Comparative Education from an Ethnomethodological Perspective

Heyman, Richard D.

doi:10.1080/0305006790150302

Cited by 29 publications

(8 citation statements)

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“…Heymans, 1979;Stenhouse, 1979). In any case, the twenty-first-century trend of the demise of the once omnipotent nation-state and the shifting of locus of control into two opposite directions (Steyn & Wolhuter, 2008) -namely, to larger levels (globalisation and super-national groupings) and to smaller levels (decentralisation, localisation, empowerment of minority groups) -call for a broadening of focus from the dominance of the nation-state to the inclusion of larger and smaller levels in the scope of comparative education.…”

Section: Levels Of Analysismentioning

confidence: 97%

Review of the Review: Constructing the Identity of Comparative Education

Wolhuter

2008

Research in Comparative and International Education

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The aim of this article is the explication of the identity of Comparative Education and a critical reflection thereon, by means of a journal analysis of articles published in the Comparative Education Review during the first 50 years of its existence. The 1157 articles were analyzed under the following rubrics: levels of analysis of articles; number of units covered by articles; geographical area which articles deal with authors: numbers, countries and institutional affiliation; research methods; paradigmatic affiliations; phase of education articles cover; mode of education articles deal with; and themes/topics focused on. The analysis revealed two equally strong trends -a remarkable resilience/constancy amidst a broadening. For example, the hermeneutic paradigm continues to be the most frequent paradigm, although there has been a significant diversification of paradigms recently. Comparative Education still has the 'black box' character, whereby things outside educational institutions (i.e. shaping forces of education and societal effects of education) are studied more than that which takes place inside educational institutions. The study suggests that there is much scope for the expansion of Comparative Education along new lines. Some of these are pointed out.

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Section: Levels Of Analysismentioning

confidence: 97%

Review of the Review: Constructing the Identity of Comparative Education

Wolhuter

2008

Research in Comparative and International Education

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“…Any proffered definition is, of course, contentious. There have been great differences, historically, between those who have wished to confine the comparative education canvas mainly to description (Stenhouse 1979, 5;Heyman 1979) and those who have sought general principles which would allow prediction and generalisation (Lauwerys 1973) with differences between those who have advocated deductive (Holmes 1977) as opposed to inductive approaches (Noah and Eckstein 1969). 2.…”

Section: Notesmentioning

confidence: 98%

Development studies and comparative education: where do they find common cause?

Colclough

2010

Compare: A Journal of Comparative and International Education

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“…This was not the first time that science had come under attack in the field -Richard Heyman's attempts to marry ethnomethodological techniques to comparative education was also predicated on the view that efforts to develop a science of comparative education was a categorical mistake (Heyman, 1979(Heyman, , 1980Welch, 1986). Rather than attempting to perfect the field via recourse to scientific methodology, a starting point for postmodern authors was their rejection of science as illustrative of the mistakes of grand theory.…”

Section: The Postmodern Turn In Comparative Educationmentioning

confidence: 99%

Methodological Choice and Design

Irwin¹

2011

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This Book Series is devoted to examining and solving the major methodological problems social sciences are facing. Take for example the gap between empirical and theoretical research, the explanatory power of models, the relevance of multilevel analysis, the weakness of cumulative knowledge, the role of ordinary knowledge in the research process, or the place which should be reserved to "time, change and history" when explaining social facts. These problems are well known and yet they are seldom treated in depth in scientific literature because of their general nature. So that these problems may be examined and solutions found, the series prompts and fosters the setting-up of international multidisciplinary research teams, and it is work by these teams that appears in the Book Series. The series can also host books produced by a single author which follow the same objectives. Proposals for manuscripts and plans for collective books will be carefully examined. The epistemological scope of these methodological problems is obvious and resorting to Philosophy of Science becomes a necessity. The main objective of the Series remains however the methodological solutions that can be applied to the problems in hand. Therefore the books of the Series are closely connected to the research practices. No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) AcknowledgementsThis book emerged from methodological discussions among researchers from education, social work and social policy as part of a series of methodology colloquia under the heading 'Bridging and Blending Disciplines of Inquiry: Approaching Research and Research Approaches in Education and Social Work', held at The University of Sydney, Australia, during 2009. These researchers were concerned with the methodological challenges that faced research students and experienced researchers who aim to design projects that have the potential both to advance scholarly knowledge and to contribute to solving contemporary social problems. Successful scholars doing research projects that make a practical difference were invited to discuss the nature and consequences of their methodological and design choices. This book is one legacy of the resulting debates.A number of people have contributed to this project along the way. First, members of the colloquia steering committee -Professor

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Comparative Education from an Ethnomethodological Perspective

Cited by 29 publications

References 1 publication

Review of the Review: Constructing the Identity of Comparative Education

Review of the Review: Constructing the Identity of Comparative Education

Development studies and comparative education: where do they find common cause?

Methodological Choice and Design

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