化

並列摘要

＂Culture＂ was an important concept in the history of comparative education; however, after entering the ＂social science period,＂ the concept of ＂culture＂ in the field of comparative education has not been explored. In fact, since the mid-20th century, various cultural approaches have been applied in the field of comparative education research. This study utilized social cartography to draw the transformation of cultural approaches in comparative education. The study found that the cultural concept in comparative education before the middle of the 20th century was mainly holistic representation, which regarded culture as one of the factors or forces that affected education. Since the development in the second half of the 20th century, cultural approaches in comparative education got rid of the traditional view of culture as static and fixed, and turned to adopt various social science theories and methods for cultural ideas, which could be divided into ＂culturalist approach＂ in the 1970s, ＂cultural anthropology＂ in the 1980s, and the ＂global culture＂ perspective from the 1990s to the beginning of the 21st century. This study not only clarified the connotation of cultural approaches in comparative education and their roles and statuses in the field of comparative education, but also provided perspectives for comparative education research, offering the starting point for future research.

並列關鍵字

comparative education ； cultural approaches ； culturalist approach ； cultural anthropology ； global culture

參考文獻

Altbach, P. G. (1991). Trends in comparative education. Comparative Education Review, 35(3), 491–507. doi: 10.1086/447049

Anderson, G. L. (1989). Critical ethnography in education: Origins, current status, and new directions. Review of Educational Research, 59(3), 249–270. doi: 10.3102/00346543059003249

Barrett, A. M., Crossley, M., & Dachi, H. A. (2011). International collaboration and research capacity building: Learning from the EdQual experience. Comparative Education, 47(1), 25–43. doi; 10.1080/03050068.2011.541674

Crossley, M. (1999). Reconceptualising comparative and international education. Compare: A Journal of Comparative and International Education, 29(3), 249–267. doi: 10.1080/0305792990290305

Crossley, M. (2000). Bridging cultures and traditions in the reconceptualisation of comparative and international education. Comparative Education, 36(3), 319–332. doi: 10.1080/713656615

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文化取向比較教育研究轉變之探析

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