Woo Etienne
Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge, CB2 8PQ UK.
High Educ Policy. 2022 Aug 2:1-23. doi: 10.1057/s41307-022-00279-9.
This article analyzes the China Belt and Road Initiative (BRI) education policy using a critical policy discourse approach. At the textual level, this paper focuses on policy framing by identifying how diagnostic (problem definition), prognostic (solutions), and motivational (rationales) framings are described in two foundational BRI education policy documents. Next, six additional policy documents are selected to construct a discursive totality to understand how framings are linked to and embedded within the broader discursive practice of policy documents. The interpretations of these framings are viewed through the lens of policy driver, lever, and value. Finally, a macro-sociological analysis aimed at explanatory and normative critique shows that BRI education is embedded in the discourses of national rejuvenation and China's aspirations to become a global leader of an alternative global governance and order. The paper ends with a discussion postulating that the BRI education policy's success depends on various shifting domestic and geopolitical factors, from the growth of the Chinese economy and ideological struggles among the world's major powers to grassroots reception or resistance to Chinese influence in BRI countries.
本文运用批判性政策话语方法分析了中国的“一带一路”倡议教育政策。在文本层面，本文聚焦于政策框架，通过识别“一带一路”倡议两份基础教育政策文件中如何描述诊断性（问题定义）、前瞻性（解决方案）和动机性（基本原理）框架来展开。接下来，选取另外六份政策文件构建一个话语整体，以理解这些框架如何与政策文件更广泛的话语实践相联系并嵌入其中。这些框架的解读是通过政策驱动因素、杠杆和价值的视角进行的。最后，旨在进行解释性和规范性批判的宏观社会学分析表明，“一带一路”倡议教育嵌入了民族复兴以及中国成为替代全球治理和秩序的全球领导者的愿景等话语之中。本文最后进行了讨论，假定“一带一路”倡议教育政策的成功取决于各种不断变化的国内和地缘政治因素，从中国经济的增长、世界主要大国之间的意识形态斗争到“一带一路”沿线国家民众对中国影响的接受或抵制。
