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Changing Educational Contexts, Issues and Identities: 40 by Michael Crossley, Patricia Broadfoot, Michele Schweisfurth

By Michael Crossley, Patricia Broadfoot, Michele Schweisfurth

Documenting significant highbrow and paradigmatic alterations within the box of comparative schooling within the mild of the background and improvement of the magazine Comparative Education, this e-book compiles a range of articles from 40 years of the journal’s exceptional heritage. It illustrates how altering instances were mirrored within the nature and caliber of released comparative learn.

Contributors discover the influence of key matters similar to marketisation, responsibility and globalisation upon coverage and perform world-wide. They discover how new demanding situations confronted through the social sciences have obvious shifts within the contexts, matters and priorities attended to by means of comparatives and the way various methods to comparative schooling have stimulated the highbrow identities and positioning of these concerned.

Bridging theoretically orientated scholarship with empirically grounded study when it comes to problems with coverage and perform and with chapters addressing questions of relevance through the global, this ebook is a useful source of rules and stimuli for extra pondering and research.

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Extra info for Changing Educational Contexts, Issues and Identities: 40 Years of Comparative Education

Sample text

Omnipresent television is little more than 25 years old as a public service; yet its effects are already profound. Even more rapid transformation of all lives by other devices must be anticipated. How can we therefore put any faith in tabulations, ‘theoretical constructs’ and models that are not entirely geared to change? As Mr Leo Fernig said in London in January, 1965, the economic and similar models used so far are much too static; we should study our data developmentally; and we should never assume that development will proceed at a similar pace or by similar steps.

Awareness of the risks of superficiality makes some honest workers try to secure relevance by developing ‘better’ methods – as though some formula or touchstone could be discovered. But, by the nature of things, there cannot be one. Therefore, without realising what they are doing, these comparativists retrace their steps away from the empirical and ‘applied’ preoccupations of the modern world back to the ‘philosophy’ of the medieval university, looking for some ‘theory of Comparative Education’.

Other recent selections included here, such as that by Phillips and Ochs, illustrate the ongoing centrality and theoretical nature of policy borrowing debates. Finally, Rizvi’s concluding piece, taken from Special Issue 28 on ‘Postcolonialism and Comparative Education’, powerfully emphasises the contribution that comparative research can make not only to ways in which ‘the Other’ is conceptualised, but also to our understandings of the implications that differing perspectives can have in the real world post-September 11, 2001.

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