{"title":"Comparative education: and now?","authors":"Robert Cowen","doi":"10.1080/03050068.2023.2240207","DOIUrl":null,"url":null,"abstract":"<p><b><b>ABSTRACT</b></b></p><p>This article suggests that, as a field of study, we have accumulated too many routinised ways to legitimate our academic identity; that it is time to step away from comfortable clichés about our past; and to notice that the future is, at least metaphorically, now and urgent. However, while it is easy to illustrate the banalities we use to define our academic identity, it is difficult to turn the metaphor of ‘the future is now’ into a coherent perspective for seeing ‘futures’ for comparative education. Thus the second part of the article sketches choices which stabilise such a discussion and help to avoid vague visions of grand projects. The Conclusion emphasises our classic flaw – failure to notice the political framing of many of our epistemic choices, agendas of attention and action, and institutional identities – before permitting itself to be a little bit excited about ‘the future’.</p>","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"13 1","pages":""},"PeriodicalIF":3.1000,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Comparative Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/03050068.2023.2240207","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACT
This article suggests that, as a field of study, we have accumulated too many routinised ways to legitimate our academic identity; that it is time to step away from comfortable clichés about our past; and to notice that the future is, at least metaphorically, now and urgent. However, while it is easy to illustrate the banalities we use to define our academic identity, it is difficult to turn the metaphor of ‘the future is now’ into a coherent perspective for seeing ‘futures’ for comparative education. Thus the second part of the article sketches choices which stabilise such a discussion and help to avoid vague visions of grand projects. The Conclusion emphasises our classic flaw – failure to notice the political framing of many of our epistemic choices, agendas of attention and action, and institutional identities – before permitting itself to be a little bit excited about ‘the future’.
期刊介绍：
This international journal of educational studies presents up-to-date information with analyses of significant problems and trends throughout the world. Comparative Education engages with challenging theoretical and methodological issues - and also considers the implications of comparative studies for the formation and implementation of policies - not only in education but in social, national and international development. Thus it welcomes contributions from associated disciplines in the fields of government, management, sociology - and indeed technology and communications - as these affect educational research and policy decisions.
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