Educational Diplomacy Research Articles

R. Freeman Butts: Educational Foundations and Educational Diplomacy

ABSTRACTR. Freeman Butts was an American historian and philosopher of education who died in March 2010. This paper will investigate Butts’ various roles and writings and ask the question: why is Butts important to the contemporary generation of teacher educators and teachers? This paper will argue that the breadth of Butts’ work builds connections and is a very positive model for sub-disciplines in education. Firstly, it is critical to examine Butts’ contribution, as Butts provokes teachers to inquire about the ‘context of education,’ rather than simply the ‘how to’ of teaching and the question of classroom management. Additionally, it is significant to for educators to study Butts’ life and works as they embody the essence of service – in his case, as an education diplomat. He started with what former US Secretary of State Hilary Clinton calls ‘the conversation,’ and this led eventually to projects such as the Afghan Project to bring development to Afghanistan in the era of the mid to late twentieth century. Finally, one can argue that Freeman Butts’ life and works provide educators with an interdisciplinary example as Butts’ combined the talents of an historian and an international educator, something that remains sorely needed today.

Bologna goes global: a new imperialism in the making?

This paper argues that imperialism continues to exist today. It focuses on the ideational dimension of such power constellation and highlights the role of ‘educational diplomacy’. Specifically, it examines norm‐settings within international educational politics as a way of identifying shifts within what might be called benevolent imperialism. At the centre of its analysis is the global dimension of the project aimed at establishing a European Area of Higher Education, also called the Bologna process. The paper examines three aspects of the process in more detail: (1) its main legal framework, (2) the European Register of Quality Assurance Agencies, and (3) the setting in which the European ministers have embedded the new international strategy of the Bologna process on the occasion of the follow‐up conference in London 2007. The question it addresses is: to what extent is the Bologna process merely a form of Americanisation, or is there a set of European norms emerging that are accepted in other regions, suggesting that the EU is a new, emerging, imperialising power?

International Education during the Cold War: Soviet Social Transformation and American Social Reproduction

Previous articleNext article No AccessInternational Education during the Cold War: Soviet Social Transformation and American Social ReproductionNatalia TsvetkovaNatalia Tsvetkova Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 52, Number 2May 2008 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/528762 Views: 460Total views on this site Citations: 26Citations are reported from Crossref History © 2008 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Arina SHUMİLOVA Formation and Deployment of a System for Teaching Foreign Students in the Universities of the Soviet Union, Rusya Araştırmaları Dergisi (Jun 2022).https://doi.org/10.48068/rusad.1126681Anna A. Velikaya Soviet public diplomacy, Place Branding and Public Diplomacy 18, no.22 (Nov 2020): 77–92.https://doi.org/10.1057/s41254-020-00193-0Alexis Cherewka and Esther Prins “You Can’t Win a Cold War with Hot Weapons”: Frank C. Laubach’s Educational Project, Adult Literacy Campaigns, and US Foreign Policy (1945–1961), Comparative Education Review 66, no.11 (Feb 2022): 19–40.https://doi.org/10.1086/717554Natalia Tsvetkova , ( 2020): 103.https://doi.org/10.1007/978-3-030-12874-6_6Alexey Fominykh , ( 2020): 119.https://doi.org/10.1007/978-3-030-12874-6_7Stan Trembach From Information to Knowledge to Wisdom: the Cold War Battle for Information Superiority and Its Implications for Thriving in the Age of Data Smog, Libri 69, no.11 (Mar 2019): 1–12.https://doi.org/10.1515/libri-2018-0008 Introduction, (Jan 2019): 1–26.https://doi.org/10.1215/9781478005612-001 “Creative Imagination” Is Needed, (Jan 2019): 29–61.https://doi.org/10.1215/9781478005612-003 “The World’s Largest . . . Development Institution”, (Jan 2019): 62–80.https://doi.org/10.1215/9781478005612-004 “Marketing Can Be Magic”, (Jan 2019): 83–117.https://doi.org/10.1215/9781478005612-006 “Realities of the Global Economy”, (Jan 2019): 118–137.https://doi.org/10.1215/9781478005612-007 “Stakeholders and Co-investors . . . Have ‘Reform’ on Their Mind”, (Jan 2019): 141–167.https://doi.org/10.1215/9781478005612-009 “An Opportunity to Transform the University and, Frankly, the World”, (Jan 2019): 168–188.https://doi.org/10.1215/9781478005612-010 Conclusion, (Jan 2019): 189–194.https://doi.org/10.1215/9781478005612-011 Notes, (Jan 2019): 195–229.https://doi.org/10.1215/9781478005612-012 References, (Jan 2019): 231–267.https://doi.org/10.1215/9781478005612-013Joan R. Dassin, Robin R. Marsh, Matt Mawer Introduction: Pathways for Social Change?, (Oct 2017): 3–21.https://doi.org/10.1007/978-3-319-62734-2_1Matt Mawer Magnitudes of Impact: A Three-Level Review of Evidence from Scholarship Evaluation, (Oct 2017): 257–280.https://doi.org/10.1007/978-3-319-62734-2_13LUIS ESLAVA , Leiden Journal of International Law 31, no.33 ( 2018): 539.https://doi.org/10.1017/S0922156518000328Sirke Mäkinen In Search of the Status of an Educational Great Power? Analysis of Russia’s Educational Diplomacy Discourse, Problems of Post-Communism 63, no.33 (May 2016): 183–196.https://doi.org/10.1080/10758216.2016.1172489Tom G. Griffiths, Euridice Charon Cardona Education for Social Transformation: Soviet University Education Aid in the Cold War Capitalist World-System, European Education 47, no.33 (Sep 2015): 226–241.https://doi.org/10.1080/10564934.2015.1065390Natalia Tsvetkova Making a New and Pliable Professor: American and Soviet Transformations in German Universities, 1945–1990, Minerva 52, no.22 (Apr 2014): 161–185.https://doi.org/10.1007/s11024-014-9252-3Abigail Judge Kret “We Unite with Knowledge”, Comparative Studies of South Asia, Africa and the Middle East 33, no.22 (Aug 2013): 239–256.https://doi.org/10.1215/1089201X-2322516Euridice Charon-Cardona Socialism and education in Cuba and Soviet Uzbekistan, Globalisation, Societies and Education 11, no.22 (Jun 2013): 296–313.https://doi.org/10.1080/14767724.2013.782204Cynthia Miller-Idriss, Seteney Shami Graduate Student Training and the Reluctant Internationalism of Social Science in the USA, Research in Comparative and International Education 7, no.11 (Mar 2012): 50–60.https://doi.org/10.2304/rcie.2012.7.1.50Tuomas Takala, Nelli Piattoeva Changing conceptions of development assistance to education in the international discourse on post-Soviet countries, International Journal of Educational Development 32, no.11 (Jan 2012): 3–10.https://doi.org/10.1016/j.ijedudev.2010.10.003

The Politics of Educational Diplomacy in Vietnam: Educational Exchanges under Doi Moi

The Politics of Educational Diplomacy in Vietnam: Educational Exchanges under Doi Moi

The Politics of Educational Diplomacy in Vietnam: Educational Exchanges under Doi Moi

The Politics of Educational Diplomacy in Vietnam: Educational Exchanges under Doi Moi

Teaching with Inter-Nation Simulation and Case Studies

“Simulation” and “case studies” are supplementary teaching aids available for university courses in political science and international relations. The newer technique, simulation, has been used at several universities to augment instruction in international relations, foreign policy making, national security policy, urban politics, and political parties and elections. In fields other than political science, similar techniques abound. The number of business games or simulations exceeds 100, and less numerous games exist for educational administration, legislatures, career choices, and diplomacy, to name a few. Case studies also supplement a wide range of politics courses, including introduction to American government, public administration, party organization, legislative processes, and public law. The case method is the hallmark of schools of law and schools of business, and it is now emulated in teaching the history of science and in training in research methodology in sociology.Different types of simulations and cases and their uses have been described and discussed elsewhere. Evaluation of games and cases as supplementary instructional aids has almost invariably been impressionistic. The consumers of these teaching methods have reported their personal experiences with them and have advanced claims for and criticisms of them, but they have undertaken little empirical research to determine whether the claims for particular simulations or cases are valid or to compare the actual effects of alternative methods. Moreover, the Ford Foundation expended thousands of dollars to induce business schools to try business games, but their investment in evaluating the success or failure of this innovation extended to convening a conference to discuss the subject, not to carrying out research on it.

BETTER OPPORTUNITIES

The new White Paper, ‘Better Opportunities in Technical Education’, was published early in January. It contains no surprises, in fact as a compromise between what the educationist, in his more imaginative moments, would like to do and what industry is prepared to do, the docu‐ment is a remarkable example of educational diplomacy.