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Autor/inTakayama, Keita
TitelAn Invitation to 'Negative' Comparative Education
QuelleIn: Comparative Education, 56 (2020) 1, S.79-95 (17 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0305-0068
DOI10.1080/03050068.2019.1701250
SchlagwörterComparative Education; Educational Research; Foreign Nationals; Philosophy; Cultural Differences; Cultural Influences; Foreign Countries; Global Approach; Teacher Educators; Knowledge Level; Cultural Awareness; Higher Education; Researchers; Faculty Mobility; Japan; United States; Australia
AbstractIn this paper, I reflect upon my journey of learning to do comparative education research over the last decade and half. It involves transnational moves from Japan, Canada, US, Australia and back to Japan where I encountered numerous 'others'. I use my story of a series of relocations as an entry point for theorising what I mean by 'negative' comparative education. Drawing on Andrea English and the Kyoto School of Philosophy, I use the term 'negativity' in the philosophical sense. That is, it refers to affective experiences of discomfort, perplexity and confusion as an important catalysis for generative learning and unlearning. It is a story of learning to let go of the familiar language and frame of seeing the world and embracing disruption as a critical moment for new learning. In conclusion, I argue that negative comparative education offers a methodological stance that enables us to undertake comparative research in a manner that challenges the Eurocentric geopolitics of knowledge and hence to contribute to the pluriverse world. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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