Recent developments in comparative education: myths, muddles, and marvels
Article Sidebar
Main Article Content
Abstract
Comparative education, as a field of study, clings to two myths of its own making: that it is useful for advising governments about educational policy; and that comparative education compares. The muddles of comparative education are more recent than its myths, but are almost as corrosive: for example, that PISA and university world-rankings are a form of comparative education; and that comparative education is well described by the nomenclature “comparative and international education”. The good news is that it is becoming possible to suggest why “comparative education” keeps morphing but also why its core intellectual puzzles are unlikely to disappear.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by-nc-sa/4.0/deed.es).
References
Addey, C. (2017). Golden Relics & Historical Standards: How the OECD Is Expanding Global Education Governance through PISA for Development. Critical Studies in Education, 58(3), 311-325. DOI: https://doi.org/10.1080/17508487.2017.1352006
Auld, E. y Morris, P. (2016). PISA, Policy and Persuasion: translating complex conditions into education “best practice”. Comparative Education, 52(2), 202-229. DOI: https://doi.org/10.1080/03050068.2016.1143278
Auld, E., Rappleye, J. y Morris, P. (2019). PISA for Development: How the OECD and World Bank shaped education governance post-2015. Comparative Education, 55(2), 197-219. DOI: https://doi.org/10.1080/03050068.2018.1538635
Bereday, G. (1964). Comparative method in education. New York: Holt Rinehart and Winston.
Carnoy, M. (2006). Rethinking the Comparative – and the International. Comparative Education Review, 50(4), 551-570. DOI: https://doi.org/10.1086/507054
Cowen, R. (1973). A query concerning developments within and the responsibilities of comparative education. Canadian and International Education, 1, 15-29.
Cowen, R. (1994). Schooling and selected aspects of culture from the perspective of comparative education: neither a borrower nor a lender be. En E. Thomas (Ed.), International perspectives on culture and schooling: a symposium proceedings (pp. 98-120). London: Institute of Education.
Cowen, R. (2006). Acting comparatively upon the educational world: puzzles and possibilities. Oxford Review of Education, 32(5), 561-573. DOI: https://doi.org/10.1080/03054980600976155
Cowen, R. (2009a). Then and now: Unit ideas and comparative education. En R. Cowen y A. M. Kazamias (Eds.), International Handbook of Comparative Education (pp. 1277-1294). Dordrecht: Springer. DOI: https://doi.org/10.1007/978-1-4020-6403-6_79
Cowen, R. (2009b). The transfer, translation and transformation of educational processes: and their shape-shifting? Comparative Education, 45(3), 315-327. DOI: https://doi.org/10.1080/03050060903184916
Cowen, R. (2014). Ways of knowing, outcomes and “comparative education”: be careful what you pray for. Comparative Education, 50(3), 82-301. DOI: https://doi.org/10.1080/03050068.2014.921370
Cowen, R. (2020a). Changing comparative education: interpreting foreigners, routinising research, and writing history. Comparative Education, 56(1), 127-141. DOI: https://doi.org/10.1080/03050068.2020.1714332
Cowen, R. (2020b). Educated identity: concepts, mobilities, and imperium. En E. Klerides y S. Carney (Eds.), Identities and Education: Comparative perspectives in times of crisis (pp. 27-46). London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350141322.ch-002
Eckstein, M. y Noah, H. (Eds.) (1969). Scientific Investigations in Comparative Education: an anthology illustrating the strategy and tactics of comparative education. London: Collier-Macmillan.
Epstein, E. (2016). Why Comparative and International Education? Reflections on the Conflation of Names. En P. K. Kubow y A. H. Blosser (Eds.), Teaching Comparative Education: trends and issues informing practice (pp. 57-73). Oxford: Symposium Press.
Epstein, E. (Ed.) (2020). North American Scholars of Comparative Education: Examining the work and Influence of notable 20th century comparativists. London: Routledge. DOI: https://doi.org/10.4324/9780429289187
Fenwick, T., Mangez, E. y Ozga, J. (2014). World Yearbook of Education. Governing Knowledge: Comparison, knowledge-based technologies and expertise in the regulation of education. London: Routledge. DOI: https://doi.org/10.4324/9781315817736
Gerth, H. y Mills, C. W. (Eds.) (1970). From Max Weber: Essays in sociology. London: Routledge and Kegan Paul.
Grek, S. (2009). Governing by numbers: The PISA “effect” in Europe. Journal of Education Policy, 24(1), 23-37. DOI: https://doi.org/10.1080/02680930802412669
Grek, S. y Ozga, J. (2010). Governing education through data: Scotland, England and the European education policy space. British Educational Research Journal, 36(6), 937-952. DOI: https://doi.org/10.1080/01411920903275865
Grey, Sue (2020). PISA, the media and the governance of education policy in England and Sweden (Tesis de Doctorado). Institute of Education, University College London, Reino Unido.
Hans, N. (1958). Comparative education: a study of educational factors and traditions. London: Routledge and Kegan Paul.
Holmes, B. (1965). Problems in education: a comparative approach. London: Routledge and Kegan Paul.
Kim, T. (2020). Biographies of comparative education: knowledge and identity on the move. Comparative Education, 56(1), 1-2. DOI: https://doi.org/10.1080/03050068.2020.1714327
King, E. (1968). Comparative studies and educational decision. London: Methuen.
Kandel, I. (1933). Comparative Education. Westport: Greenwood. DOI: https://doi.org/10.2307/40218812
Kandel, I. (1955). The new era in education: a comparative study. Boston: Houghton Mifflin Company.
Lauwerys, J. (1959). The philosophical approach to comparative education. International Review of Education, 5(3), 281-298. DOI: https://doi.org/10.1007/BF01416896
Lauwerys, J. (1965). General education in a changing world. International Review of Education, 11, 385-401. DOI: https://doi.org/10.1007/BF01416768
Lawn, M. y Grek, S. (2012). Europeanizing education: governing a new policy space. Oxford: Symposium Books- DOI: https://doi.org/10.15730/books.78
Lawn, M. y Lingard, R. (2002). Constructing a European Policy Space in Educational Governance: The Role of Transnational Policy Actors. European Educational Research Journal, 1(2), 290-307. DOI: https://doi.org/10.2304/eerj.2002.1.2.6
Li, X. y Auld, E. (2020). A historical perspective on the OECD’s “humanitarian turn”: PISA for Development and the Learning Framework 2030. Comparative Education, 56(4), 503-521. DOI: https://doi.org/10.1080/03050068.2020.1781397
Lundgren, U. (2011). PISA As a Political Instrument. One History Behind the Formulating of the PISA Programme. En M. A. Pereyra, H.-G. Kotthoff y R. Cowen (Eds.), PISA Under Examination. Changing Knowledge, Changing Tests, and Changing Schools (pp. 17-30). Dordrecht: Sense Publishers.
Manzon, M. (2011). Comparative Education: the construction of a field. Dordrecht: Springer. DOI: https://doi.org/10.1007/978-94-007-1930-9
Manzon, M. (2018). Origins and traditions in comparative education: challenging some assumptions. Comparative Education, 54(1), 1-9. DOI: https://doi.org/10.1080/03050068.2017.1416820
Meyer, H.-D. (2017). The design of the university: German, American and “world class”. New York: Routledge. DOI: https://doi.org/10.4324/9781315754161
Meyer, H.-D. y Benavot, A. (2013). PISA and the Globalization of Education Governance: some puzzles and problems. En H.-D. Meyer y A. Benavot (Eds.), PISA, Power, and Policy: The Emergence of Global Educational Governance (pp. 9-26). Oxford: Symposium. DOI: https://doi.org/10.15730/books.85
Morris, P. (2016). Education policy, cross-national tests of pupil achievement, and the pursuit of world-class schooling: a critical analysis. London: UCL Institute of Education Press.
Noah, H. y Eckstein, M. (1969). Toward a science of comparative education. New York: Macmillan.
Nóvoa, A. y Yariv-Mashal, T. (2003). Comparative research in education: a mode of governance or a historical journey? Comparative Education, 39(4), 423-438. DOI: https://doi.org/10.1080/0305006032000162002
Phillips, D. (2020a). Michael Sadler 1861-1943. En D. Phillips (Ed.), British Scholars of Comparative Education: Examining the work and Influence of notable 19th and 20th century comparativists (pp. 24-33). London: Routledge. DOI: https://doi.org/10.4324/9780429285615-2
Phillips, D. (Ed.) (2020b). British Scholars of Comparative Education: Examining the work and Influence of notable 19th and 20th century comparativists. London: Routledge. DOI: https://doi.org/10.4324/9780429285615
Phillips, D. y Schweisfurth, M. (2008). Comparative and International Education: An introduction to theory, method, and practice. London: Continuum. DOI: https://doi.org/10.5040/9781350284869
Sadler, M. (1979) [1900]. How far can we learn anything of practical value from the study of foreign systems of education? En H. Higginson (Ed.), Selections from Michael Sadler (pp. 48-51). Liverpool: Dejall and Meyorre.
Takayama, K. (2018). Beyond Comforting Histories: The Colonial/Imperial Entanglements of the International Institute, Paul Monroe, and Isaac L. Kandel at Teachers College, Columbia University. Comparative Education Review, 62(4), 459-481. DOI: https://doi.org/10.1086/699924
Takayama, K., Sriprakash, A. y Connell, R. (2017). Toward a Postcolonial Comparative and International Education. Comparative Education Review, 61(1), 1-24. DOI: https://doi.org/10.1086/690455
Tröhler, D. (2013). The OECD and Cold War Culture: thinking historically about PISA. En H.-D. Meyer y A. Benavot (Eds.), PISA, Power, and Policy: The Emergence of Global Educational Governance (pp. 141-161). Oxford: Symposium.
Turner, R. (1960). Sponsored and Contest Mobility and the School System. American Sociological Review, 25(6), 855-867. DOI: https://doi.org/10.2307/2089982
Waldow, F. y Steiner-Khamsi, G. (Eds.) (2019). Understanding PISA’s Attractiveness: Critical analyses on comparative policy studies. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350057319