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Discourse Formation in Comparative Education
New theories and theory-based methodological approaches have found their way into Comparative Education - just as into Comparative Social Science more generally - in increasing number in the recent past. The essays of this volume express and critically discuss quite a range of these positions such as, inter alia, the theory of self-organizing social systems and the morphogenetic approach; the theory of long waves in economic development and world-systems analysis; historical sociology and the sociology of knowledge; as well as critical hermeneutics and post-modernist theorizing. With reference to such theories and approaches, the chapters - written by scholars from Europe, the USA and Australia - outline alternative research agendas for the comparative study of the social and educational fabric of the modern world. In so doing, they also expound frames of reference for re-considering the intellectual shaping, or Discourse Formation, of Comparative Education as a field of study.
The Impact of Comparative Education Research on Institutional Theory
Explores how educational research from a comparative perspective has been instrumental in broadening and testing hypotheses from institutional theory. This book contains theoretical discussions of the impact that comparative research has had on institutional theory and comparative scholarship that tests basic institutional assumptions and trends.
Democracy and the Intersection of Religion
An innovative approach to the ways in which a major philiosopher's ideas have been configured and incorporated in different countries and contexts.
Empire, Civil Society, and the Beginnings of Colonial Education in India
Offers a new perspective on the making of colonial education and the history of modern schooling in India.
The Gait as Political Choreography
This book explores the entangled relationship between marching and political ceremonies in schools for the consolidation of the nation-state in Germany and Japan in the nineteenth and twentieth centuries. Through addressing the relationship between the individual marching body, gymnastics classes in schools, and political ceremonies in public spaces, this book aims to crystalize the ways in which the authorities choreographed the ideal gait, transmitted it to students and deployed it in political ceremonies. By analyzing archived sources written in German and Japanese, Ami Kobayashi investigates the transnational character of the marching ceremony and the knowledge transfers behind it. She explores the process of nation-state building primarily in terms of cultural performance, arguing that the collective upright gait was a form of political choreography orchestrated by political authorities and performed by youth.
Skill Formation Regimes in South Asia
In the face of accelerated economic globalisation, many of the industries in economically less developed countries have become more technology-intensive. Skill formation processes, both inside and outside firms, are therefore changing. This study scrutinises such transformations by comparing - from the perspective of historical institutionalism - the skill formation regimes of the garment industries in Sri Lanka and Bangladesh. It sheds light on the differences between the trajectories of the in-firm skill formation regimes of the two countries, and reveals the important part that varying paths of educational development in both countries have played in shaping these trajectories. At the same time, the study shows how, in both countries, state-led skill formation regimes have been transformed not only by market forces and the growing importance of corporate business interests, but also by the social demand for educational credentials.
Educational Policy Borrowing
This book builds on the Editors’ previous work on the analysis of policy borrowing processes in education. A number of prominent researchers in comparative studies contribute articles describing and analysing policy borrowing in a number of historical contexts, with many of the examples testing aspects of the explanatory models developed by Phillips & Ochs. The countries covered include England, Spain, Germany, France, Austria, Japan and South Africa.
The Transnational in the History of Education
This edited volume reflects on how the “transnational” features in education as well as policies and practices are conceived of as mobile and connected beyond the local. Like “globalization,” the “transnational” is much more than a static reality of the modern world; it has become a mode of observation and self-reflection that informs education research, history, and policy in many world regions. This book examines the sociocultural project that the “transnational turn” evident in historical scholarship of the last few decades represents, and how a “transnational history” shapes how historians construct their objects of study. It does so from a multinational perspective, yet with a view of the different layers of historical meanings associated with the concept of the transnational.
Travel Writing and Cultural Transfer
Travel Writing and Cultural Transfer addresses the multifaceted concept of cultural transfer through travel writing, with the aim of expanding our knowledge of modes of travel in the past and present and how they developed, as did the way in which travel was reported. Travel as both factual and fictional— with authors and narratives moving between different worlds— is one of the many devices that demonstrate the fluidity of the genre. This fluidity accounts for the manifold and powerful influence of travel writing on processes of cultural transfer. This volume also illustrates that cultural transfer is frequently linked to issues of power, colonialism and politics. The various chapters investigate the transmission of other cultures, ideas and ideologies to the writer’s own cultural sphere and consider how the processes of cultural transfer interact with the forms and functions of travel writing.
Knowledge, Politics and the History of Education
The humanities and social science disciplines are increasingly expected to prove their relevance faced with the politics of knowledge in the knowledge economy. This tendency is investigated in this book regarding the discipline of the history of education in America and Europe.
