The comparative and international education field inherently grapples with what’s to come—policies, goals, and educational “futures” (UNESCO 2019). Yet mainstream thinking, including both optimistic planning as well as critiques, arguably offers only limited and tempered rearticulations of the present circumstances. Educators and students face some inevitable and drastic shifts that will affect both schooling and the societies in which they live—for instance, the impacts of technological advancements and environmental crises. In order for us to adequately face these radical changes, perhaps our approach to thinking about educationmust be radical as well. This special section of Comparative Education Review’s book and media essay reviews offers a reimagining of ourfield, focusing on speculative and sciencefiction to understand and inform comparative and international education research, policy, and practice. In this section, reviewers cast off the mainstream ideal of objectivity that characterizes typical academic publishing and instead embrace narratives that think beyond our current condition to alternative futures, times, and spaces. Science fiction has long offered much more than entertainment through storytelling by envisioning what we might face were humanity to continue on its current trajectory. As author Charlie Jane Anders recently wrote in a Washington Post opinion piece: “we need to imagine the future in order to survive it” (2019). And the present moment spurs an urgency for this new imagining. The renewed popularity of dystopian classics including Margaret Atwood’s The Handmaid’s Tale and George Orwell’s 1984 reflects a widely understood function of science fiction: to not merely envisage what might be, but to act as a mirror and unmask the here and now (Charles 2017; Marsh 2017). The New York Times’ new series “Op-Eds from the Future” (2019) embraces this sentiment, publishing pieces by fiction writers, scientists, and philosophers, all speculating on the future—and by extension, the present— of politics, business, technology, genetics, and the environment. And while scholars of anthropology, science and technology studies, and critical theory have adopted sciencefiction as a lens throughwhich to examine their respective fields (see Freedman 2013; Jasanoff and Kim 2015; Jensen and Kemiksiz 2019), as this special section makes clear, so too can comparative

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通过科幻小说的镜头重新构想比较教育：书籍和媒体论文评论专区介绍

比较教育和国际教育领域天生就在努力应对即将发生的事情——政策、目标和教育“未来”（联合国教科文组织，2019 年）。然而，主流思想，包括乐观的计划和批评，可以说只提供了对当前情况的有限和温和的重新表述。教育工作者和学生面临一些不可避免的剧烈变化，这些变化将影响学校教育和他们生活的社会——例如，技术进步和环境危机的影响。为了让我们充分面对这些根本性的变化，也许我们思考教育的方法也必须是激进的。比较教育评论的书籍和媒体论文评论的这一特殊部分提供了对我们领域的重新构想，专注于思辨和科幻小说，以了解比较和国际教育研究、政策和实践，并为其提供信息。在本节中，评论者摒弃了典型学术出版所特有的客观性主流理想，转而采用超越我们当前条件思考替代未来、时代和空间的叙事。长期以来，科幻小说通过讲故事提供的不仅仅是娱乐，而是通过设想我们可能面临的人类继续当前的轨迹。正如作者查理简安德斯最近在华盛顿邮报的一篇评论文章中写道：“我们需要想象未来才能生存下去”（2019）。而当下的时刻激发了这种新想象的紧迫性。包括玛格丽特·阿特伍德 (Margaret Atwood) 的《使女的故事》(The Handmaid's Tale) 和乔治·奥威尔 (George Orwell) 1984 年在内的反乌托邦经典重新流行，这反映了科幻小说的一个广为人知的功能：不仅要设想可能发生的事情，还要充当镜子，揭露此时此地（查尔斯，2017 年；马什2017）。纽约时报的新系列“来自未来的 Op-Eds”（2019 年）拥抱了这种情绪，出版了小说作家、科学家和哲学家的作品，所有这些都在推测政治、商业的未来——进而推论现在—— 、技术、遗传和环境。虽然人类学、科学技术研究和批判理论的学者已经将科幻小说作为审视各自领域的镜头（参见 Freedman 2013；Jasanoff 和 Kim 2015；Jensen 和 Kemiksiz 2019），正如本特别部分所明确指出的那样，