ABSTRACT

Climate change threatens human well-being and planetary health but is hardly addressed in education. Comparative education research has advised governments about education reforms since the nineteenth century, so what must change to sustain a liveable earth? I use the concept of ‘educational space’ to understand how comparative knowledge building has steered education. Then I re-read three volumes of the World Yearbook of Education (WYB) to show how comparative education has embedded knowledges that have steered governing, neglected experiences that complicate powerlessness, and constrained learning through measurement. I argue current education compromises humans facing challenging climate futures but could provide knowledges to support ‘the other’.

摘要

气候变化威胁着人类福祉和地球健康，但教育却很难解决这一问题。自十九世纪以来，比较教育研究一直为政府提供有关教育改革的建议，那么为了维持宜居的地球必须做出哪些改变呢？我使用“教育空间”的概念来理解比较知识构建如何引导教育。然后我重新阅读了三卷《世界教育年鉴》（WYB），以展示比较教育如何嵌入指导治理的知识、如何忽视使无力感复杂化的经验以及如何通过测量限制学习。我认为当前的教育会损害人类面临充满挑战的气候未来，但可以提供知识来支持“其他人”。