Pub Date : 2023-06-08DOI: 10.1080/03050068.2023.2215643
Terri Seddon
ABSTRACT Climate change threatens human well-being and planetary health but is hardly addressed in education. Comparative education research has advised governments about education reforms since the nineteenth century, so what must change to sustain a liveable earth? I use the concept of ‘educational space’ to understand how comparative knowledge building has steered education. Then I re-read three volumes of the World Yearbook of Education (WYB) to show how comparative education has embedded knowledges that have steered governing, neglected experiences that complicate powerlessness, and constrained learning through measurement. I argue current education compromises humans facing challenging climate futures but could provide knowledges to support ‘the other’.
气候变化威胁着人类福祉和地球健康，但在教育中却鲜有提及。自19世纪以来，比较教育研究就为各国政府的教育改革提供了建议，那么，为了维持一个宜居的地球，必须做出哪些改变呢?我使用“教育空间”的概念来理解比较知识构建如何引导教育。然后，我重读了三卷《世界教育年鉴》(World Yearbook of Education, WYB)，以展示比较教育是如何嵌入指导治理的知识，如何忽视使无力感复杂化的经验，以及如何通过测量来限制学习。我认为，目前的教育使人类面临具有挑战性的气候未来，但可以提供知识来支持“他者”。
{"title":"Comparative education concepts, methods and practices in the emerging anthropocene educational space: from ‘measuring the other’ to ‘supporting the other’?","authors":"Terri Seddon","doi":"10.1080/03050068.2023.2215643","DOIUrl":"https://doi.org/10.1080/03050068.2023.2215643","url":null,"abstract":"ABSTRACT Climate change threatens human well-being and planetary health but is hardly addressed in education. Comparative education research has advised governments about education reforms since the nineteenth century, so what must change to sustain a liveable earth? I use the concept of ‘educational space’ to understand how comparative knowledge building has steered education. Then I re-read three volumes of the World Yearbook of Education (WYB) to show how comparative education has embedded knowledges that have steered governing, neglected experiences that complicate powerlessness, and constrained learning through measurement. I argue current education compromises humans facing challenging climate futures but could provide knowledges to support ‘the other’.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"43 1","pages":"436 - 457"},"PeriodicalIF":3.3,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87580186","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 : 2023-05-26DOI: 10.1080/03050068.2023.2216045
E. Klerides
ABSTRACT The article offers an interpretation of comparative education as an episteme that is entangled with international relations. It does so by seeking to extract past and present forms and patterns of comparative educational thought and action from the three main traditions of international relations, namely: realism, rationalism and revolutionism. It is specifically argued that each of these three traditions offers different understandings of the nature of international society and how its main actors conduct themselves in it. These different understandings of the nature of international politics enable different ways of thinking about, and acting upon, the educational world comparatively. The implications of this interpretation of comparative education for the future are highlighted in the conclusion.
{"title":"Comparative education and international relations","authors":"E. Klerides","doi":"10.1080/03050068.2023.2216045","DOIUrl":"https://doi.org/10.1080/03050068.2023.2216045","url":null,"abstract":"ABSTRACT The article offers an interpretation of comparative education as an episteme that is entangled with international relations. It does so by seeking to extract past and present forms and patterns of comparative educational thought and action from the three main traditions of international relations, namely: realism, rationalism and revolutionism. It is specifically argued that each of these three traditions offers different understandings of the nature of international society and how its main actors conduct themselves in it. These different understandings of the nature of international politics enable different ways of thinking about, and acting upon, the educational world comparatively. The implications of this interpretation of comparative education for the future are highlighted in the conclusion.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"1 1","pages":"416 - 435"},"PeriodicalIF":3.3,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90499524","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 : 2023-05-10DOI: 10.1080/03050068.2023.2209396
Sicong Chen
{"title":"The culturalisation of politics in contemporary Chinese citizenship education","authors":"Sicong Chen","doi":"10.1080/03050068.2023.2209396","DOIUrl":"https://doi.org/10.1080/03050068.2023.2209396","url":null,"abstract":"","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"14 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74756784","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 : 2023-05-05DOI: 10.1080/03050068.2023.2208455
P. Cave
{"title":"School curriculum reform in contemporary Japan: competencies, subjects, and the ambiguities of PISA","authors":"P. Cave","doi":"10.1080/03050068.2023.2208455","DOIUrl":"https://doi.org/10.1080/03050068.2023.2208455","url":null,"abstract":"","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"368 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84916316","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 : 2023-04-27DOI: 10.1080/03050068.2023.2189677
I. Hardy, L. Phillips, V. Reyes, M. Obaidul Hamid
ABSTRACT In this article, we contest globalised notions of data as ‘universally’ beneficial, necessary and ‘evidence-based’. We do so by drawing upon narrative accounts of the problematic ways data impact educators researching and working in university and schooling settings over time and in varied national contexts. We reveal how data are transient and often erroneous, even as data appear omnipresent and omnipotent. Employing an auto-ethnographic storytelling approach, we draw upon our diverse experiences as educators working within and across multiple national and subnational contexts – in England, Singapore, Bangladesh and Australia – to reflect on how data have reconstituted and recalibrated our experiences in school and university settings. We seek to break the ‘myth’ of data – that we cannot live without the supposedly complete construction of work and life that dominant, reductive assemblages of data provide. In doing so, we argue for the reimagination and demystification of broader data regimes.
{"title":"Reimagining and demystifying data: a storytelling approach","authors":"I. Hardy, L. Phillips, V. Reyes, M. Obaidul Hamid","doi":"10.1080/03050068.2023.2189677","DOIUrl":"https://doi.org/10.1080/03050068.2023.2189677","url":null,"abstract":"ABSTRACT\u0000 In this article, we contest globalised notions of data as ‘universally’ beneficial, necessary and ‘evidence-based’. We do so by drawing upon narrative accounts of the problematic ways data impact educators researching and working in university and schooling settings over time and in varied national contexts. We reveal how data are transient and often erroneous, even as data appear omnipresent and omnipotent. Employing an auto-ethnographic storytelling approach, we draw upon our diverse experiences as educators working within and across multiple national and subnational contexts – in England, Singapore, Bangladesh and Australia – to reflect on how data have reconstituted and recalibrated our experiences in school and university settings. We seek to break the ‘myth’ of data – that we cannot live without the supposedly complete construction of work and life that dominant, reductive assemblages of data provide. In doing so, we argue for the reimagination and demystification of broader data regimes.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"57 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90692203","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 : 2023-04-03DOI: 10.1080/03050068.2023.2202374
E. Unterhalter
ABSTRACT Girls’ education has been widely promoted as the answer to a wide range of problems. This article maps four key ideas that have framed this formulation. These are firstly, a techno-rationalist approach linked to narrowly defined interventions, termed here ‘what works’. Secondly, a more normative engagement is outlined, termed ‘what matters’ which explores how girls’ education is part of processes to extend and defend rights, support feminism or decoloniality. Thirdly, an approach termed ‘what disorganises’ looks at the ways in which girls’ education has been used deceitfully and hypocritically to mask the perpetuation of unjust power. Lastly, an approach termed ‘what connects’ maps processes associated with building connections and epistemologies of co-ordination The implications of these four framings are considered for the development of discussions on girls’ education and gender equality and methods in comparative education.
{"title":"An answer to everything? Four framings of girls’ schooling and gender equality in education","authors":"E. Unterhalter","doi":"10.1080/03050068.2023.2202374","DOIUrl":"https://doi.org/10.1080/03050068.2023.2202374","url":null,"abstract":"ABSTRACT Girls’ education has been widely promoted as the answer to a wide range of problems. This article maps four key ideas that have framed this formulation. These are firstly, a techno-rationalist approach linked to narrowly defined interventions, termed here ‘what works’. Secondly, a more normative engagement is outlined, termed ‘what matters’ which explores how girls’ education is part of processes to extend and defend rights, support feminism or decoloniality. Thirdly, an approach termed ‘what disorganises’ looks at the ways in which girls’ education has been used deceitfully and hypocritically to mask the perpetuation of unjust power. Lastly, an approach termed ‘what connects’ maps processes associated with building connections and epistemologies of co-ordination The implications of these four framings are considered for the development of discussions on girls’ education and gender equality and methods in comparative education.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"27 4","pages":"145 - 168"},"PeriodicalIF":3.3,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72619961","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 : 2023-03-30DOI: 10.1080/03050068.2023.2193807
W. Brehm
ABSTRACT This article argues that since World War II, comparative education has worked in the service of two historic blocs: one focused on creating institutions and ideologies in support of internationalism and a second focused on containing the threat of communism. Both versions have supported and justified foreign intervention into domestic education systems, mirroring colonial practices and logics. Once the United States of America became politically and economically hegemonic, the field helped develop mental models and best-practices of ‘efficient’ education systems, justifying international development efforts of Washington and the interests of capital. As the global political economy shifts so too will the political project of comparative education. The article posits future directions for the field on the assumption that a new economic bloc will emerge as East Asia plays a larger role in the global economy.
{"title":"Comparative education as a political project","authors":"W. Brehm","doi":"10.1080/03050068.2023.2193807","DOIUrl":"https://doi.org/10.1080/03050068.2023.2193807","url":null,"abstract":"ABSTRACT This article argues that since World War II, comparative education has worked in the service of two historic blocs: one focused on creating institutions and ideologies in support of internationalism and a second focused on containing the threat of communism. Both versions have supported and justified foreign intervention into domestic education systems, mirroring colonial practices and logics. Once the United States of America became politically and economically hegemonic, the field helped develop mental models and best-practices of ‘efficient’ education systems, justifying international development efforts of Washington and the interests of capital. As the global political economy shifts so too will the political project of comparative education. The article posits future directions for the field on the assumption that a new economic bloc will emerge as East Asia plays a larger role in the global economy.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"42 1","pages":"362 - 378"},"PeriodicalIF":3.3,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87182564","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 : 2023-03-28DOI: 10.1080/03050068.2023.2188370
R. Lagi, Ledua Waqailiti, Kolaia Raisele, Lorena Sanchez Tyson, Charlotte Nussey
ABSTRACT This paper takes inspiration from the Indigenous Fijian practice of ‘curui’ – weaving or patching together – as a metaphor to explore connections between climate justice, gender equality, and education in Fijian policies and practices. The paper argues that neither gender equality nor education can be ‘silver bullets’ for the huge challenges that the climate crisis raises, particularly for small island developing states (SIDS) such as Fiji that exist at the sharp end of the crisis. The paper contributes close analysis of Fijian national climate change policies and development plans from 2010, identifying the ways in which these policies frame and discuss the connections between climate, gender, and education, and asking whether these policies acknowledge traditional ecological knowledges, and the extent to which they are aligned with notions of justice. It argues that connected approaches to education, centred in Indigenous knowledges and ontologies, have thus far been insufficiently included in Fiji’s policies.
{"title":"‘Curui’: weaving climate justice and gender equality into Fijian educational policies and practices","authors":"R. Lagi, Ledua Waqailiti, Kolaia Raisele, Lorena Sanchez Tyson, Charlotte Nussey","doi":"10.1080/03050068.2023.2188370","DOIUrl":"https://doi.org/10.1080/03050068.2023.2188370","url":null,"abstract":"ABSTRACT This paper takes inspiration from the Indigenous Fijian practice of ‘curui’ – weaving or patching together – as a metaphor to explore connections between climate justice, gender equality, and education in Fijian policies and practices. The paper argues that neither gender equality nor education can be ‘silver bullets’ for the huge challenges that the climate crisis raises, particularly for small island developing states (SIDS) such as Fiji that exist at the sharp end of the crisis. The paper contributes close analysis of Fijian national climate change policies and development plans from 2010, identifying the ways in which these policies frame and discuss the connections between climate, gender, and education, and asking whether these policies acknowledge traditional ecological knowledges, and the extent to which they are aligned with notions of justice. It argues that connected approaches to education, centred in Indigenous knowledges and ontologies, have thus far been insufficiently included in Fiji’s policies.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"04 1","pages":"305 - 324"},"PeriodicalIF":3.3,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88299698","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 : 2023-03-21DOI: 10.1080/03050068.2023.2185358
Daniel Tröhler
ABSTRACT This article argues that the worlds which comparative education has explored and is exploring are characterised by three main political patterns. The first and oldest is the competitive nation-state as the starting point of the comparison, an educationalised nation-state, one whose relative global strength in economy and military prowess is attributed to the education system. The second pattern, easily visible in the Cold War, is the idea of an almost standardised progression, linked to economic, military and thus geopolitical power. And the contemporary pattern is that this nexus of global potency and education can be broken down into comparative school performance tests (for example in PISA currently) through which reform needs (almost automatically) are formulated at home, and elsewhere. If this analysis and its history – which is illustrated in the following – is even approximately accurate, ‘comparative education’ may need to re-think some of its basic assumptions about itself.
{"title":"Comparative education or epistemological power games for world domination","authors":"Daniel Tröhler","doi":"10.1080/03050068.2023.2185358","DOIUrl":"https://doi.org/10.1080/03050068.2023.2185358","url":null,"abstract":"ABSTRACT\u0000 This article argues that the worlds which comparative education has explored and is exploring are characterised by three main political patterns. The first and oldest is the competitive nation-state as the starting point of the comparison, an educationalised nation-state, one whose relative global strength in economy and military prowess is attributed to the education system. The second pattern, easily visible in the Cold War, is the idea of an almost standardised progression, linked to economic, military and thus geopolitical power. And the contemporary pattern is that this nexus of global potency and education can be broken down into comparative school performance tests (for example in PISA currently) through which reform needs (almost automatically) are formulated at home, and elsewhere. If this analysis and its history – which is illustrated in the following – is even approximately accurate, ‘comparative education’ may need to re-think some of its basic assumptions about itself.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"21 1","pages":"458 - 474"},"PeriodicalIF":3.3,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83810509","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 : 2023-03-20DOI: 10.1080/03050068.2023.2185355
Y. Nesterova
{"title":"Colonial legacies and the barriers to educational justice for Indigenous peoples in Taiwan","authors":"Y. Nesterova","doi":"10.1080/03050068.2023.2185355","DOIUrl":"https://doi.org/10.1080/03050068.2023.2185355","url":null,"abstract":"","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"11 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74347908","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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