Problematizing the onto-epistemic return in 'building Chinese education' as a decolonial involution.
Decolonial studies, initiated by Southern scholars, scrutinize the coloniality of power, knowledge, and being as a constitutive condition of Western modernity, and explicate otherwise suppressed non-Western onto-epistemes. This paper examines Chinese academia's 'building Chinese education' as a deco...
| Published in: | Discourse: Studies in the Cultural Politics of Education Vol. 46; no. 4; pp. 503 - 519 |
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| Main Authors: | , , |
| Format: | Article |
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Taylor & Francis Ltd
Aug2025
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=186989530&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 186989530 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Aug2025 vid: 46 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 186989530 10.1080/01596306.2024.2423609 ppf: 503 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 533KB tig: atl: Problematizing the onto-epistemic return in 'building Chinese education' as a decolonial involution. aug: au: Zhao, Weili Cheng, Moqiu Cheng, Jiankun affil: Chinese Education Modernization Research Institute, Hangzhou Normal University, Hangzhou, People's Republic of China Kellogg School of Management, Northwestern University, Evanston, IL, USA su: Decolonization Globalization Chinese people Academia Colonies Contextualism (Philosophy) Cultural relativism China sug: subj: China Decolonization Globalization Chinese people Academia Colonies Contextualism (Philosophy) Cultural relativism keyword: decolonial involution East-indigenization and west-globalization eugenic disordering onto-epistemic flashpoints theory and practice theorycide tradition-past and modernity-present western modernity-coloniality ab: Decolonial studies, initiated by Southern scholars, scrutinize the coloniality of power, knowledge, and being as a constitutive condition of Western modernity, and explicate otherwise suppressed non-Western onto-epistemes. This paper examines Chinese academia's 'building Chinese education' as a decolonial, 'self-awakening', effort against the Euro-centric global structure of knowledge (re)production. Reading into 334 journal articles published between 2004 and 2023 and housed in the China National Knowledge Infrastructure (CNKI) database, we first pinpoint a state-academia governing matrix that imbricates Chinese intellectuals as establishment and participative scholars. We next untangle three interpellations that scaffold the Chinese education construction discourses: (a) East-indigenization and West-globalization, (b) tradition-past and modernity-present, and (c) theory and practice. In so doing, we explicate eugenic disordering, representational signification, and theorycide as onto-epistemic flashpoints confronting Chinese academia's self-awakening efforts against Western modernity-coloniality. Zooming in on China, this case study complicates the knotty negotiation between cultural relativistic indigenization and globalization as a decolonial involution. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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