跨境教育基础设施与中国城市空间的重构——基于粤港澳大湾区的案例分析

跨境教育基础设施对不同尺度空间的修复作用已成为学界的关注热点之一,但大部分研究仍缺乏对于中国经验案例的探讨。为进一步发挥跨境教育基础设施在城市和区域建设中的积极作用,推动中西方有关这一新兴现象的理论和实践对话,论文以粤港澳大湾区为例,探讨了跨境教育基础设施在中国的发展情况及其空间效应。基于多案例观察发现,跨境教育基础设施对城市空间的影响主要体现在物质性、象征性和情境性3个维度。研究发现,这些跨境办学机构只能被视为一种教育飞地,对城市空间所产生的物质影响仅仅是体现在对城市基础设施的改善和周边社区的绅士化等方面,对于城市深层的发展格局和肌理重构缺乏实质性帮助。相较于对城市的物质性修复,这些跨境教育机构对于城市空间的象征性修复作用显然更加明显,对城市品牌营建、城市发展愿景的扶持以及城市文化软实力提升都有比较明显的作用。从情境性来看,跨境教育基础设施除了在校园尺度上提供了独特的境外学习情景模式之外,在与迁出地的联系以及与城市和社区尺度上的社会文化联系等情境性交流方面都比较缺乏。研究提供了对非新自由主义社会语境下跨境教育基础设施流动所产生的(城市)空间效应的反思,对现有的有关这一新兴现象的理论和概念分析框架进行了补充和对话,对跨境办学及其政策也提供了非教育学层面的反思,对于面向教育的区域与城市发展决策也具有参考价值。

Cross-border flows of educational infrastructure and Chinese urban space’s reconstruction: A case study of the Guangdong-Hong Kong-Macao Greater Bay Area

Taking the Guangdong-Hong Kong-Macao Greater Bay Area as an example, this study examined the development of cross-border educational infrastructure in China and its spatial effects. Based on the observation of multiple cases in the bay area, this study found that the impact of cross-border educational infrastructure on urban space is mainly reflected in three dimensions: Material, symbolic, and contextual. Among them, the material spatial fix is manifested in the reshaping of the urban physical spaces and network textures by the cross-border educational infrastructure. The study found that the cross-border higher education institutions in the bay area can only be regarded as an educational enclave, whose material impact on urban space is merely reflected in the improvement of urban infrastructure as well as the gentrification of surrounding communities, but lacks substantial help to citywide development pattern and texture reconstruction. Compared with the material spatial fix of the city, these cross-border educational institutions have a clear symbolic spatial fix effect on urban space, which is mainly reflected in their obvious role in urban brand building, urban development vision supporting, and urban cultural soft power improving. From the contextual lens, except for providing a unique overseas learning experience at the campus scale, the cross-border educational infrastructure is severely lacking contextual communication with both the place where these institutions moved from and where they moved to at the city and community scales. This study provides some reflections on the (urban) spatial effects of cross-border educational infrastructure in the non-neoliberal social contexts that can be read as a dialogue with existing theoretical and conceptual frameworks for analyzing this emerging phenomenon. It also provides some non-pedagogical reflections on cross-border higher education institution operation and related policy making from the perspective of geography, and to some extent, has reference value for education-oriented regional and urban development decisions.