Educational Transfer in Situations Affected by Conflict: Towards a Common Research Endeavour

Autor/inn/en	Rappleye, Jeremy; Paulson, Julia
Titel	Educational Transfer in Situations Affected by Conflict: Towards a Common Research Endeavour
Quelle	In: Research in Comparative and International Education, 2 (2007) 3, S.252 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2007.2.3.252
Schlagwörter	Foreign Countries; Educational Policy; Educational Practices; Conflict; Transfer of Training; Models; Role of Education; Ideology; Investigations; School Responsibility; Political Socialization; Educational Research; Argentina; Chile; Liberia; Nepal; Peru; South Africa + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Bildungspraxis; Konflikt; Training; Transfer; Ausbildung; Analogiemodell; Bildungsauftrag; Ideologie; Untersuchung; Politische Sozialisation; Bildungsforschung; Pädagogische Forschung; Argentinien; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article argues that the field of education and conflict is, in many ways, "stuck in its emergence" because it has yet to develop common theoretical understandings, useful analytical tools, and shared conceptual frameworks to unify and sustain a mutual endeavour by scholars working on a diverse range of topics and cases. In a curious, tentative and collaborative way, therefore, this article seeks to explore potential solutions to this problem by searching for common ground between the fields of education and conflict and educational transfer. Its foremost question is: to what degree can analytical tools recently developed by those interested in policy transfer illuminate the investigations of those interested in education and conflict? To explore this question, two young scholars, one primarily engaged in research into processes of educational transfer and one focused on the dynamics of education and conflict, come together to argue first for the potential of collaboration between the subfields. The article then introduces a series of transfer models and presents examples wherein those models may be useful for the study of education and conflict. Finally, aspects of these models are combined with work done by scholars interested in conflict and transition to present a new conceptual device: "Educational Transfer in Situations Affected by Conflict". The purpose of presenting the new model herein is to elicit critique and feedback from researchers, policy makers and practitioners that, it is hoped, will lead to its further refinement and to an understanding of its potential for establishing common ground. (Contains 2 notes and 8 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10