From the foreword: This book is a major contribution to the field of comparative and international education. It has been co-authored by two distinguished figures, who write with authority and clarity, and who present conceptual insights which add creative and intellectual vitality to the field at a time of major change and development. Changing geopolitical relations, the acceleration of globalisation and major advances in information and communication technology have all transformed and revitalised international and comparative research in education. This multidisciplinary book critically examines the implications of this change for those engaged in such work worldwide. Groundbreaking and insightful, it draws on the latest research and developments in the field to give a comprehensive overview and analysis of the contemporary condition of this valuable form of research. Drawing upon the authors' extensive international experience, the text: * Re-assesses the diverse and multidisciplinary origins of this field of study: * Documents the increased orientation towards research; * Explores the changing nature of the problems and issues faced by both new and experienced researchers; * Puts forward a coherent and well-informed case for a thorough reconceptualisation of the field as a whole. The book argues eloquently for increased cultural and contextual sensitivity in educational research and development in order that the field might make a more effective contribution to educational theory, policy and practice. This multidisciplinary work will be welcomed by a wide range of theorists and researchers in education and the social sciences, as well as teachers, policymakers and anyone concerned with improving dialogue and understanding across cultures and nations.
This volume recognises how many researchers across the social sciences, and in comparative and international education in particular, see themselves as insiders or outsiders or, more pertinently, shifting combinations of both, in the research process. The book revisits and problematises these concepts in an era where the global mobility of researchers and ideas has increased dramatically, and when advances in comparative, qualitative research methodologies seek to be more inclusive, collaborative, participatory, reflexive and nuanced. Collectively, the chapters argue that, in the context of such change, it has become more difficult to categorise and label groups and individuals as being ‘inside’ or ‘outside’ systems, professional communities, or research environments. In doing so, it is recognised that individual and group identities can be multiple, flexible and changing such that the boundary between the inside and the outside is permeable, less stable and less easy to draw. The book draws upon an exciting collection of original research carried out in a diversity of educational systems from British, European, Latin American, Indian Ocean, South Asian, African and Chinese contexts and cultures. This develops a deep and innovative reconsideration of key issues that must be faced by all researchers involved in the planning and conduct of in-depth field research. This is a challenging and stimulating methodological contribution, designed to advance critical and reflective thinking while providing practical and accessible guidance, insights and support for new and experienced researchers within and beyond the field of comparative and international education.
With chapter contributions from seminal scholars in the field of comparative and international education (CIE), this book examines the ways in which comparative education is being taught, or advocated for, in teacher education within higher education institutions worldwide. A particular concern raised by the authors - in locations as diverse as Germany, Singapore, the United Kingdom, and the United States - is the utilitarian approach in teacher education, where that which is valued is that which is measurable. The implications for what and how CIE should be taught is examined in light of the ideological, sociocultural, political, and economic trends influencing education worldwide. The main questions posed in the book include: What are the challenges and opportunities for CIE, and its practice, now and in the future?
Author: Emel Thomas
Publisher: A&C Black
Release Date: 2014-05-08
Education in the Commonwealth Caribbean and Netherlands Antilles provides a contemporary survey of education development and key educational issues in the region. The chapters cover: Anguilla, Antigua and Barbuda, the Bahamas, Barbados, Belize, Bermuda, the British Virgin Islands, the Cayman Islands, Dominica, Grenada, Guyana, Jamaica, the Netherlands Antilles (Aruba, Bonaire, Curacao, Saba, Saint Eustatius and Saint Maarteen), Montserrat, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, Surinam, Trinidad and Tobago, and the Turks and Caicos Islands. The book includes discussions of the impact of local, regional and global occurrences, including social, political and geographical events, on education systems and schooling in the region. As a whole, the book provides a comprehensive reference resource for contemporary education policies in the Caribbean, and explores some of the problems these countries face during the process of development. It is an essential reference for researchers, scholars, international agencies and policy-makers at all levels.
Author: Elizabeth J. Erling
Publisher: Multilingual Matters
Release Date: 2013-05-16
This book investigates the relationship between English and personal and national development, as this is both discursively promoted (particularly through language policy) and practically realized in developing societies. It addresses the effects that the increased use of English and the promotion of English-language education are having in developmental contexts, and their impact on broader educational issues, on local language ecologies and on questions of cultural identity. It investigates these issues by drawing together a series of original examinations and case studies by a range of leading scholars working in this burgeoning field. The chapters focus on a variety of contexts from around the world, and the volume as a whole surveys and critiques the positioning and influence of English as a catalyst for development in the 21st century.
Comparative and international education is an increasingly important area of study. This book introduces major themes surrounding globalisation and education, giving you a nuanced understanding of key debates, thinkers and sources of information. Important theories and research exploring how globalisation has influenced educational practice are critically examined, providing you with an understanding of relevant social, economic, historical and cultural factors. Coverage includes: Case studies from around the world raising thought-provoking questions on chapter topics How to undertake research using significant secondary sources of comparative international data (including OECD, PISA, TIMMS) The relationship between development, education and inequality The purpose and role of multicultural and citizenship education Gender and education in a global context This is essential reading for students on undergraduate Education Studies degrees, and for similar courses covering comparative and international education.
In most countries, whether secular or otherwise, education and religion are closely interlinked and no matter how hard the state tries, it can be very difficult to remove the ties between them. This book investigates the links between education, religion and politics. The dominant feature in creating a common culture between peoples, each of which has its own distinct heritage and practices, is religion. Globalisation is leading to a redefinition of the state, community and local identity, this latter often perceived as resistance against the forces of unity, whether through culture, economic activity or language. Recent world events have focused attention on the interplay between education, religion and politics like never before. Even more pertinent is the fact that the involvement of politics in decisions about religion and education is often central and impossible to disentangle. Education and Religion covers all the major religious traditions – Buddhist, Christian, Jewish, Hindu, Muslim, Sikh – and cites global examples throughout the world. It aims to understand the underlying complexities in the struggle to reconcile education, religion and politics in an informative and sensitive way. This book was originally published as a special issue of Comparative Education.
Author: Helen Kopnina
Release Date: 2013-07-18
Genre: Social Science
This volume presents new theoretical approaches, methodologies, subject pools, and topics in the field of environmental anthropology. Environmental anthropologists are increasingly focusing on self-reflection - not just on themselves and their impacts on environmental research, but also on the reflexive qualities of their subjects, and the extent to which these individuals are questioning their own environmental behavior. Here, contributors confront the very notion of "natural resources" in granting non-human species their subjectivity and arguing for deeper understanding of "nature," and "wilderness" beyond the label of "ecosystem services." By engaging in interdisciplinary efforts, these anthropologists present new ways for their colleagues, subjects, peers and communities to understand the causes of, and alternatives to environmental destruction. This book demonstrates that environmental anthropology has moved beyond the construction of rural, small group theory, entering into a mode of solution-based methodologies and interdisciplinary theories for understanding human-environmental interactions. It is focused on post-rural existence, health and environmental risk assessment, on the realm of alternative actions, and emphasizes the necessary steps towards preventing environmental crisis.
Author: Robin J. Alexander
Release Date: 2001-02-16
Against the background of globalization and campaigns to provide basic education for all the world’s children, Culture and Pedagogy compares primary and elementary schooling in England, France, India, Russia and the United States. It explores the ways in which children’s educational experiences are shaped not just by classroom circumstances and the decisions of the teacher, but also by school values and organization, by local pressures, national policies and political control and – suffusing all these – by culture and history. Culture and Pedagogy combines comparative and historical enquiry with intensive analysis of school and classroom life to present a novel and illuminating account of pedagogy. The book also transfers into the international arena themes for which the author’s earlier work is well known: the interplay of policy, politics and practice; the quest for resilient models of teaching and learning the subtle dynamics of schools and classrooms; and the rich learning potential of talk between teachers and children; and the challenge of judging 'good' and 'effective' educational practice. Culture and Pedagogy is clearly structured around three levels of analysis: systems, school and classrooms. Extensively illustrated with figures, table s, photographs, lesson summaries and teaching extracts, the book is an essential resource for those who are committed to understanding pedagogy, exploring culture, and improving primary education.
Author: Nicholas Sun-keung Pang
Publisher: Chinese University Press
Release Date: 2006
Bringing together a group of international authors, this book attempts to examine the effects of globalization on educational policies and practices under the following themes: (1) the roles of educational research in the era of globalization and how comparative education can contribute to such investigation; (2) the relationships between the development of higher education and globalization in different countries; and (3) the impacts of globalization on school education and how schools can respond to the challenges ahead.
Author: Mark Bray
Publisher: Springer Science & Business Media
Release Date: 2007-08-21
Approaches and methods in comparative education research are of obvious importance, but do not always receive adequate attention. This book contributes new insights within the longstanding traditions of the field. A particular feature is the focus on different units of analysis. Individual chapters compare places, systems, times, cultures, values, policies, curricula and other units. These chapters are contextualised within broader analytical frameworks which identify the purposes and strengths of the field. The book includes a focus on intra-national as well as cross-national comparisons, and highlights the value of approaching themes from different angles. The book will be of great value not only to producers of comparative education research but also to consumers who wish to understand more thoroughly the parameters and value of the field.
This book provides an up-to-date and well-grounded analysis of education in Australia, New Zealand and the Pacific, including Cook Islands, Federated States of Micronesia, Fiji, Kiribati, Marshall Islands, Papua New Guinea, Samoa, Solomon Islands, Tonga, Tuvalu, and Vanuatu. Leading writers from throughout this region identify contemporary educational challenges, issues, and priorities while drawing upon their own ongoing empirical research. Key themes include the impact of international trends and developments; educational reform and the quality of education; indigenous learning; inclusivity; aid and development co-operation; and the changing role and place of tertiary education. Detailed studies of specific educational systems and developments are considered in the light of broader analyses that run throughout the volume.
This book examines narrative research from a range of different perspectives. It discusses international and comparative experiences of doing narrative research on learning, paying particular attention to the cultural contexts within which the research is conducted. The ways in which narrative research can address some of the methodological and epistemological issues faced in conducting insightful and systematic research across cultures are also included. The book’s approach is essentially an integrated one, exploring narrative as methodology in both theoretical and practical terms. It also emphasises the ethical issues that need to be considered by researchers engaged in this form of enquiry, particularly where cultural and religious contexts have a significant impact on research. The first section of the book considers different perspectives on narrative as methodology, including its value in particular cultural contexts. The second section provides readers with international and comparative perspectives on the practical application of narrative methodology in a wide range of arenas worldwide. This combination of methodological issues with practical examples provides opportunities to examine how narrative as a methodology is applied in a range of ‘real world’ situations. This original and imaginative volume bridges the professional and intellectual cultures and traditions of comparative and international education with those of counselling to show the rich benefits of such cross-fertilisation. It will be of interest to researchers in education and across the social sciences as well as those involved in teaching research methodology and those concerned with the complex ethical issues inherent in cross-cultural research.
Author: Joseph Zajda
Publisher: Springer Science & Business Media
Release Date: 2005-12-05
The aim of this Handbook is to present a global overview of developments in education and policy change during the last decade. It has the objective of providing both a strategic education policy statement on recent shifts in education and policy research globally and offers new approaches to further exploration, development and improvement of education and policy making. The Handbook attempts to address some of the above issues and problems confronting educators and policy makers globally. Different articles seek to conceptualize the on-going problems of education policy formulation and implementation, and provide a useful synthesis of the education policy research conducted in different countries, and practical implications. The Handbook, by focusing on such issues as - the OECD (2001) model of the knowledge society, and associated strategic challenge and 'deliverable goals' (OECD 2001:139) - UNESCO-driven lifelong learning paradigm, and its relevance to education policy makers, globally - different models of policy planning, and equity questions that are raised by centralization/decentralization, diversity/uniformity and curriculum standardization issues - the 'crises' of educational quality, the debate of standards and excellence, and good and effective teaching. - will contribute to a better and more holistic understanding of the education policy and research nexus; offering possible strategies for the effective and pragmatic policy planning and implementation at the local, regional and national levels.