The localization internationalization of higher education in China from the perspective of a risk society: Cultural security and the reshaping of educational sovereignty
风险社会视角下中国高等教育在地国际化 ——文化安全与教育主权重塑

摘要

在全球知识体系深度重构与人工智能技术加速渗透的背景下，中国高等教育国际化正在经历由“输入型参与”向“主体性重构”的历史性转向。然而，长期以来以西方为核心的教育国际化模式在知识生产与文化传播中形成了隐性的“精神殖民”机制，使发展中国家的教育价值、课程体系和学术范式在全球化过程中逐渐被边缘化。本文基于后殖民理论与文化安全视角，探讨在精神殖民语境下高等教育如何通过“在地国际化”实现教育主权的重构。文章从理论与政策两个维度出发，结合《教育强国建设规划纲要（2024—2035年）》与《中国教育现代化2035》等重要文件，分析当前教育国际化中存在的话语依附、教材外源化和评价标准单一化等结构性问题，并提出以“话语主权—课程主权—评价主权”为核心的在地国际化路径。研究认为，在地国际化并非教育国际化的对立面，而是以文化安全为前提的主动开放过程，是中国式教育现代化的关键支点。

Abstract

Under the context of global knowledge restructuring and the rapid diffusion of artificial intelligence, Chinese higher education internationalization is shifting from a passive import mode to an active reconstruction of educational sovereignty. However, the long-standing Western-centered model has generated implicit “spiritual colonialism,” marginalizing non-Western educational values, curricula, and discourse systems. Grounded in postcolonial theory and cultural security, this paper explores how Chinese higher education can reconstruct its sovereignty through “localized internationalization.” Drawing upon key national policy documents, including the Blueprint for Building China into an Educational Power (2024–2035) and China’s Education Modernization 2035, it analyzes structural issues such as discourse dependence, curriculum externalization, and evaluation standardization. The study proposes a tri-dimensional approach—discourse sovereignty, curriculum sovereignty, and evaluation sovereignty—to promote localization-based internationalization. The paper concludes that localization is not a rejection of internationalization but an open process rooted in cultural subjectivity, serving as a key component of Chinese-style educational modernization.