By Michael Crossley, Patricia Broadfoot, Michele Schweisfurth
Documenting significant highbrow and paradigmatic adjustments within the box of comparative schooling within the mild of the background and improvement of the magazine Comparative Education, this ebook compiles a range of articles from 40 years of the journal’s distinctive historical past. It illustrates how altering occasions were mirrored within the nature and caliber of released comparative learn.
Contributors discover the impression of key matters similar to marketisation, responsibility and globalisation upon coverage and perform world-wide. They discover how new demanding situations confronted through the social sciences have visible shifts within the contexts, matters and priorities attended to by means of comparatives and the way varied techniques to comparative schooling have motivated the highbrow identities and positioning of these concerned.
Bridging theoretically orientated scholarship with empirically grounded study in relation to problems with coverage and perform and with chapters addressing questions of relevance during the global, this booklet is a useful source of principles and stimuli for extra considering and research.
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Extra resources for Changing Educational Contexts, Issues and Identities: 40 Years of Comparative Education
Certainly no ‘theory’ is involved, except in the minds of the pre-selectors. A computer can, however, reveal persuasive probabilities: it can show us which of several alternatives is most likely to produce certain mechanical results; it can show us how to do most expeditiously certain things we have already decided to do, or how to make the best use of the materials available. But apart from providing this influential array of information, it can never directly determine any decision. It is even further from demonstrating any ‘law’ in the social sciences.
Because we cannot yet devise positive scientific techniques which will enable us to measure and to analyse the whole, we concentrate too much on those elements which are amenable to the techniques which we have developed. There is value in the attempt to refine techniques, but it is a mistake to suppose that we are seriously nearer to understanding the purpose of human life when we have devised a calculus for measuring human happiness in ‘Euphor Units’. This is surely the fallacy which Max Hammerton has described as ‘Physicalism’.
Crossley, M. & Jarvis, P. (eds) (2000) ‘Comparative education for the twenty-first century’, Special Number of Comparative Education, 36, 2. Crossley, M. & Vulliamy, G. (1984) ‘Case-study research methods and comparative education’, Comparative Education, 20, 2: 193–207. Crossley, M. & Watson, K. (2003) Comparative and International Research in Education. Globalisation, Context and Difference, London & New York: Routledge Falmer. , Harber, C. & Schweisfurth, M. (eds) (2002) ‘Democracy and Authoritarianism in Education’, Special Number of Comparative Education, 38, 3.
Changing Educational Contexts, Issues and Identities: 40 Years of Comparative Education by Michael Crossley, Patricia Broadfoot, Michele Schweisfurth