全球科学中的霸权与不平等:中心-外围模型问题

IF 2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Comparative Education Review Pub Date : 2022-12-20 DOI:10.1086/722760
S. Marginson, Xin Xu
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引用次数: 11

摘要

以科学家、出版和跨境论文的合议网络为基础的自主全球科学体系正在迅速扩张,并蔓延到越来越多的国家。强大的国家科学体系已经在欧美以外出现。然而,经济能力和科学产出的多极化在一个由内部/外部二元调节的持续的欧美科学世界中发挥作用。全球科学在语言、领导机构、学科和出版制度、议程和主题方面仍然主要是英美科学。非英语和内生知识除外。本文对世界系统论对科学权力关系的解释进行了批判。决定论的中心-边缘模型未能把握全球科学的发展和多元化及其与国家科学体系的关系。它使其反对的欧洲中心主义正常化,从根本上低估了“中心”国家之外的机构。这篇文章主张从文化霸权的角度,对科学中的全球力量进行更为本体论开放的理论化,并主张采用知识生态学的方法。
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Hegemony and Inequality in Global Science: Problems of the Center-Periphery Model
The autonomous global system of science, grounded in collegial networks of scientists, publishing, and cross-border papers, is expanding rapidly and spreading to a growing number of countries. Strong national science systems have emerged outside Euro-America. Yet the multipolarization of economic capacity and scientific output plays out within a continuing Euro-American science world regulated by an inside/outside binary. Global science remains primarily Anglo-American in language, leading institutions, disciplinary and publishing regimes, agendas, and topics. Non-English and endogenous knowledges are excluded. The article critiques the world-systems theory interpretation of relations of power in science. The determinist center-periphery model fails to grasp the growth and pluralization of global science and its relation with national science systems. It normalizes the Eurocentrism it opposes, radically underestimating agency outside the “center” countries. The article argues for a more ontologically open theorization of global power in science, in terms of cultural hegemony, and for an ecology-of-knowledges approach.
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来源期刊
Comparative Education Review
Comparative Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
5.60%
发文量
56
期刊介绍: Comparative Education Review investigates education throughout the world and the social, economic, and political forces that shape it. Founded in 1957 to advance knowledge and teaching in comparative education studies, the Review has since established itself as the most reliable source for the analysis of the place of education in countries other than the United States.
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