Re-framing educational borrowing as a policy strategy.

Autor/in	Steiner-Khamsi, Gita
Titel	Re-framing educational borrowing as a policy strategy.
Quelle	Aus: Internationalisierung. Frankfurt, Main: Lang (2002) S. 57-89Verfügbarkeit
Beigaben	Literaturangaben; Abbildungen 1
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Vergleichende Erziehungswissenschaft; Forschung; Einstellung (Psy); Objektivität; Multikulturalität; Wissenstransfer; Gesellschaftssystem; Internationalisierung; Transformation; Globalisierung; Verwertbarkeit; Wissenschaftler; Schriewer, Juergen; Deutschland; Lettland; Schweiz; Südafrika; USA
Abstract	Given the long-standing practice of comparative researchers warning, in theory, against de-contextualization, and at the same time, advancing, in practice, educational transfer from one context to another, specific questions arise: How have comparativists dealt with the descrepancy between theory and practice of comparative education? In particular, how have they justified educational transfer from one context to another. These questions are discussed as follows: 1) Making a case for the comparative method: a historical perspective. 2) Coming to grips with de-contextualization. 3) Setting a new research agenda: Schriewer's externalization theory. 4) Schriewer' s externalization theory. 5) Externalization in times of political change. 6) Externalization theory and the study of globalization and convergence. 7) Externalization theory in U. S. educational research. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)