A Response to: Global Security, Religion and Education Development--A Crisis for the Field of Comparative and International Education?

Autor/in	Ozanne, Bill
Titel	A Response to: Global Security, Religion and Education Development--A Crisis for the Field of Comparative and International Education?
Quelle	In: Compare: A Journal of Comparative and International Education, 41 (2011) 5, S.702-708 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
Schlagwörter	Stellungnahme; International Education; Comparative Education; Conflict; Religion; Personality; Peace; Case Studies; Religion Studies + Suchen Sie Ihr Suchwort? Internationale Erziehung; Vergleichende Erziehungswissenschaft; Konflikt; Personalität; Frieden; Case study; Fallstudie; Case Study; Religionswissenschaft
Abstract	This paper presents the author's response to "Global security, religion and education development: a crisis for the field of comparative and international education?" Prof. Lynn Davies's introduction to the Forum is interesting and provocative, and the author advances his response in the spirit of dialogue by looking at Davies's arguments, the studies by Mike Hardy, Massooda Bano and Arani and Kakia, and then advancing some case studies from other research. Davies in her introductory article proposes to identify dilemmas for comparative education in relation to education security and religion. The article begins with the threats to security, rather than balancing threats and peacemaking activities. There is a tendency, as with some courses on peace studies, to spend the time supposedly reflecting on peace while actually being preoccupied with conflict, examining, or more often suspecting, grounds for conflict rather than exploring positive growing points and the potentials for peace. The author argues that this is a leitmotif in Lynn Davies's contribution. The author then discusses an issue about comparative research and questions where the comparisons lie. He addresses the need to clarify comparisons, if they are to be pressed into service in comparing religious-character schools with secular-character schools. (Contains 1 note and 1 table.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10