作为非洲教育管理机制的可持续发展目标

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teklu Abate Bekele
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引用次数: 0

摘要

本研究探讨了地区性政府间组织之一--非洲联盟(AU)在制定 2015 年后教育与发展战略的过程中,如何将全球可持续发展目标(SDGs)付诸实施或重新语境化。作者采用批判性话语分析并借鉴多学科理论,研究了可持续发展目标在非洲的出现以及使其成为霸权的策略。分析表明,非盟将自己定位为一个新兴的教育政策 "节点",在全球发展话语与非洲的需求和挑战之间进行谈判。非盟所使用的战略凸显了全球治理中的潜在问题。一方面,非盟将自己定位为全球治理中不公平权力关系的受害者,国际组织和强大的经济体通过全球治理维持其体制、结构和生产方面的主导地位。这似乎让非盟在全球决策中 "束手无策"。因此,非盟发誓要变得更具批判性和自信,并与其全球伙伴建立包容、公平的关系。另一方面,2015 年后非洲发展战略似乎受益于全球规范,并反复提及西方世界的科学知识、专家观点和最佳实践。因此,总的来说,面对全球的期望,非盟为了发挥其作为非洲大陆政策节点的作用,采用了两种明显相互冲突的战略:采纳和适应。这些对可持续发展目标的解释为全球治理的共识理论和冲突驱动理论增添了更多的亮点。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Sustainable Development Goals as mechanisms of educational governance in Africa

This study interrogates how one of the least-studied regional intergovernmental organisations, the African Union (AU), operationalises or recontextualises the global Sustainable Development Goals (SDGs) in the process of developing its post-2015 education and development strategies. Employing critical discourse analysis and drawing on multidisciplinary theories, the author examines the emergence of the SDGs in Africa and the strategies used to make them hegemonic. The analysis indicates that the AU positions itself as an emerging education policy “node” negotiating between global development discourses and African needs and challenges. The strategies that the AU uses highlight potential issues in global governance. On the one hand, the AU positions itself as a victim of the unfair power relationships in global governance, by which international organisations and powerful economies maintain their institutional, structural and productive dominance. This seems to keep the AU “at bay” when it comes to decision-making at the global level. The AU consequently vows to become more critical and assertive, and to forge inclusive and fair relationships with its global partners. On the other hand, post-2015 African development strategies seem to benefit from global norms and make repeated references to scientific knowledge, expert ideas and best practices from the Western world. Overall, then, in order to carry out its role as a continental policy node vis-à-vis global expectations, the AU employs two apparently conflicting strategies: adoption and adaptation. These interpretations of the SDGs add more salience to both consensus and conflict-driven theories of global governance.

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来源期刊
INTERNATIONAL REVIEW OF EDUCATION
INTERNATIONAL REVIEW OF EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.60
自引率
6.20%
发文量
45
期刊介绍: The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning, a global centre of excellence for lifelong learning and learning societies. Founded in 1955, IRE is the world’s longest-running peer-reviewed journal of comparative education, serving not only academic and research communities but, equally, high-level policy and practice readerships throughout the world. Today, IRE provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide learning in international and comparative contexts. Preferred topic areas include adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.Consistent with the mandate of UNESCO, the IRE fosters scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries. In addition to inviting submissions from authors for its general issues, the IRE also publishes regular guest-edited special issues on key and emerging topics in lifelong learning.
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