Development Of Comparative Education Research Articles

Concerns and Suspicions on a Questionable Science in the Era of Ideologies: The Hard Pathway of Comparative Education in Italy during the 1970s

Up until the 1970s, comparative research on education had been scarcely developed in Italy. The rise of a general attention on the promising chances offered by the comparative inquiries in educational sciences was mainly due to the growing influence of several international institutions and organizations in framing a number of studies and reports on the educational process within a comparative perspective. However, the development of comparative education also met resistances and constraints in the Italian framework. A lot of critical voices rising from radical, neo-Marxist, and “not aligned” cultures questioned the alleged impartiality of the comparative discipline, expounding serious concern about the legitimacy of its scientific pretensions. On the whole, the outstanding critical views on the rise of comparative education fostered a wide suspicion of the influence of global agents in assessing the goals of education and particularly of the role of the main international organizations leading the strategies for global development.

Tendências e desafios da pesquisa em educação comparada: entrevista com Jürgen Schriewer

A entrevista com Jürgen Schriewer, professor emérito da Humboldt Universität (Berlim) foi realizada no contexto de suas atividades como pesquisador visitante na Universidade do Vale do Rio dos Sinos-Unisinos, no mês de março de 2018, com o tema: “Estudos internacionais e comparados em educação: Fundamentos, concepções e metodologias”. Na entrevista ele relata aspectos de sua biografia acadêmica e sua formação como pesquisador em educação comparada. Compartilha o desenvolvimento de sua visão de estudos histórico-comparados, relacionando-os com as atuais tendências das pesquisas na área dos estudos comparados. Por fim, reflete sobre alguns desafios para o desenvolvimento da educação comparada na América Latina.

Global field, local approach − 20th century Polish education comparativists and their works

Comparative education as a pedagogical subdiscipline has developed in Poland in close connection with the history of education from the very beginning. The paper analyzes the main publications of leading Polish pedagogues of the 20th century, and the research has been based on source analysis. The aim of the paper is to present the achievements of Polish comparativists of 20th century and their contribution to the development of comparative education as a global field of research. The authors attempt to answer the question concerning the political context of Polish 20th century education comparativists' work, as scientific activity in Middle and Eastern Europe after World War II was strongly involved in political and. ideological terms. The result of the research is an indication of the participation of Polish pedagogues in an international community of researchers and Polish contribution to the development of comparative pedagogy as a scientific discipline.

COMPARATIVE EDUCATION AT THE NATIONAL ACADEMY OF EDUCATIONAL SCIENCES OF UKRAINE: RISE, SUCCESSES, CHALLENGES

The author analyses the development of comparative education at the National Academy of Educational Sciences of Ukraine. The development is characterized by movement to its professionalization (Wiseman & Matherly, 2009), establishment of an entire system covering functioning specialized units, conducting multi-scope and multi-level research, conferences / seminars, publishing journals, postgraduate training. The research directions at the National Academy of Educational Sciences of Ukraine are characterised, i.e. education phenomena of continuing relevance at all educational levels – school, vocational, higher, adult education. Among the positives of the comparative education at the National Academy of Educational Sciences of Ukraine the author distinguishes the use of the methodology based on the approaches developed by the world-known comparative education scholars, possessing professional skills (foreign languages, ICT skills) by the comparative educators of the Academy; practical orientation of the comparative education research. The following challenges of the comparative education development are named: lack of a comparative education strategy in the National Academy of Educational Sciences of Ukraine; lack of a comparative education centre/association to coordinate the activities within Academy; insufficient attention to the further development of comparative education methodology; insufficient communication at the horizontal level within the Academy; insufficient communication with the relevant units/bodies/centres abroad; virtually no financial support for education scholars of National Academy of Educational Sciences of Ukraine to visit foreign countries for research

The Nazi seizure of the International Education Review: a dark episode in the early professional development of comparative education

ABSTRACTIt was not until the 1930s that comparative education, with the initiation of dedicated courses and programmes at universities in various countries, that the field became internationally recognised in its own right. And, it was not until the 1930s that the first internationally recognised journal in the field, the International Education Review, was founded by Friedrich Schneider of Germany. The journal's launch happened to be concurrent with the rise of Hitler. Once Hitler was appointed Chancellor of Germany in 1933, he initiated his purge of Jews and liberal democratic elements in the universities, and this action was felt soon afterwards by the IER. After overcoming early financial difficulties, the IER developed promisingly until 1934, when the Nazi ideologue, Alfred Bäumler, replaced Schneider shortly before Schneider was dismissed from his positions at the Academy of Pedagogics in Bonn and the University of Cologne. Bäumler’s philosophy was one of virulent anti-Semitism and focused on the critical role to be played by the Aryan race in the Nazi master plan. This article is an account of how, in the mid-1930s, this same Nazi racist took charge of the International Education Review, which at that time was the most important international forum in comparative education.

The Idea of the Visiting Inquiry in Comparative Education: The 1903 Mosely Commission and the United States

Through a study of a privately funded and ambitious inquiry into the education system of the United States, the relations between the development of comparative education as an activity and the governing of education systems in the early 20th century can be illuminated. The relations and interests of early comparativists were mobilized and enhanced by private funding and significant numbers of public actors in education were involved in comparative inquiry. The 1903 Mosely Commission was a philanthropic intervention to reengineer the patchwork of English education, and an attempt to modernize it and influence its government on a large scale. Its innovation was in its methods of influence as well as its scientific reports. The Commission was a hybrid, transnational institution, using comparison to modernize the government of education, mainly involving policy actors and finally, claimed neither by the history or comparative study of education. Consequently, its significance has been lost.

Contextualisation of the development of comparative education and intercultural education in Japan: the eras of colonialism, war and their legacy

This paper looks at the development of two similar academic disciplines in Japan, i.e. firstly practiced comparative education and recently flourishing intercultural education. The major focus of this paper is to analyse how these educational studies have been brought to, and practised in, Japan. Both comparative education and intercultural education are relatively young academic disciplines in the country, and their conceptualisation is still ongoing, as is their methodology and future direction. Despite considerable overlap, it is argued that comparative education – which evolved in the form of investigating nationally framed education – and intercultural education – which focuses on diversity in society beyond national frameworks – have grown differently. It is further argued that the development of both comparative and intercultural education is closely related to Japan’s positioning of ‘self’ against the ‘others’ in Japanese history.

From knowledge transfer to knowledge interaction: the development of comparative education in China through the lens of comparative journals

The last three decades has witnessed a burgeoning comparative education as a field of study in Asia. In China comparative education has taken a phenomenal course from a small and relatively low‐key field in search of an identity in the late 1970s to a vibrant one today with a sizable group of scholars across the country, seeking to integrate Western knowledge to the Chinese knowledge system for advancement and enhancement of Chinese education. In this paper we analyze the features of foreign knowledge adaptation in China and the strategies adopted to turn it from submissive transfer to integrated knowledge, which would then be presented as autonomous Chinese knowledge to the world for interaction on an equal footing with the countries of origin of the knowledge in a diverse, global world. The process involves socio‐cultural adaptation and a change in ownership of knowledge. We conducted a two‐tier investigation. First, we studied the development and nature of comparative education in China. Second, we conducted a bibliometric analysis of the entries in the last nine years (2001–2009) of Comparative Education Review (Bijiao jiaoyu yanjiu), which is the most prominent journal in the field in China, to chart the evolving nature of the field. We then discuss the discourse on the issues and directions in the field, which signifies an attempt to move away from knowledge transfer to knowledge interaction in the development of comparative education in China. In this study, we have found that comparative education is China‐centric in the way that it is regarded a a means of knowing what happens in ‘foreign countries’. However, the process has become almost exclusively a ‘look West’ approach, especially looking towards the United States in its comparisons. Yet this approach is far from uncontested and there are strenuous efforts made by Chinese scholars to reconstruct comparative education with Chinese characteristics, at least moving comparative studies from knowledge transfer to knowledge interaction for the benefit of the development of education in China. The review of this development is therefore itself a case study of the process of adaptation of foreign knowledge to a particular cultural context interplayed with transplantation, indigenization and integration.

The Development of a Discipline: some reflections on the development of comparative education as seen through the pages of Compare

The development of the concept and scope of comparative education is traced from a scrutiny of the origins of CESE and BCIES to the merger of BCIES with the new BACIE. A succession of editors of Compare, all of these being significant contributors to the practice of comparative education, have modified and shaped the concept into a recognised university discipline. The notion of ‘applied comparative education’ is considered in reviewing the suggestion that comparative education is research based, whereas international education makes practical use of comparative data. An illustration is given of how a new school was brought into being in which ‘applied comparative education’ was a pioneer feature through the six house units linked with different areas of the world.

Research Strategies in Comparative Education

L'auteur souhaite faire un bilan des methodes de collectes des donnees en education comparee. Ce bilan permet de repondre a cinq questions : La methodologie de recherche fait-elle partie des discussions dans ce champs de recherche? Quelles sont les strategies de recherche de ceux qui publient actuellement en education comparee? La variete des strategies de recherche est-elle reduite dans ce domaine? Les zones geographiques concernees par les travaux se sont-elles elargies? De la recherche qualitative ou de la recherche quantitative, laquelle tient le plus de place? Les sources de l'auteur pour realiser cette synthese sont essentiellement les periodiques specialises : Comparative education review, Comparative education et International Journal of educational development. L'auteur definit une typologie des recherches et procede a l'analyse de contenu des publications du point de vue des strategies de recherche de 1960 a 1995.

Kai kurie lyginamosios pedagogikos aspektai

Lyginamoji pedagogika yra savarankiška pedagogikos sritis, turinti savo tyrimo objektą, tikslą, specifinius uždavinius bei mokslinio tyrimo metodus. Kita vertus, dėl metodologinių problemų yra daug skirtingų nuomonių, nesutarimų dėl jos objekto. Straipnyje apžvelgiami pagrindiniai lyginamosios pedagogikos metodai, autoriai ir institucijos veikiančios šioje srityje. Aptariame lyginamosios pedagogikos raidos istorija. Straipnyje pateikiama apžvalga apima lyginamosios pedagogikos raidą ne tik Vakarų bet Rytų pasaulyje. Analizuojamas ir lietuvių mokslininkų indėlis. Vienas garsių pasaulyje lyginamosios pedagogikos atstovų yra Kanadoje gyvenęs lietuvis Antanas Paplauskas-Ramūnas (1910-1974), kuris buvo lyginamosios pedagogikos centro Otavoje vadovas (1956).

Sociological analysis and comparative education

It is argued that comparative education is essentially a derivative field of study, in that it borrows theories and methods from academic disciplines. After a brief humanistic phase, in which history and philosophy were central for comparative education, sociology became an important source. In the mid-50's and 60's, sociology in the United States was characterised by Structural Functionalism as a theory, and Social Survey as a dominant methodology. Both were incorporated into the development of comparative education.

Intellectual and Ideological Perspectives in Comparative Education: An Interpretation

Previous articleNext article No AccessThe State of the Art: Twenty Years of Comparative EducationIntellectual and Ideological Perspectives in Comparative Education: An InterpretationAndreas M. Kazamias and Karl SchwartzAndreas M. Kazamias Search for more articles by this author and Karl Schwartz Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 21, Number 2/3Jun. - Oct., 1977The State of the Art Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/445937 Views: 46Total views on this site Citations: 28Citations are reported from Crossref Copyright 1977 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Edith Mukudi Omwami, Robin Shields The development of theory in comparative and international education: An analysis of doctoral theses at North American universities, Research in Comparative and International Education 2 (Jul 2022): 174549992211122.https://doi.org/10.1177/17454999221112231Iveta Silova Facing the Anthropocene: Comparative Education as Sympoiesis, Comparative Education Review 65, no.44 (Nov 2021): 587–616.https://doi.org/10.1086/716664Edith Mukudi Omwami Liberal Feminism in Comparative Education and the Implications for Women’s Empowerment, (Aug 2021): 171–196.https://doi.org/10.1108/S1479-367920210000040011Arup Maharatna ‘Invasion’ of Educational Universe by Neo-Liberal Economic Thinking: A Global Casualty?, (Jul 2018): 135–176.https://doi.org/10.1007/978-981-13-0797-3_4Iveta Silova , Comparative Education 55, no.44 ( 2019): 444.https://doi.org/10.1080/03050068.2019.1657699Eleftherios Klerides , European Education 50, no.22 ( 2018): 154.https://doi.org/10.1080/10564934.2018.1455150Yiannis Roussakis , European Education 50, no.22 ( 2018): 119.https://doi.org/10.1080/10564934.2018.1455515Frances Vavrus , European Education 50, no.22 ( 2018): 171.https://doi.org/10.1080/10564934.2018.1457447William S. New, Hristo Kyuchukov, Milan Samko , European Education 50, no.22 ( 2018): 185.https://doi.org/10.1080/10564934.2018.1458322Nancy Kendall , European Education 50, no.22 ( 2018): 134.https://doi.org/10.1080/10564934.2018.1464796Jorge M. Gorostiaga Perspectivismo y Cartografía Social: aportes a la educación comparada, Educação & Realidade 42, no.33 (Jul 2017): 877–898.https://doi.org/10.1590/2175-623665366Lore Arthur, Michael Crossley Wide horizons and blurred boundaries: comparative perspectives on adult and lifelong learning, International Journal of Lifelong Education 36, no.1-21-2 (Dec 2016): 181–194.https://doi.org/10.1080/02601370.2017.1268833Bjorn H. Nordtveit Knowledge production in a constructed field: reflections on comparative and international education, Asia Pacific Education Review 16, no.11 (Feb 2015): 1–11.https://doi.org/10.1007/s12564-015-9354-0Arup Maharatna On the Neo-Liberal Paradigm of Higher Education: An Apprehensive Note, SSRN Electronic Journal (Jan 2015).https://doi.org/10.2139/ssrn.2710507Arup Maharatna Invasion of Educational Universe by Neo-Liberal Economic Thinking: A Civilizational Casualty?, SSRN Electronic Journal (Jan 2014).https://doi.org/10.2139/ssrn.2416746Alexander W. Wiseman, Emily Anderson Introduction to Part 3: Conceptual and Methodological Developments, (Aug 2013): 85–90.https://doi.org/10.1108/S1479-3679(2013)0000020012Iveta Silova, William C. Brehm For the Love of Knowledge, European Education 42, no.22 (Dec 2014): 17–36.https://doi.org/10.2753/EUE1056-4934420202Andreas M. Kazamias Comparative Education: Historical Reflections, (Jan 2009): 139–157.https://doi.org/10.1007/978-1-4020-6403-6_10Andreas M. Kazamias Forgotten Men, Forgotten Themes: The Historical-Philosophical-Cultural and Liberal Humanist Motif in Comparative Education, (Jan 2009): 37–58.https://doi.org/10.1007/978-1-4020-6403-6_4Dimitris Mattheou The Scientific Paradigm in Comparative Education, (Jan 2009): 59–71.https://doi.org/10.1007/978-1-4020-6403-6_5Rolland G. Paulston Mapping Comparative Education After Postmodernity, (Jan 2009): 965–990.https://doi.org/10.1007/978-1-4020-6403-6_62Val D. Rust, Brian Johnstone, Carine Allaf Reflections on the Development of Comparative Education, (Jan 2009): 121–138.https://doi.org/10.1007/978-1-4020-6403-6_9Peter Ninnes Fear and desire in twentieth century comparative education, Comparative Education 44, no.33 (Aug 2008): 345–358.https://doi.org/10.1080/03050060802264884 Bradley J. Cook , Steven J. Hite , and Erwin H. Epstein Discerning Trends, Contours, and Boundaries in Comparative Education: A Survey of Comparativists and Their Literature Cook, Hite, and Epstein, Comparative Education Review 48, no.22 (Jul 2015): 123–149.https://doi.org/10.1086/382619NICK CHEESMAN School, State and Sangha in Burma, Comparative Education 39, no.11 (Feb 2003): 45–63.https://doi.org/10.1080/03050060302565Amy Stambach World-Cultural and Anthropological Interpretations of “Choice Programming” in Tanzania, (Jan 2003): 141–160.https://doi.org/10.1057/9781403980359_7Andreas M. Kazamias Re-inventing the Historical in Comparative Education: Reflections on a protean episteme by a contemporary player, Comparative Education 37, no.44 (Jun 2010): 439–449.https://doi.org/10.1080/03050060120091247William T. Trent, Jomills Henry Braddock, Ronald D. Henderson Chapter 8: Sociology of Education: A Focus on Education as an Institution, Review of Research in Education 12, no.11 (Jun 2016): 295–336.https://doi.org/10.3102/0091732X012001295

Anthropological Approaches to Comparative Education

Previous articleNext article No AccessAnthropological Approaches to Comparative EducationVandra MasemannVandra Masemann Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 20, Number 3Oct., 1976 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/445907 Views: 17Total views on this site Citations: 9Citations are reported from Crossref Copyright 1976 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Joseph Zajda, Val Rust Theory in Comparative Education, (Mar 2021): 37–47.https://doi.org/10.1007/978-94-024-2054-8_3Andreas Kazamias , European Education 50, no.22 ( 2018): 84.https://doi.org/10.1080/10564934.2018.1462664Jeremy Rappleye, Yuki Imoto, Sachiko Horiguchi Towards ‘thick description’ of educational transfer: understanding a Japanese institution's ‘import’ of European language policy, Comparative Education 47, no.44 (Jun 2011): 411–432.https://doi.org/10.1080/03050068.2011.559698Val D. Rust, Brian Johnstone, Carine Allaf Reflections on the Development of Comparative Education, (Jan 2009): 121–138.https://doi.org/10.1007/978-1-4020-6403-6_9Vilma Seeberg Girls first! Promoting early education in Tibetan areas of China, a case study, Educational Review 60, no.11 (Feb 2008): 51–68.https://doi.org/10.1080/00131910701794531Robert Cowen Acting comparatively upon the educational world: puzzles and possibilities, Oxford Review of Education 32, no.55 (Nov 2006): 561–573.https://doi.org/10.1080/03054980600976155 Ailie Cleghorn , Marilyn Merritt , and Jared O. Abagi Language Policy and Science Instruction in Kenyan Primary Schools, Comparative Education Review 33, no.11 (Oct 2015): 21–39.https://doi.org/10.1086/446810Keith Simkin Comparative and sociological perspectives on Third World development and education, International Review of Education 27, no.44 (Jan 1981): 427–447.https://doi.org/10.1007/BF00598140Sara Delamont, Paul Atkinson The Two Traditions in Educational Ethnography: sociology and anthropology compared∗, British Journal of Sociology of Education 1, no.22 (Aug 2006): 139–152.https://doi.org/10.1080/0142569800010201

The Early Development of Comparative Education

(1967). The Early Development of Comparative Education. The Educational Forum: Vol. 31, No. 4, pp. 403-410.

Prehistory of Comparative Education to the End of the Eighteenth Century

Previous articleNext article No AccessPrehistory of Comparative Education to the End of the Eighteenth CenturyWilliam W. BrickmanWilliam W. Brickman Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 10, Number 1Feb., 1966 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/445188 Views: 14Total views on this site Citations: 12Citations are reported from Crossref PDF download Crossref reports the following articles citing this article:О. Ю. Кузнецова, Т. В. Ткаченко, Л. А. Штефан ОРГАНІЗАЦІЯ ПОРІВНЯЛЬНО-ПЕДАГОГІЧНИХ ДОСЛІДЖЕНЬ У ПРОВІДНИХ КРАЇНАХ СВІТУ (ІСТОРИЧНИЙ АСПЕКТ), Теорія та методика навчання та виховання , no.5353 (Jan 2022): 51–61.https://doi.org/10.34142/23128046.2022.53.05Robert Cowen, Robert Cowen Robustly Researching the Relevant, (Jan 2012): 3–25.https://doi.org/10.1007/978-94-6209-052-1_1Iveta Silova, William C. Brehm An American Construction of European Education Space, European Educational Research Journal 9, no.44 (Dec 2010): 457–470.https://doi.org/10.2304/eerj.2010.9.4.457Michael Crossley Rethinking Context in Comparative Education, (Jan 2009): 1173–1187.https://doi.org/10.1007/978-1-4020-6403-6_73Robert Cowen Then and Now: Unit Ideas and Comparative Education, (Jan 2009): 1277–1294.https://doi.org/10.1007/978-1-4020-6403-6_79Erwin H. Epstein Setting the normative boundaries: crucial epistemological benchmarks in comparative education, Comparative Education 44, no.44 (Nov 2008): 373–386.https://doi.org/10.1080/03050060802481405Patricia Broadfoot Stones from Other Hills may Serve to Polish the Jade of this One: towards a neo‐comparative ‘learnology’ of education, Compare: A Journal of Comparative and International Education 29, no.33 (Jul 2006): 217–231.https://doi.org/10.1080/0305792990290303Keith Watson Technical and Vocational Education in Developing Countries: Western paradigms and comparative methodology, Comparative Education 30, no.22 (Aug 2006): 85–97.https://doi.org/10.1080/0305006940300202Michael Crossley, Patricia Broadfoot Comparative and International Research in Education: scope, problems and potential, British Educational Research Journal 18, no.22 (Jan 1992): 99–112.https://doi.org/10.1080/0141192920180201 The Development of Comparative Education, (Jan 1976): 12–23.https://doi.org/10.1016/B978-0-08-020562-5.50005-3Max A. Eckstein Introductory Essay: Comparative Education: The State of the Field, Review of Research in Education 3, no.11 (Jun 2016): 77–84.https://doi.org/10.3102/0091732X003001077Stewart E. Fraser Chapter V: International and Comparative Education, Review of Educational Research 37, no.11 (Jun 2016): 57–73.https://doi.org/10.3102/00346543037001057

The Soviet Approach to Comparative Education

Previous articleNext article No AccessSymposium on the USSRThe Soviet Approach to Comparative EducationNicholas HansNicholas Hans Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 8, Number 1Jun., 1964 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/445037 Views: 3Total views on this site Citations: 3Citations are reported from Crossref PDF download Crossref reports the following articles citing this article:Maia Chankseliani Charting the development of knowledge on Soviet and post-Soviet education through the pages of comparative and international education journals, Comparative Education 53, no.22 (Mar 2017): 265–283.https://doi.org/10.1080/03050068.2017.1293407Val D. Rust, Brian Johnstone, Carine Allaf Reflections on the Development of Comparative Education, (Jan 2009): 121–138.https://doi.org/10.1007/978-1-4020-6403-6_9 Michael M. Henry Methodology in Comparative Education: An Annotated Bibliography, Comparative Education Review 17, no.22 (Oct 2015): 231–244.https://doi.org/10.1086/445696