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Autor/inCowen, Robert
TitelChanging Comparative Education: Interpreting Foreigners, Routinising Research, and Writing History
QuelleIn: Comparative Education, 56 (2020) 1, S.127-141 (15 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0305-0068
DOI10.1080/03050068.2020.1714332
SchlagwörterComparative Education; Foreign Nationals; History; Sociology; Educational Research; Cultural Differences; Higher Education
AbstractThis note is an invited "post-scriptum" where the 'script' is the articles in this volume. No effort will be made to summarise the articles. The intent is contemplative: to mull over how comparative education changes and, within that broad motif, to think about the role of 'our' foreigners. The mulling is self-indulgent, somewhat under-referenced--precisely because it is a mulling; but it is not inchoate. One theme that is visible in all the papers has been exaggerated, organised, and slightly extended. Within comparative education: what is 'a foreigner' and what is important about them? The article discusses the ways in which 'foreigners' are useful within university-based comparative education and, sometimes, of major importance to it. Surprisingly, this motif--asking about 'foreigners' and the intersection of personal and professional (auto-) biographies--begins to raise uncomfortable questions about the sociology of comparative education knowledge. No crisp 'conclusion' is possible but a very distinguished historian, writing about the difficulties of attaining an historical perspective, illuminates how this Special Issue may be making an unusual contribution to future histories of comparative education. (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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