摘要
Despite awareness that simple dichotomies are cul-de-sacs for our research imagination,these academic standoffs continue to shape cultural space and research alike.Two of the most salient,if conflicting,currents in educational research gaining momentum over the past decade have been what Mignolo(2011)has usefully termed“Rewesternization”and“Dewesternization.”The former indicates an array of projects,both theoretical and empirical,that seek to expand the scope and depth of the modern Western paradigm,in particular liberal truths and neoliberal orthodoxies.Salient examples include the Western-led expansion of international large-scale learning assessments,the apparent triumph of Knowledge Capital Theory,and the shaping of the Sustainable Development Goals toward liberal(and often neoliberal)policies long preferred in Anglo-American policy circles.
