围绕可持续发展目标 4 的关键主题在 2015 年前后的同步和异步演变:对网络下载文本的定量分析

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2024-07-20 DOI:10.1007/s11159-024-10078-6
Shoko Yamada
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引用次数: 0

摘要

关于第四个可持续发展目标(SDG 4)下的教育应该是什么样的权威观点是通过整个 "国际教育界 "的主要参与者之间的讨论构建的。本文比较了 2015 年 9 月之前和之后国际教育话语的演变。分析分为两部分。第一部分讨论了 2015 年通过可持续发展目标之前的时期,在此期间通过讨论制定了议程。作者确定了认知和非认知技能、学习成果、衡量和指标等主题。影响讨论的行为者包括使命驱动型民间社会组织(CSO)、选区型民间社会组织、技术专家团体、联合国会员国和慈善组织。第二部分基于对 2015 年至 2022 年间发表的 832 篇网络下载文章的大样本文本挖掘。关键主题清单与第一部分中确定的主题基本一致,但随着时间的推移,它们之间的相对权重发生了变化。重点已从全球性、结构性主题转向更加本地化、具体化的主题,对学习者个人及其技能和知识的关注也有所增加。这表明了全球治理的根深蒂固性,尤其是在通过可持续发展目标之时。可持续发展目标 "一词已渗透到家庭层面,这反映出全球教育讨论的参与度在不断扩大。作者观察到两种截然不同的观点:一种观点讨论了教育对非教育目标的贡献,如就业、经济增长、实现可持续性或保障基本人权;另一种观点则代表了传统的教育主义,倾向于将学校教育等同于传统的初等、中等和高等教育分类。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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The synchronic and diachronic evolution of key themes around SDG 4 before and after 2015: From a quantitative analysis of web-downloaded texts

The authoritative ideas of what education should be like under the fourth Sustainable Development Goal (SDG 4) are constructed through discourse among key actors of the “international education community” at large. This article presents the evolution of international education discourse, comparing the periods before and after September 2015. The analysis is presented in two parts. The first part discusses the period before the adoption of SDGs in 2015, during which the agenda was formulated through discourse. The author identifies themes such as cognitive and noncognitive skills, learning outcomes, measurement and indicators. Actors shaping the discourse included mission-driven civil society organisations (CSOs), constituency-based CSOs, technical specialist groups, UN Member States and philanthropic organisations. The second part is based on a large sample text mining using 832 web-downloaded texts published between 2015 and 2022. The list of key themes largely mirrors those identified in the first part, although the relative weight among them has changed over time. The emphasis has shifted from global, structural topics to more local, specific ones, with increased attention on individual learners and their skills and knowledge. It suggests the uprooted nature of global governance, particularly at the time of SDG adoption. The fact that the term “SDGs” has permeated to the household level reflects widening participation in the global discourse on education. The author observes two contrasting perspectives: one discusses education’s contributions to noneducational goals, such as employment, economic growth, achieving sustainability or guaranteeing basic human rights; while another represents traditional educationalism, which tends to equate schooling with the traditional classifications of primary, secondary and higher education.

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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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