By Robert Cowen, Andreas M. Kazamias
This two-volume compendium brings jointly top students from worldwide who offer authoritative reports of the outdated and new epistemic motifs and theoretical strands that experience characterised the interdisciplinary box of comparative and overseas schooling within the final 50 years. It analyses the transferring agendas of scholarly learn, the various highbrow and ideological views and the altering methodological methods used to check and interpret schooling and pedagogy throughout assorted political formations, societies and cultures.
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Additional resources for International Handbook of Comparative Education (Springer International Handbooks of Education)
But we are still short of material. The problem is also worse than that because a history of comparative education ought – sooner or later – to become a comparative history of comparative education. We are still a little bit away from that – although it is worth remembering that the ‘history’ of comparative education in these volumes is not limited to this first section. Reading the chapters in the other sections of the volumes – Larsen on history, SteinerKhamsi and her conceptualisation of the development of comparative education, the exploration of comparative education in East Asia outlined by Wang and Dong and Shibata, the concept of voices which Mehta raises, the mappings of Paulston, the analysis of Popkewitz – reminds us of possibilities and thematics in a potential comparative history of comparative education.
I suspect it will also be necessary to make fuller sense of the meta-epistemic assumptions of a range of comparative educations in a range of countries: for example the effect of structural-functionalist sociology in the USA on American comparative education but the relative lack of effect by the Frankfurt School; the fear of sociology which so characterises the ‘culturalist’ school – though not Lauwerys – in the Institute of Education and Kings College in London in the late 1950s and early 1960s; the sudden lurch in vocabulary which inserts ‘international’ as a qualifier of, or as a juxtaposition to, ‘comparative’; and the reasons for ‘a linguistic turn’ or a ‘post-modern turn’ or even the new vocabulary that implies a ‘geographic’ turn in a number of social sciences, including a hint of it within comparative education.
A believer in ‘faculty psychology’, the dominant psychological theory of the time, Jullien called for an education that would develop ‘attention, comparison and reasoning’, the ‘three principal faculties of the mind’. More important, Jullien implies in the questionnaire, would be moral and religious education, specifically: ‘first development of moral sentiments … religious instruction, dry and dogmatic or interesting to make a profound impression on the soul … knowledge of God, daily prayers, feeling of benevolence, courage, patience’ (Fraser, 1994:60, 63, 71).