Pub Date : 2024-01-03DOI: 10.1080/03050068.2023.2296191
Wan Yi, Edward Vickers
{"title":"Discipline and moralise: gratitude education for China’s migrant families","authors":"Wan Yi, Edward Vickers","doi":"10.1080/03050068.2023.2296191","DOIUrl":"https://doi.org/10.1080/03050068.2023.2296191","url":null,"abstract":"","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"52 13","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139451918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-03DOI: 10.1080/03050068.2023.2299907
Edward Vickers, Sicong Chen
{"title":"The politics of education on China’s periphery: ‘Telling China’s Story Well’ – or honestly?","authors":"Edward Vickers, Sicong Chen","doi":"10.1080/03050068.2023.2299907","DOIUrl":"https://doi.org/10.1080/03050068.2023.2299907","url":null,"abstract":"","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"12 8","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139451062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-08DOI: 10.1080/03050068.2023.2287938
Susan L. Robertson, Jason Beech
Promising lines of scholarship have emerged on how International Organisations (IO’s) deploy anticipatory techniques aimed at colonising the future as a means of governing in the absence of soverei...
{"title":"‘Promises promises’: international organisations, promissory legitimacy and the re-negotiation of education futures","authors":"Susan L. Robertson, Jason Beech","doi":"10.1080/03050068.2023.2287938","DOIUrl":"https://doi.org/10.1080/03050068.2023.2287938","url":null,"abstract":"Promising lines of scholarship have emerged on how International Organisations (IO’s) deploy anticipatory techniques aimed at colonising the future as a means of governing in the absence of soverei...","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"168 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138563040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-10DOI: 10.1080/03050068.2023.2258681
Nozomi Sakata, Chris Yates, Hannah Edjah, Abraham Kwadwo Okrah
ABSTRACTFramed by Homi Bhabha’s concepts of hybridity and the third space of enunciation, this study explores postcolonial relationships conceivably enacted through policy borrowing processes of learner-centred pedagogy (LCP) in Ghana. Nine Ghanaian and nine foreign stakeholders were interviewed. Conscious of the power imbalance implicit in traditional aid, the case project attempted to challenge the asymmetrical power relationships by allocating policy leadership and responsibility to Ghanaian stakeholders. However, the third space of enunciation created within the project did not seem to lead to a hybridisation of pedagogical ideas: while it was the Ghanaians themselves who promoted LCP within the project, the conceptual basis of the reform was dependent on knowledge and experiences which they gained in the West. This article concludes that the postcolonial turn through hybridisation of indigenous and Western pedagogies was not observed, although hybridity may happen in the process of actualising LCP at school and classroom levels.摘要本研究以霍米·巴巴的“混杂性”和“第三发声空间”概念为框架，探讨加纳以学习者为中心教学法（learner-centred pedagogy）的政策借鉴过程中可能形成的后殖民关系。九名加纳本国和九名外国利益相关者接受了访谈。意识到传统援助中隐含的权力失衡，该案例项目通过将政策领导权和责任分配给加纳利益相关方，试图挑战不对称的权力关系。然而，该项目中创造的第三发声空间似乎并没有导致教学思想的混杂化：尽管是加纳人自己在该项目中推广以学习者为中心教学法，但改革的概念基础依赖于他们在西方获得的知识和经验。本文的结论是，尽管在学校和课堂层面实践以学习者为中心教学法的过程中可能出现混杂性，但未能观察到通过本土和西方教学法混杂化而实现的后殖民转向。KEYWORDS: Postcolonial theorylearner-centred pedagogyHomi BhabhaGhanateacher education reformpedagogical reform关键词: ：后殖民理论；以学习者为中心教学法；霍米·巴巴；加纳；教师教育改革；教学法改革 AcknowledgementsThis article has derived from collaborative analysis and numerous discussions with Eugene Adu Henaku, Mao Yamaguchi, Catherine Fox, Caroline Pontefract and James Sankale. We thank them for their time and engagement. Many thanks to the participating interviewees, reviewers and Barbara Spronk for their feedback on an earlier version of this article.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the JSPS KAKENHI (Grant Number 22K13651) and Hiroshima University’s Female Researchers Joint Research Grant.Notes on contributorsNozomi SakataNozomi Sakata is Assistant Professor in the Center for the Study of International Cooperation in Education at Hiroshima University, Japan. In the field of Comparative and International Education, her research interests include educational policy diffusion and implementation with a focus on pedagogical reform in low- and middle-income countries.Chris YatesChris Yates is a Lecturer in International Education at University College London (UCL), Institute of Education (IoE), England. He teaches on the international MA postgraduate programmes offered at the UCL-IoE. He is particularly interested in education planning, system change and reform. He has worked for a number of international development agencies, in over 20 low- and middle-income countries.Hannah EdjahHannah Edjah is Lecturer in the Department of Vocational
{"title":"Exploring postcolonial relationships within policy transfer: the case of learner-centred pedagogy in Ghana","authors":"Nozomi Sakata, Chris Yates, Hannah Edjah, Abraham Kwadwo Okrah","doi":"10.1080/03050068.2023.2258681","DOIUrl":"https://doi.org/10.1080/03050068.2023.2258681","url":null,"abstract":"ABSTRACTFramed by Homi Bhabha’s concepts of hybridity and the third space of enunciation, this study explores postcolonial relationships conceivably enacted through policy borrowing processes of learner-centred pedagogy (LCP) in Ghana. Nine Ghanaian and nine foreign stakeholders were interviewed. Conscious of the power imbalance implicit in traditional aid, the case project attempted to challenge the asymmetrical power relationships by allocating policy leadership and responsibility to Ghanaian stakeholders. However, the third space of enunciation created within the project did not seem to lead to a hybridisation of pedagogical ideas: while it was the Ghanaians themselves who promoted LCP within the project, the conceptual basis of the reform was dependent on knowledge and experiences which they gained in the West. This article concludes that the postcolonial turn through hybridisation of indigenous and Western pedagogies was not observed, although hybridity may happen in the process of actualising LCP at school and classroom levels.摘要本研究以霍米·巴巴的“混杂性”和“第三发声空间”概念为框架，探讨加纳以学习者为中心教学法（learner-centred pedagogy）的政策借鉴过程中可能形成的后殖民关系。九名加纳本国和九名外国利益相关者接受了访谈。意识到传统援助中隐含的权力失衡，该案例项目通过将政策领导权和责任分配给加纳利益相关方，试图挑战不对称的权力关系。然而，该项目中创造的第三发声空间似乎并没有导致教学思想的混杂化：尽管是加纳人自己在该项目中推广以学习者为中心教学法，但改革的概念基础依赖于他们在西方获得的知识和经验。本文的结论是，尽管在学校和课堂层面实践以学习者为中心教学法的过程中可能出现混杂性，但未能观察到通过本土和西方教学法混杂化而实现的后殖民转向。KEYWORDS: Postcolonial theorylearner-centred pedagogyHomi BhabhaGhanateacher education reformpedagogical reform关键词: ：后殖民理论；以学习者为中心教学法；霍米·巴巴；加纳；教师教育改革；教学法改革 AcknowledgementsThis article has derived from collaborative analysis and numerous discussions with Eugene Adu Henaku, Mao Yamaguchi, Catherine Fox, Caroline Pontefract and James Sankale. We thank them for their time and engagement. Many thanks to the participating interviewees, reviewers and Barbara Spronk for their feedback on an earlier version of this article.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the JSPS KAKENHI (Grant Number 22K13651) and Hiroshima University’s Female Researchers Joint Research Grant.Notes on contributorsNozomi SakataNozomi Sakata is Assistant Professor in the Center for the Study of International Cooperation in Education at Hiroshima University, Japan. In the field of Comparative and International Education, her research interests include educational policy diffusion and implementation with a focus on pedagogical reform in low- and middle-income countries.Chris YatesChris Yates is a Lecturer in International Education at University College London (UCL), Institute of Education (IoE), England. He teaches on the international MA postgraduate programmes offered at the UCL-IoE. He is particularly interested in education planning, system change and reform. He has worked for a number of international development agencies, in over 20 low- and middle-income countries.Hannah EdjahHannah Edjah is Lecturer in the Department of Vocational ","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"49 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135092612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-08DOI: 10.1080/03050068.2023.2273640
Jeremy Rappleye, Hikaru Komatsu, Yukiko Uchida, Jeanne Tsai, Hazel Markus
ABSTRACTWell-being 2030 has become the latest rationale for the OECD’s education work. This vision has given rise to new assessments of student well-being beginning with PISA 2015. The OECD, recognising the problems of PISA 2015, conceptualised a wider student well-being construct in PISA 2018, and attempted to measure ‘students’ feelings’. However, analyses of the OECD’s affective turn reveal major problems remain. Our critique is empirically underpinned by an innovative analytical strategy: comparing PISA 2018 student questionnaire translations across different ‘economies’ that use the same written language (China, Hong Kong, Macao, and Taiwan). Our analyses confirm that the OECD imagines a cultural and context-free world, one in which translation and measurements are simply technical problems to be engineered, rather than deeper ‘problems’ of worldviews that require attunement. To encourage the OECD to recognise these differences in its future assessments, we offer starting points from recent research in cultural psychology.摘要“福祉2030”已成为经合组织教育工作的最新理念。这一理念催生了自PISA 2015起新的学生福祉测评。认识到此项测评中的问题后，经合组织在PISA 2018中提出更宽泛的学生福祉概念，并尝试测量“学生的情感”。然而，对经合组织情感转向的分析表明，主要问题依然存在。我们的批评以一种创新性的分析策略为实证基础，即对使用相同书面语言的不同“经济体”（中国大陆、香港、澳门和台湾）的PISA 2018学生问卷翻译进行比较分析。我们的分析证实，经合组织设想了一个无关文化和语境的世界，其中，翻译和测量仅仅是需要被设计的技术问题，而不是需调整的更深层次的世界观“问题”。为鼓励经合组织在未来的测评中认识到这些差异，我们从文化心理学的最新研究中提供一些启示。KEYWORDS: Well-beingemotioncultureEast AsiaChinaTaiwanHong KongJapanaffect-based pedagogyOECD Learning Compass 2030关键词:: 福祉；情感；文化；东亚；中国；台湾；香港；日本；情感教学法；经合组织学习指南2030 AcknowledgementsThe authors would like to extend thanks to You Yun (East China Normal University) who helped us further understand linguistic nuance in Chinese and contributed to our thinking on these themes. Her recent work is highly complementary, and helps theorize the differences obfuscated by the recent OECD affective turn (see You, Citation2022; You, CitationForthcoming).Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 We capitalise the term Other throughout the current piece to signify that which manifests an alternative worldview. That is, Other indicates something not fully visible from within a given cultural horizon. This is opposed to rendering the term ‘other’ in non-capitalised form, which would signify a difference within an already known horizon.2 We acknowledge that small differences exist in slang, cultural references, political language, and other domains, but none of these would impact the findings on affect reported here.3 Some readers might wonder if Differential Item Function (DIF) could detect these differences (see Takayama Citation2018). But DIF doesn’t pick up translation issues that are our focus here, and could not be applied to descriptive Likert indices asking students to describe their frequency of being ‘happy’ (always, sometimes, rarely, and never).4 Although recent studies such as Bencharit et al., Citation2018 complicate the picture to some extent, showing changes in r
{"title":"The OECD’s ‘Well-being 2030’ agenda: how PISA's affective turn gets lost in translation","authors":"Jeremy Rappleye, Hikaru Komatsu, Yukiko Uchida, Jeanne Tsai, Hazel Markus","doi":"10.1080/03050068.2023.2273640","DOIUrl":"https://doi.org/10.1080/03050068.2023.2273640","url":null,"abstract":"ABSTRACTWell-being 2030 has become the latest rationale for the OECD’s education work. This vision has given rise to new assessments of student well-being beginning with PISA 2015. The OECD, recognising the problems of PISA 2015, conceptualised a wider student well-being construct in PISA 2018, and attempted to measure ‘students’ feelings’. However, analyses of the OECD’s affective turn reveal major problems remain. Our critique is empirically underpinned by an innovative analytical strategy: comparing PISA 2018 student questionnaire translations across different ‘economies’ that use the same written language (China, Hong Kong, Macao, and Taiwan). Our analyses confirm that the OECD imagines a cultural and context-free world, one in which translation and measurements are simply technical problems to be engineered, rather than deeper ‘problems’ of worldviews that require attunement. To encourage the OECD to recognise these differences in its future assessments, we offer starting points from recent research in cultural psychology.摘要“福祉2030”已成为经合组织教育工作的最新理念。这一理念催生了自PISA 2015起新的学生福祉测评。认识到此项测评中的问题后，经合组织在PISA 2018中提出更宽泛的学生福祉概念，并尝试测量“学生的情感”。然而，对经合组织情感转向的分析表明，主要问题依然存在。我们的批评以一种创新性的分析策略为实证基础，即对使用相同书面语言的不同“经济体”（中国大陆、香港、澳门和台湾）的PISA 2018学生问卷翻译进行比较分析。我们的分析证实，经合组织设想了一个无关文化和语境的世界，其中，翻译和测量仅仅是需要被设计的技术问题，而不是需调整的更深层次的世界观“问题”。为鼓励经合组织在未来的测评中认识到这些差异，我们从文化心理学的最新研究中提供一些启示。KEYWORDS: Well-beingemotioncultureEast AsiaChinaTaiwanHong KongJapanaffect-based pedagogyOECD Learning Compass 2030关键词:: 福祉；情感；文化；东亚；中国；台湾；香港；日本；情感教学法；经合组织学习指南2030 AcknowledgementsThe authors would like to extend thanks to You Yun (East China Normal University) who helped us further understand linguistic nuance in Chinese and contributed to our thinking on these themes. Her recent work is highly complementary, and helps theorize the differences obfuscated by the recent OECD affective turn (see You, Citation2022; You, CitationForthcoming).Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 We capitalise the term Other throughout the current piece to signify that which manifests an alternative worldview. That is, Other indicates something not fully visible from within a given cultural horizon. This is opposed to rendering the term ‘other’ in non-capitalised form, which would signify a difference within an already known horizon.2 We acknowledge that small differences exist in slang, cultural references, political language, and other domains, but none of these would impact the findings on affect reported here.3 Some readers might wonder if Differential Item Function (DIF) could detect these differences (see Takayama Citation2018). But DIF doesn’t pick up translation issues that are our focus here, and could not be applied to descriptive Likert indices asking students to describe their frequency of being ‘happy’ (always, sometimes, rarely, and never).4 Although recent studies such as Bencharit et al., Citation2018 complicate the picture to some extent, showing changes in r","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"25 40","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135391696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-31DOI: 10.1080/03050068.2023.2273641
Tianlong Yu, Zhenzhou Zhao
ABSTRACTIn this study, we discuss the Confucian tradition in today’s multicultural China from two perspectives: that of the mandatory school curriculum, which represents ‘official knowledge’, and that of students from ethnic minority and/or religious backgrounds who are located on the cultural margins in China. The analysis draws on curricular narratives of the Confucian tradition for six major school subjects and semi-structured interviews with a group of university students from non-Han ethnic minority and/or religious backgrounds, whose lived experiences are rarely included in the national curriculum narrative. The analysis suggests that the interpretation of the Confucian tradition is a monopolising and dominant discourse that reinforces the cultural hierarchy between different cultural groups. However, the students appear to regard the Confucian tradition as only one culture and worldview in China, which can benefit from the critical reflexivity of other cultures.在这项研究中，我们从两个角度讨论当今多元文化中国的儒家传统的教育传承问题：其一是代表‘官方知识’的学校课程的解读，以及处在中国文化边缘地带的少数民族和/或有宗教信仰背景的学生的视角。数据来源主要包括六门主要学校科目的教材分析，以及对来自少数民族背景和/或宗教背景的大学生进行的半结构化访谈。已有研究证明他们的生活和文化经历会较少呈现在国家课程的叙述中。课程分析表明官方对儒家传统的阐释呈现出一种文化主导的强势话语，趋向于强化不同文化群体之间的地位差异。而学生们更倾向于把儒家传统解释为中国众多文化及世界观的一种，且认为跨文化的批判性反思会促进其发展。KEYWORDS: ConfucianismConfucian traditionschool curriculumstudent narratives‘official knowledge’nationalismmulticultural education关键词: 儒家传统学校课程学生话语官方知识民族主义多元文化教育 AcknowledgementThe work described in this paper was fully supported by the grants from the Research Grants Council of the Hong Kong Special Administrative Region, China (Project No. HKIEd 18600315 and 18603820). We are grateful to Professor Edward Vickers, Dr. Sicong Chen, and three anonymous reviewers for their thoughtful and constructive comments during the revision process.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 For an explanation of our preference here for the term ‘nationality’, see the editorial essay for this special issue of Comparative Education (60:1) by Vickers and Chen.2 The textbooks in the history-related subjects collected in this study cover two curricula. The first is the independent subject of history taught in junior and senior secondary school, which has a long history in the PRC’s school curriculum structure. The second curriculum, the integrated subject of history and society, was implemented at the junior secondary level as part of an initiative for developing the integrated curriculum implemented over the past two decades. That subject first originated in 2004 as an experiment by the Chinese Ministry of Education and was then added to the school system nationwide.3 Qian Xuesen (also spelled Tsien Hsue-shen, 1911–2009) was a prominent scientist and is widely regarded as the ‘father of Chinese aerospace’.4 Empress Dowager Feng was the scion of the ruling family of a non-Han (Northern Yan) regime.Additional informationNotes on contributorsTianlong YuTianlong Yu is Professor in the De
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Pub Date : 2023-10-25DOI: 10.1080/03050068.2023.2271781
Uradyn E. Bulag
{"title":"The wheel of history and minorities’ ‘self-sacrifice’ for the Chinese nation","authors":"Uradyn E. Bulag","doi":"10.1080/03050068.2023.2271781","DOIUrl":"https://doi.org/10.1080/03050068.2023.2271781","url":null,"abstract":"","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"33 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135218777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1080/03050068.2023.2265280
M. Danish Shakeel, Angela K. Dills
Globally, the private school share of enrollment increased from about 14 percent in 2000 to about 18 percent in 2019. We estimate the systemic effect of private enrollment share on learning outcomes. Estimates of the systemic effect of private school enrollment capture any competitive effects as well as any differences between public and private schools in raising student outcomes. We use new data from the World Bank on harmonised learning outcomes for mathematics, reading, and science to produce an unbalanced sample of 120 countries from 2000 to 2017. We find that, all else equal, on average, a one percentage point increase in private enrollment is associated with null to at most weakly positive effects on country-level learning outcomes. Countries that increased private school enrollment experience as much or slightly more learning than countries with no change in private school enrollment.
{"title":"The effects of private schooling on pupil achievement: a global systemic analysis","authors":"M. Danish Shakeel, Angela K. Dills","doi":"10.1080/03050068.2023.2265280","DOIUrl":"https://doi.org/10.1080/03050068.2023.2265280","url":null,"abstract":"Globally, the private school share of enrollment increased from about 14 percent in 2000 to about 18 percent in 2019. We estimate the systemic effect of private enrollment share on learning outcomes. Estimates of the systemic effect of private school enrollment capture any competitive effects as well as any differences between public and private schools in raising student outcomes. We use new data from the World Bank on harmonised learning outcomes for mathematics, reading, and science to produce an unbalanced sample of 120 countries from 2000 to 2017. We find that, all else equal, on average, a one percentage point increase in private enrollment is associated with null to at most weakly positive effects on country-level learning outcomes. Countries that increased private school enrollment experience as much or slightly more learning than countries with no change in private school enrollment.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136211160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-27DOI: 10.1080/03050068.2023.2258676
Vincent Carpentier, Emmanuelle Picard
This historical exploration of the development of the academic workforce in the UK and France was triggered by the observation of significant similarities in contemporary debates on casualisation, and segmentation despite their distinctive HE systems. We develop a quantitative history of academic staff to understand why the differences in the two HE systems are not as significant in respect to labour market and working conditions. The new data show that connected processes of casualisation, professional segmentation, and sectorial differentiation are used to manage tensions between massification and staff recruitment in both countries, in a context of declining and increasingly unequal distribution of resources, producing inequalities within institutions, as within the profession itself. The reorganisation of the academic workforce during three periods of growth of HE systems under traditional, Fordist and managerial influences has incrementally produced three groups of permanent, casualised, and precarised staff and a dual academic labour market.
{"title":"Academic workforce in France and the UK in historical perspectives","authors":"Vincent Carpentier, Emmanuelle Picard","doi":"10.1080/03050068.2023.2258676","DOIUrl":"https://doi.org/10.1080/03050068.2023.2258676","url":null,"abstract":"This historical exploration of the development of the academic workforce in the UK and France was triggered by the observation of significant similarities in contemporary debates on casualisation, and segmentation despite their distinctive HE systems. We develop a quantitative history of academic staff to understand why the differences in the two HE systems are not as significant in respect to labour market and working conditions. The new data show that connected processes of casualisation, professional segmentation, and sectorial differentiation are used to manage tensions between massification and staff recruitment in both countries, in a context of declining and increasingly unequal distribution of resources, producing inequalities within institutions, as within the profession itself. The reorganisation of the academic workforce during three periods of growth of HE systems under traditional, Fordist and managerial influences has incrementally produced three groups of permanent, casualised, and precarised staff and a dual academic labour market.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-11DOI: 10.1080/03050068.2023.2240208
Min Ji Kim
ABSTRACT
This article draws on the contributions to this special issue to highlight the urgent need to restore checks and balances in our evaluation of ‘usable pasts’ in comparative education. Considering that our reading of the field’s history not only moulds our understanding of comparative education now but also shapes our imagination of its potential futures, reflecting our implicit biases and the way we construct and narrate its history becomes imperative. This article unveils the persistence of silences and exclusions concerning specific histories, countries, and topics, and highlights the possible influence of evolving geopolitical power dynamics on the future of comparative education. Consequently, it urges critical examination of the field’s positionality amid shifting geopolitical tensions and calls for a thorough scrutiny of entrenched silences and the reductionist use of sweeping policy signifiers such as globalisation, decolonisation, excellence, and the notion of ‘future’ as explanatory concepts.
{"title":"Time-worn pebbles or unpolished gemstones? (Un)usable pasts and possible futures of comparative education","authors":"Min Ji Kim","doi":"10.1080/03050068.2023.2240208","DOIUrl":"https://doi.org/10.1080/03050068.2023.2240208","url":null,"abstract":"<p><b><b>ABSTRACT</b></b></p><p>This article draws on the contributions to this special issue to highlight the urgent need to restore checks and balances in our evaluation of ‘usable pasts’ in comparative education. Considering that our reading of the field’s history not only moulds our understanding of comparative education now but also shapes our imagination of its potential futures, reflecting our implicit biases and the way we construct and narrate its history becomes imperative. This article unveils the persistence of silences and exclusions concerning specific histories, countries, and topics, and highlights the possible influence of evolving geopolitical power dynamics on the future of comparative education. Consequently, it urges critical examination of the field’s positionality amid shifting geopolitical tensions and calls for a thorough scrutiny of entrenched silences and the reductionist use of sweeping policy signifiers such as globalisation, decolonisation, excellence, and the notion of ‘future’ as explanatory concepts.</p>","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"78 ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138504386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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