ABSTRACT
Although it has revealed the material conditions under which language education programmes are implemented worldwide, research on neoliberalism and language commodification has not yet adequately centred pedagogy. Thus, processes commodifying ‘objects’ other than language as product go unnoticed in educational settings. Drawing on a four-year ethnography in Hong Kong, this article details the processes whereby social actors formulated pedagogy as a ‘commodity register’ to create distinction, index normative roles and desirable social personae. It also shows how some actors concurrently constructed pedagogy as a resource for advancing ethnic-group activist concerns, leading to unpredicted tensions and forms of inequality.
目前关于新自由主义和语言商品化的研究揭示了在全球实施语言教育 的物质条件, 却尚未充分地探讨过教学法。因此, 语言之外的其他‘对 象’发生商品化的过程在教育情景中被忽略了。本文基于在香港为期四 年的民族志,详细展现了社会行动者将教学法建构为一个‘商品登记簿’的 进程, 从而制造区隔、建立规范性角色和理想的社会人形象。本文也揭 示了部分行动者如何同时将教学法建构为推进族群激进主义关注的资 源,由此导致了意料之外的张力和不平等形式。
