The Making Of "Education Modernization"a Case Study Of Knowledge Production In Chinese Educational Academia

"Education Modernization" deserves to be called one of the few really dominant academic industry of Chinese educational field, and it has been served as the central and ultimate goal of Chinese education policy for nearly30years. As this research will further demonstrate, this area is way beyond being a pure knowledge out of intellectual "consciousness", and different social and historical forces have participated in this battle. This study wish to examine this unique educational knowledge of China, by tracing the complicated social action processes and historical conditions through which this knowledge is produced. Instead of treating "Education Modernization" as a purely knowledge sense, this research try to re-conceptualize this problematic area as a social actions and practices, and try to analyze its knowledge production practices and social action process in an empirical sense.In summary, my mission in this case study is to treat the scholarships of "education modernization" as social practices in an empirical sense, and examine the production and circulation of "education modernization" in a complicated social action processes and historical context, and see how different competing social forces and actors defines those scholarships in an unintentional battle.The first part of this research gives a sketch of the background, occasion, theoretical tool and research design. In Second part, the discourses of "modernization" in different time/space were examined, and it’s believed that the discourses of modernization are highly related with social context, and varied from time to time, space to space. In Third part, the scholarships of "modernization" in different time/space were discussed, and it’s believed those scholarships were value biased, and related with many social factor, especially the politic. In Fourth part, the early Chinese writing of "modernization" in education field were examined, the historic factors or dispositifs that contribute to those writing were also discussed. In Fifth part, we closely examined the marking history of the discourse of "Education Modernization", and this marking process is a highly complicated social action process, and highly related with the interaction between government and intellectual. In sixth part, we give a sketch of existing "education modernization" writing in Chinese education academia. And in the last part of our research, the conclusion and reflection were given.