The Development Turn in Comparative Education

Autor/in	Steiner-Khamsi, Gita
Titel	The Development Turn in Comparative Education
Quelle	In: European Education, 38 (2006) 3, S.19-47 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-4934
DOI	10.2753/EUE1056-4934380302
Schlagwörter	Stellungnahme; Area Studies; Foreign Policy; International Education; Foreign Countries; Educational Attitudes; Comparative Education; Social Systems; Educational History; Foundations of Education; Educational Development; Developing Nations; Comparative Analysis; East Germany; United States + Suchen Sie Ihr Suchwort? Landeskunde; Außenpolitik; Internationale Erziehung; Ausland; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Vergleichende Erziehungswissenschaft; Social system; Soziales System; History of education; Bildungsgeschichte; Grundlagenausbildung; Bildungsentwicklung; Developing country; Developing countries; Entwicklungsland; USA
Abstract	The 1950s and 1960s were formative years for comparative education societies in different parts of the world, including the United States and Soviet Union. In need of finding a noncapitalist source of inspiration, socialist authors resorted to N. K. Krupskaia (Lenin's wife) as a discursive founder of Marxist-Leninist comparative education. Until the late 1950s, Marxist-Leninist comparative education placed the emphasis exclusively on education in capitalist and socialist countries. For comparative education researchers in the United States, Soviet education was first an object of admiration, and in the following two decades a counterreference for all that U.S. education was not supposed to be or never wished to become. Soviet accounts of U.S. education were extremely critical in the 1950s, and became somewhat more positive in the mid-1980s. In the mid-1980s the Soviet negative perceptions on U.S. education finally gave way to a genuine interest in understanding education in capitalist countries, including in the United States. In this article, the author compares the world-systems of U.S. comparative education with the geopolitical distinctions made by Marxist-Leninist comparative education in the German Democratic Republic (GDR). The analysis covers the cold war period from 1956 to 1983. The author argues in her broader research on the history of the comparative method that the influence of the cold war is evident in several contemporary features of U.S. and German comparative and international education. Prominent among these is the dominance of development and area studies in U.S. comparative and international education, as well as the absence of development studies in contemporary German comparative education. Finally, the author observes a varied interest in studying various educational systems that are perceived as similar or comparable to a country's own. This article focuses exclusively on the emergence of development and area studies in U.S. and GDR comparative education during the cold war period. (Contains 15 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10