The Place of International Education in the Comparative Education Review

2002 ◽  
Vol 46 (3) ◽  
pp. iii-iv ◽  
Author(s):  
Val D. Rust
Keyword(s):  
International Education ◽  
Comparative Education ◽  
Education Review

scholarly journals Retraction Note to: “Global Assessment in the World Bank Education Strategy 2020”

2016 ◽  
Vol 7 (1&2) ◽  
Author(s):  
Christopher S. Collins
Keyword(s):  
Higher Education ◽  
International Education ◽  
Comparative Education ◽  
Higher Education Policy ◽  
Program Review ◽  
Assessment Practices ◽  
National Assessment ◽  
Institutional Practices ◽  
The World Bank ◽  
Education Review

This article published in Volume 2, Issue 1, pages 29-41 (DOI 10.5195/ehe.2011.41) has been retracted at the request of the editors. The editors became aware of the issue on 21 March 2016 and quickly began investigating the situation. Several locations in the article contain plagiarized texts from various authors, either with inadequate or no attribution. Specifically, these include: excerpts from Marilee J. Bresciani’s 2006 book Outcomes-Based Academic and Co-Curricular Program Review: A Compilation of Institutional Practices appearing on page 30; excerpts from Tom Schuller and Stéphan Vincent-Lancrin’s chapter in the 2009 book International Organizations and Higher Education Policy: Thinking Globally, Acting Locally? appearing on page 31; excerpts from the Organisation for Economic Co-operation and Development (OECD) website “UNESCO, OECD guidelines for quality provision in cross-border higher education” appearing on page 31; excerpts from David H. Kamens and Connie L. McNeely’s 2010 article, “Globalization and the Growth of International Education Testing and National Assessment” published in the Comparative Education Review appearing on page 31, and; excerpts from E. J. K. McKellar’s conference paper “Change our assessment practices? Why should we? The theory behind assessment practices” appearing on pages 32-33. The author apologizes to the journal and to its readers for the errors noted above.

scholarly journals Clarifying the Present State of and Trends in Comparative Education from an Analysis of Journal Articles

2010 ◽  
Vol 39 (2) ◽  
Author(s):  
Charl Wolhuter
Keyword(s):  
International Education ◽  
Present State ◽  
Comparative Education ◽  
The Other ◽  
Levels Of Analysis ◽  
Journal Articles ◽  
Other Hand ◽  
De Se ◽  
The One ◽  
Education Review

The aim of this research is to explicate the present state of and developments within the field of Comparative Education, by means of an analysis of articles published in Canadian and International Education and the Comparative Education Review, two eminent journals in the field. The following aspects of articles published in the two journals, since their inception till the end of 2006, were analyzed: levels of analysis of articles number of units covered by articles geographical areas which articles deal with modes of education articles deal with and themes/topics focused on. From the analysis, two features of the field became visible. On the one hand a striking consistency, on the other hand potential for a considerable broadening of levels of analysis, of geographical areas, and of modes of education. Theoreticians in the field make reasoned cases for such broadening, and articles analyzed revealed that incipient moves towards them are taking place. However, much scope for the expansion of the field along these lines exists. Some of these are pointed out. Cette recherche analyse plusieurs articles de deux revues éminentes, l’Education canadienne et Internationale et la revue Comparative Education Review dont le but sera d’expliquer l’état présent ainsi que l’évolution des recherches en Éducation Comparée. Les articles ont été choisis, depuis la création des revues jusqu’à la fin de 2006, sur la base des caractéristiques suivantes : Niveau d’analyse de l’article; Quantité d’éléments couverts par article; Zones géographiques visées par les articles ; Méthodologies éducatives visées par l’article; Thèmes/sujets analysés. L’analyse présente deux caractéristiques principales. D’un côté, il existe une consistance frappante, et de l’autre, un grand potentiel pour diversifier d’avantage les différents niveaux d’analyse, les zones géographiques, ainsi que les méthodologies éducatives visées. Les spécialistes du domaine acceptent cette diversification. Plusieurs articles analysés démontrent qu’un mouvement récent de diversification est en train de se développer. Les objectifs de développement doivent cependant être mieux définis. Quelques possibilités sont indiquées dans cet article.

Post-worldview? A dialogic meta-narrative analysis of North-South, South-South, and Southern theory

2017 ◽  
Vol 19 (2/3) ◽  
pp. 65-77
Author(s):  
Brian D. Denman
Keyword(s):  
International Education ◽  
Narrative Analysis ◽  
Comparative Education ◽  
Relevant Literature ◽  
Global South ◽  
Point Of View ◽  
Discursive Practice ◽  
Content Type ◽  
The Difference ◽  
Subject Material

Purpose Utilising dialogic meta-narrative analysis, a form of inquiry based on examining the difference between voices in meaningful and relevant dialogue (Wegerif, 2006, p. 347), the purpose of this paper is to present an examination of three relevant works on theories of the global South for identifying educational patterns, themes, and biases from the worldview perspectives of the respective authors. Design/methodology/approach In comparative and international education “qualitative” research, the acceptance of differing points of view and reference have often resulted in a fragmented and fractitious affirmation of cultural relativity, whereby the pursuit of truth (Veritas) has been replaced by the pursuit and contestation of a plurality of knowledges and truths. Davies defines this as “discursive practice”, which refers to the way discourse and the production of selves produce and reconstitutes one’s social and psychological realities (Davies, 1999, p. 88). The positional and discursive worldviews relative to “other” are not only dependent on locational, contextual, and time (Zeitgeist) dimensions, but also on disciplinary methodological foundations and subjective interpretations of both experience and choice. Findings The analysis of the three scholarly works identifies issues of comparative education research from a dialogic and dialectic perspective, suggesting that relativistic notions of research are required and necessary in order to expand horizons and “break out of the box” to broaden one’s imagination. Research limitations/implications The questions raised by all three worldviews require further research: Who pays? Who benefits? Should the field contest the positional points-of-reference of comparativists? Should theory and mode of inquiry be made more clear in order to understand and discern the positional authority of the researcher and the researched? Should relevant literature addressing subject material involve greater scrutiny – if not collaboration – between scholars from different worldview perspectives? Practical implications Subjectivity, validation and significance of findings contribute to dissemination and advancement of knowledge, and if not robust or rigorous, are simply another point of view. Originality/value This is a new paradigmatic approach to problematising comparative and international research from three positional worldviews. The value in problematising the three worldviews helps to delve deeper into the issues at hand regarding the global South.

scholarly journals Comparative Education In Canadian Universities

2007 ◽  
Vol 36 (3) ◽  
Author(s):  
Marianne Larsen ◽  
Suzanne Majhanovich ◽  
Vandra Masemann
Keyword(s):  
Higher Education ◽  
International Education ◽  
Comparative Education ◽  
Canadian Universities ◽  
Comparative And International Education ◽  
Current State ◽  
Canadian Higher Education ◽  
Canadian Context ◽  
History Of ◽  
Three Stages

The first section of this article provides a brief overview of the field in Canada, and in so doing, demonstrates the broad nature of Comparative Education within the Canadian context. The second section of this article provides an overview of the comparative and international education programmes, specialization areas and courses in Canadian higher education institutions, focusing on three stages in the history of Comparative Education in Canada: the 1950s-1970s (Establishment of Comparative Education); the 1980s -1990s (Fragmentation of Comparative Education); and the 2000s (Broadening Comparative Education). While the focus in this article is on Comparative Education in graduate university programmes, a discussion about Comparative Education in teacher education is also included here. Two tables are presented which summarize changes in the field over the past 50 years and the titles of specific courses related to Comparative Education offered in Canadian universities. A discussion of the current state of Comparative Education in Canadian higher education follows with a few concluding explanatory comments about the current state of the field. Dans la première partie de cet article nous offrons un panorama de ce champ au Canada, et en le faisant, nous démontrons la nature étendue de l'éducation comparée dans le contexte canadien. Dans la deuxième partie, nous donnons un aperçu sur les programmes, les domaines spécialisés, et les cours sur l'éducation comparée et internationale offerts dans les institutions d'études supérieures du Canada. Nous les donnons suivant les trois étapes de l'histoire de l'éducation comparée au Canada: pendant les décennies 1950-1970 (l'établissement de l'éducation comparée); pendant les décennies 1980-1990 (la fragmentation de l'éducation comparée); et dans les années 2000 (l'élargissement de l'éducation comparée). Le but principal de cet article est d'élaborer l'éducation comparée aux programmes d'études supérieures mais nous y parlons aussi de l'éducation comparée dans la formation des enseignants et des enseignantes. Deux tableaux donnent le sommaire des changements dans le domaine pendant les cinquante dernières années et le nom des cours offerts dans les universités canadiennes, ayant un trait spécifique avec l'éducation comparée. Nous présentons aussi l'état actuel de l'éducation comparée enseignée dans les universités canadiennes et terminons par quelques commentaires explicatifs sur l'état actuel de ce domaine d'étude.

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