法国高等教育研究40年:知识考古学方法的审视

本文通过回顾法国高等教育研究领域过去40年的发展,以法国高等教育研究的历史和文化背景为基础,以福柯所提出的话语条件为分析框架,揭示法国高等教育研究领域的独特性。首先,通过对比研究者和机构决策者的观点,明确法国高等教育制度与治理的特殊性,并结合背景的变化,界定高等教育研究的边界并梳理这一领域的知识生产现状。其次,重点关注法国公共研究政策改革的特殊性以及改革实施过程中的结构重组,在高等教育研究结构调整与欧洲政策和全球化进程导向相关联的战略框架内,探讨知识和权力结构之间的互动。最后,聚焦于制定和实施有争议的结构改革中机构和教研人员的困境,深入讨论高等教育研究在法国成为一个可被接受的科学研究领域所面临的挑战,包括研究模式如何回应研究语境的期望以及吸引更多研究者参与这一领域的研究工作。

Research on French Higher Education:An Archaeology of the Field

Our investigation of the field of research on higher education will attempt to provide elements of characterization of the system in the French context for the last forty years.This paper aims to put into perspective the conditions of discourse(Foucault,1966)anchored in the historical and cultural context of higher education and research in France in order to analyze the specificities of the scientific field.In the first part,we will compare the views of researchers and institutional decision-makers in order to identify the broad outlines of the singularity of the system and its governance and to define the scope of research carried out on this subject,in relation to change in context.The second part will focus on the particularities of public research policy reforms and the restructuring process at work over time.The question will then focus on the manifestations of the interaction of knowledge and power structures,within the strategic framework of connecting restructuring to decisions resulting from European policy and the orientations that guide the process of globalization.The last part will be devoted to the challenges encountered by institutions and by teacher-researchers in the development and implementation of controversial structural reforms,as well as to the challenges that are yet to be met if research on higher education is to be accepted as a scientific field corresponding to the expectations of contextual research models,therefore likely to foster a greater involvement of researchers who might be interested in this field of investigation.