Comparative Education最新文献

{"title":"Governance by numbers 2.0: policy brokerage as an instrument of global governance in the era of information overload","authors":"Gita Steiner-Khamsi, Kerstin Martens, Christian Ydesen","doi":"10.1080/03050068.2024.2308348","DOIUrl":"https://doi.org/10.1080/03050068.2024.2308348","url":null,"abstract":"The article investigates how and when the two first movers in knowledge-based regulation – the OECD and the World Bank – developed policy brokerage as an instrument of global governance in the educ...","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"94 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139762051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Discipline and moralise: gratitude education for China’s migrant families","authors":"Wan Yi, Edward Vickers","doi":"10.1080/03050068.2023.2296191","DOIUrl":"https://doi.org/10.1080/03050068.2023.2296191","url":null,"abstract":"","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"52 13","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139451918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The politics of education on China’s periphery: ‘Telling China’s Story Well’ – or honestly?","authors":"Edward Vickers, Sicong Chen","doi":"10.1080/03050068.2023.2299907","DOIUrl":"https://doi.org/10.1080/03050068.2023.2299907","url":null,"abstract":"","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"12 8","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139451062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Promises promises’: international organisations, promissory legitimacy and the re-negotiation of education futures","authors":"Susan L. Robertson, Jason Beech","doi":"10.1080/03050068.2023.2287938","DOIUrl":"https://doi.org/10.1080/03050068.2023.2287938","url":null,"abstract":"Promising lines of scholarship have emerged on how International Organisations (IO’s) deploy anticipatory techniques aimed at colonising the future as a means of governing in the absence of soverei...","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"168 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138563040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring postcolonial relationships within policy transfer: the case of learner-centred pedagogy in Ghana","authors":"Nozomi Sakata, Chris Yates, Hannah Edjah, Abraham Kwadwo Okrah","doi":"10.1080/03050068.2023.2258681","DOIUrl":"https://doi.org/10.1080/03050068.2023.2258681","url":null,"abstract":"ABSTRACTFramed by Homi Bhabha’s concepts of hybridity and the third space of enunciation, this study explores postcolonial relationships conceivably enacted through policy borrowing processes of learner-centred pedagogy (LCP) in Ghana. Nine Ghanaian and nine foreign stakeholders were interviewed. Conscious of the power imbalance implicit in traditional aid, the case project attempted to challenge the asymmetrical power relationships by allocating policy leadership and responsibility to Ghanaian stakeholders. However, the third space of enunciation created within the project did not seem to lead to a hybridisation of pedagogical ideas: while it was the Ghanaians themselves who promoted LCP within the project, the conceptual basis of the reform was dependent on knowledge and experiences which they gained in the West. This article concludes that the postcolonial turn through hybridisation of indigenous and Western pedagogies was not observed, although hybridity may happen in the process of actualising LCP at school and classroom levels.摘要本研究以霍米·巴巴的“混杂性”和“第三发声空间”概念为框架，探讨加纳以学习者为中心教学法（learner-centred pedagogy）的政策借鉴过程中可能形成的后殖民关系。九名加纳本国和九名外国利益相关者接受了访谈。意识到传统援助中隐含的权力失衡，该案例项目通过将政策领导权和责任分配给加纳利益相关方，试图挑战不对称的权力关系。然而，该项目中创造的第三发声空间似乎并没有导致教学思想的混杂化：尽管是加纳人自己在该项目中推广以学习者为中心教学法，但改革的概念基础依赖于他们在西方获得的知识和经验。本文的结论是，尽管在学校和课堂层面实践以学习者为中心教学法的过程中可能出现混杂性，但未能观察到通过本土和西方教学法混杂化而实现的后殖民转向。KEYWORDS: Postcolonial theorylearner-centred pedagogyHomi BhabhaGhanateacher education reformpedagogical reform关键词: ：后殖民理论；以学习者为中心教学法；霍米·巴巴；加纳；教师教育改革；教学法改革 AcknowledgementsThis article has derived from collaborative analysis and numerous discussions with Eugene Adu Henaku, Mao Yamaguchi, Catherine Fox, Caroline Pontefract and James Sankale. We thank them for their time and engagement. Many thanks to the participating interviewees, reviewers and Barbara Spronk for their feedback on an earlier version of this article.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the JSPS KAKENHI (Grant Number 22K13651) and Hiroshima University’s Female Researchers Joint Research Grant.Notes on contributorsNozomi SakataNozomi Sakata is Assistant Professor in the Center for the Study of International Cooperation in Education at Hiroshima University, Japan. In the field of Comparative and International Education, her research interests include educational policy diffusion and implementation with a focus on pedagogical reform in low- and middle-income countries.Chris YatesChris Yates is a Lecturer in International Education at University College London (UCL), Institute of Education (IoE), England. He teaches on the international MA postgraduate programmes offered at the UCL-IoE. He is particularly interested in education planning, system change and reform. He has worked for a number of international development agencies, in over 20 low- and middle-income countries.Hannah EdjahHannah Edjah is Lecturer in the Department of Vocational ","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"49 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135092612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Confucianism in multicultural China: ‘official knowledge’ vs marginalised views","authors":"Tianlong Yu, Zhenzhou Zhao","doi":"10.1080/03050068.2023.2273641","DOIUrl":"https://doi.org/10.1080/03050068.2023.2273641","url":null,"abstract":"ABSTRACTIn this study, we discuss the Confucian tradition in today’s multicultural China from two perspectives: that of the mandatory school curriculum, which represents ‘official knowledge’, and that of students from ethnic minority and/or religious backgrounds who are located on the cultural margins in China. The analysis draws on curricular narratives of the Confucian tradition for six major school subjects and semi-structured interviews with a group of university students from non-Han ethnic minority and/or religious backgrounds, whose lived experiences are rarely included in the national curriculum narrative. The analysis suggests that the interpretation of the Confucian tradition is a monopolising and dominant discourse that reinforces the cultural hierarchy between different cultural groups. However, the students appear to regard the Confucian tradition as only one culture and worldview in China, which can benefit from the critical reflexivity of other cultures.在这项研究中，我们从两个角度讨论当今多元文化中国的儒家传统的教育传承问题：其一是代表‘官方知识’的学校课程的解读，以及处在中国文化边缘地带的少数民族和/或有宗教信仰背景的学生的视角。数据来源主要包括六门主要学校科目的教材分析，以及对来自少数民族背景和/或宗教背景的大学生进行的半结构化访谈。已有研究证明他们的生活和文化经历会较少呈现在国家课程的叙述中。课程分析表明官方对儒家传统的阐释呈现出一种文化主导的强势话语，趋向于强化不同文化群体之间的地位差异。而学生们更倾向于把儒家传统解释为中国众多文化及世界观的一种，且认为跨文化的批判性反思会促进其发展。KEYWORDS: ConfucianismConfucian traditionschool curriculumstudent narratives‘official knowledge’nationalismmulticultural education关键词: 儒家传统学校课程学生话语官方知识民族主义多元文化教育 AcknowledgementThe work described in this paper was fully supported by the grants from the Research Grants Council of the Hong Kong Special Administrative Region, China (Project No. HKIEd 18600315 and 18603820). We are grateful to Professor Edward Vickers, Dr. Sicong Chen, and three anonymous reviewers for their thoughtful and constructive comments during the revision process.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 For an explanation of our preference here for the term ‘nationality’, see the editorial essay for this special issue of Comparative Education (60:1) by Vickers and Chen.2 The textbooks in the history-related subjects collected in this study cover two curricula. The first is the independent subject of history taught in junior and senior secondary school, which has a long history in the PRC’s school curriculum structure. The second curriculum, the integrated subject of history and society, was implemented at the junior secondary level as part of an initiative for developing the integrated curriculum implemented over the past two decades. That subject first originated in 2004 as an experiment by the Chinese Ministry of Education and was then added to the school system nationwide.3 Qian Xuesen (also spelled Tsien Hsue-shen, 1911–2009) was a prominent scientist and is widely regarded as the ‘father of Chinese aerospace’.4 Empress Dowager Feng was the scion of the ruling family of a non-Han (Northern Yan) regime.Additional informationNotes on contributorsTianlong YuTianlong Yu is Professor in the De","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"4 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135869562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The wheel of history and minorities’ ‘self-sacrifice’ for the Chinese nation","authors":"Uradyn E. Bulag","doi":"10.1080/03050068.2023.2271781","DOIUrl":"https://doi.org/10.1080/03050068.2023.2271781","url":null,"abstract":"","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"33 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135218777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effects of private schooling on pupil achievement: a global systemic analysis","authors":"M. Danish Shakeel, Angela K. Dills","doi":"10.1080/03050068.2023.2265280","DOIUrl":"https://doi.org/10.1080/03050068.2023.2265280","url":null,"abstract":"Globally, the private school share of enrollment increased from about 14 percent in 2000 to about 18 percent in 2019. We estimate the systemic effect of private enrollment share on learning outcomes. Estimates of the systemic effect of private school enrollment capture any competitive effects as well as any differences between public and private schools in raising student outcomes. We use new data from the World Bank on harmonised learning outcomes for mathematics, reading, and science to produce an unbalanced sample of 120 countries from 2000 to 2017. We find that, all else equal, on average, a one percentage point increase in private enrollment is associated with null to at most weakly positive effects on country-level learning outcomes. Countries that increased private school enrollment experience as much or slightly more learning than countries with no change in private school enrollment.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136211160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic workforce in France and the UK in historical perspectives","authors":"Vincent Carpentier, Emmanuelle Picard","doi":"10.1080/03050068.2023.2258676","DOIUrl":"https://doi.org/10.1080/03050068.2023.2258676","url":null,"abstract":"This historical exploration of the development of the academic workforce in the UK and France was triggered by the observation of significant similarities in contemporary debates on casualisation, and segmentation despite their distinctive HE systems. We develop a quantitative history of academic staff to understand why the differences in the two HE systems are not as significant in respect to labour market and working conditions. The new data show that connected processes of casualisation, professional segmentation, and sectorial differentiation are used to manage tensions between massification and staff recruitment in both countries, in a context of declining and increasingly unequal distribution of resources, producing inequalities within institutions, as within the profession itself. The reorganisation of the academic workforce during three periods of growth of HE systems under traditional, Fordist and managerial influences has incrementally produced three groups of permanent, casualised, and precarised staff and a dual academic labour market.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Robert Cowen, Emeritus Professor of Comparative Education, Institute of Education, University College London","authors":"Jason Beech, Terri Kim, Eleftherios Klerides, Marianne Larsen, Eleni Prokou, Masako Shibata, Anthony Welch","doi":"10.1080/03050068.2023.2241711","DOIUrl":"https://doi.org/10.1080/03050068.2023.2241711","url":null,"abstract":"Published in Comparative Education (Vol. 59, No. 3, 2023)","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"79 ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138504385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}