We live in an age where power is omnipresent. Power is not confined to political and economic institutions but is dispersed throughout society, operating in various forms and at different levels. Within the education systems, knowledge and power are deeply intertwined. As Michel Foucault argued, “There is no power relation without the correlative constitution of a field of knowledge, nor any knowledge that does not presuppose and constitutes at the same time power relations.” (Discipline and punish: The birth of the prison, 2012) Power exercises control over knowledge production, defines truth and reality, determines which knowledge reaches the public, and shapes dominant narratives and discourses. Power uses knowledge as a means of social control and discipline, establishes norms and standards to normalize individuals’ identity, behavior, thought, and the construction of the cognitive world. From this perspective, knowledge becomes a form of control and exploitation, employed to reinforce existing power structures and maintain social hierarchies.
Knowledge is not neutral; it is inherently biased and limited. However, in the context of China, many individuals remain unaware of this, which is closely tied to the long-standing educational system in the country. Students, in particular, some of whom regard the contents of textbooks as authoritative knowledge and absolute truth. People’s perception of encyclopedias serves as a powerful example in this regard. Encyclopedias, commonly used as educational resources in schools and academic settings, are seen as reliable, comprehensive, and authoritative sources of information, aimed at providing accurate and genuine knowledge. Encyclopedias organize and classify knowledge in a structured and systematic manner, typically arranging entries alphabetically or thematically.
However, it can be argued whether knowledge production from editors and experts can be considered as standard and normative? Does this fixed mode of knowledge production limit, shape, and tame our understanding of the world?