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The Bloomsbury Handbook of Theory in Comparative and International Education
This handbook surveys the central theories in comparative and international education (CIE). Each chapter includes an overview of the theory including its history and development, references to examples where the theory has been applied in CIE research and practice, and suggestions for further reading. Written by leading scholars from the USA, the UK, China, Canada, Germany, Australia, Denmark, The Netherlands, Luxembourg and Sweden this is must-have reference work for those studying CIE. The handbook includes chapters on: Structuralism, Colonialism/Imperialism, Marxism, Modernization/Human Capital Theory, World System Theory, Post-Colonialism, Post-Modernism / Post-Structuralism, Post-Socialism/Post-communism/Post-authoritarianism, Feminism/Gender, Post-Foundationalism, Neo-Colonialism and Southern Turn Theory, Neo-liberalism, Neo-Institutionalism, Neo-Marxism, Neo-Realism, Policy Borrowing and Lending and Educational Transfer, Peace Theories, Human Rights, Critical Pedagogy, Transitologies, Actor Network Theory, Communication Theory, Social Network Theory, Capabilities Theory, Cultural Political Economy and Regime Theory.
eBook
Comparative and international education : survey of an infinite field
This book explores the evolution and current state of the scholarly field of comparative and international education over 200 years of development. Experts in the field explore comparative and international education in each of the major world regions.
Book
Understanding Sustainable Development Goal (SDG) 4 on \quality education\ from micro, meso and macro perspectives
This article discusses the current focus of education policies around the world on working with benchmarks, indicators and targets. Its aim is to increase knowledge of potential strategies to meet the fourth United Nations Sustainable Development Goal (SDG 4), which strives for quality education. The SDGs form part of the United Nations (UN) \"2030 Agenda for Sustainable Development\", which was unanimously adopted in 2015 by all UN Member States as a \"plan of action for people, planet and prosperity\". Structure and agency theory form an important starting point of this article, allowing the ten targets within SDG 4 to be separated and viewed from micro-, meso- and macro-level perspectives. This analysis explores the idea that reaching the SDG 4 targets is a responsibility shared among individuals, education and training institutions, and regulating governments. Comprendre l'Objectif 4 de développement durable (ODD) concernant une « éducation de qualité » des points de vue micro, meso et macro - Le présent article analyse l'accent mis actuellement au niveau mondial dans les politiques éducatives sur l'application de normes de référence, d'indicateurs et de cibles. L'auteure entend diffuser les connaissances sur les stratégies potentielles qui permettent d'atteindre le quatrième Objectif de développement durable (ODD 4) énoncé par les Nations Unies et visant une éducation de qualité. Les ODD font partie de « l'Agenda 2030 pour le développement durable », adopté à l'unanimité en 2015 par tous les États membres des Nations Unies (ONU) à titre de « plan d'action concrète en faveur de l'humanité, de la planète et de la prospérité ». La théorie sur la structure et l'agentivité forme un pilier central de cet article, car elle permet de séparer et d'aborder les dix cibles de l'ODD 4 sous l'angle des niveaux micro, meso et macro. Cette analyse explore l'idée que l'atteinte des cibles de l'ODD 4 constitue une responsabilité partagée entre individus, institutions d'éducation et de formation, et gouvernements en charge de la réglementation.
Journal Article
Comparative and international education : an introduction to theory, method, and practice
\"Comprehensive introduction to comparative and international education\"-- Provided by publisher.
Book
The fourth way
This book analyzes three previous major change efforts, outlines their strengths and limitations, and offers a successful and sustainable fourth way to integrate teacher professionalism, community engagement, government policy, and accountability.
eBook
Empires, post-coloniality and interculturality : new challenges for comparative education
This book presents some outcomes of the 25th Conference of the Comparative Education Society in Europe (CESE), held in Salamanca, in June 2012. The central aim proposed for the debates of the Conference revolves around an intellectual effort to re-think and re-direct the scientific discipline of Comparative Education based on the broad cultural trends that influence the internationalization and/or globalization of education. Reconsidering and/or re-thinking our discipline involves studying the influence exerted on it by three major international forces. First, empires, not so much in terms of discipline or governance but more related to cultural, technological and knowledge perspectives. This area addresses both historical process and contemporary circumstances and is expressed through networks, research programs, academic reform in universities supported by criteria of governance and efficiency, transnational mobility, and linguistic monopolies. Second, it is necessary to re-think the influence of post-colonialism in educational models and models of citizens' education not only from the perspective of their impact on the curricular reorganization of education systems but also of their educational and sociocultural expression. Both forms were acclaimed both in the 19th century and the 20th century within different international geographic contexts. The third component of the discourse triangle is the reconsideration (not only historical) of the impact of migratory fluxes, or better said, of \"cultural migrations\" and their relationship with the reordering of curricular and educational processes in both education systems and in the social framework. Education is now in a transition from \"monoculture\" to multiple cultures in the classroom.
Book
Origins and traditions in comparative education: challenging some assumptions
This article questions some of our assumptions about the history of comparative education. It explores new scholarship on key actors and ways of knowing in the field. Building on the theory of the social constructedness of the field of comparative education, the paper elucidates how power shapes our scholarly histories and identities.
Journal Article
Common characteristics and unique qualities in preschool programs : global perspectives in early childhood education
In 1999, a group of educators representing 36 countries developed guidelines for establishing minimum standards for preschool programs. A purpose for developing the guidelines was to provide guidance for countries that wished to evaluate and improve their own programs. A second purpose was to help developing countries initiating preschools to have relevant information about quality programs.
Book
Learner-centred Education in International Perspective
Is learner-centred education appropriate for all societies and classrooms?
Learner-centred education (LCE) is a travelling policy, widely promoted by international agencies and national governments. Arguments in favour of this pedagogical tradition refer to theories and evidence from cognitive psychology, claiming that all learners can benefit equally from its judicious use. Beyond the benefits to the individual however, lie a set of assumptions about learner-centred education as a foundation for the building of democratic citizens and societies, suitable for economies of the future. These promises have been questioned by critics who doubt that it is appropriate in all cultural and resource contexts, and there is considerable evidence in the global South of perennial problems of implementation.
In the light of these debates, is LCE still a good development 'bet'? This book provides an authoritative and balanced investigation of these issues, exploring the contextual factors from global movements to local resourcing realities which have fuelled it as a discourse and affected its practice. In the light of the theoretical underpinnings and research evidence, the book addresses pressing questions: to what extent is learner-centred education a sound choice for policy and practice in developing countries? And if it is a sound choice, under which conditions is it a viable one?
The book is divided into three key parts:
Learner-centred Education as a Global Phenomenon
Learner-centred Education in Lower and Middle-income Countries
Lessons and Resolutions This book provides a much-needed fresh analysis of the concept and practice of LCE. It will be valuable reading for academics and post-graduates with a focus on comparative and international education, along with policy-makers in developing countries and development agencies.
eBook