Chapter 9: Three Models of Comparative Analysis: Time, Space, and Education

Abstract

Abstract This discussion essay describes three methodological models of comparative analysis and tests a dialogue between Bartolini, Bray, and Bonilla Molina. Bartolini explores a model that combines dimensions of spatial and temporal variation noting the emphasis dedicated to synchronous cross-sectional investigation, as well as the need to think of time as a dimension of variation, as history. Bartolini summarizes the sociological and historical literature creating a data matrix to which he adds a dimension of time and outlines the case study and development of the case, the development trend, the great development theory, and a synchronous comparison of development. Bray adds items to a greater degree of specificity ranging from the spatial dimension with specific geographical units organized by varying degrees, types, and levels. The comparative analysis of the multilevel schematic occurs by the combination of: geographic levels, location from macro to micro; nonspatial population levels of large ethnic diversity, religion and gender as well as aspects of education and society including teachers, curriculum, finance, management, education, and work. Molina Bonilla presents a dynamic multidimensional model that combines all the macro and micro dimensions of education: school as a political project and as a continent and a country on the planet; as a teaching–learning process from citizenship and democracy; as a process involving students, teachers, and parents; and as a product where the spatial and temporal dimensions from the geopolitical merge into a dynamic hub that crosses stories, capital, and labor. The latter, created to assess quality, is a synthesis of the theoretical and methodological as it provides a multitude of benefits for successful comparative analysis in today’s global and international context of education.