Dependency theory in comparative education: The new simplicitude

Eckstein, Max A.; Noah, Harold J.

doi:10.1007/bf02196891

Cited by 8 publications

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“…It must be remembered that dependency perspectives were originally conceived within an economic framework, and it is over-enthusiastic to transfer them uncritically to all aspects of the superstructure. In referring to dependency theory as "the new simplicitude", Eckstein & Noah (1985) argue against the idea of'thought control' by the centre, and the notion that economic power automatically implies cultural hegemony. I would add further that economic power differentials may reduce cultural hegemony through the creation of particular internal dynamics and contradictions necessitating a localised solution.…”

Section: Dependency or Autonomy In Equity Planning?mentioning

confidence: 98%

Policies on Inequality in the Third World: dependency or autonomy?

Davies

1986

British Journal of Sociology of Education

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Analysis of the national planning documents of selected Third World countries reveals common key issues in policies on educational inequality. Expansion, national unity, decentralisation, positive discrimination and terminal education are highlighted as recurring themes. A further focus on the dimensions of aid, training, nationalism, regionalism and finance provides a framework which can be used both to assess the degree of dependency or autonomy exhibited in equity planning and to provide a critique of over-simplified applications of dependency theory regarding educational policy.

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Section: Dependency or Autonomy In Equity Planning?mentioning

confidence: 98%

Policies on Inequality in the Third World: dependency or autonomy?

Davies

1986

British Journal of Sociology of Education

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“…According to Harold Noah (1985) and Farooq Joubish (2009), comparative education has four functions [11][12]:…”

Section: Key Functions Of Pedagogical Comparativisticsmentioning

confidence: 99%

Interdisciplinary transforming of the functions of pedagogical comparativistics

2018

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The article presents a classification of interdisciplinary transformations of the functions of comparative pedagogy in the information age. The problem of transforming comparative pedagogy into pedagogical comparativistics was studied. The key functions of pedagogical comparativistics are revealed. Classification is considered in the evolutionary key. In the classification of the transformation of key functions, four types of evolutionary transformations were defined: 1) divergent, 2) parallel, 3) co-evolutionary, 4) convergent. Thus, the authors pointed to hybrid transformations under the influence of other sciences: cognitive neuroscience, mathematics, psychology, statistics, evaluation of results in social sciences, informatics and others. The main function was recognized as a comparative function that combines together analytical, representative, instrumental, evaluation and prognostic functions into a single whole.

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“…As the structure is at constant change, you must know the significance of the elements involved in the dynamics, the movement of the structure. On this level of understanding you can still use some ideas from the dependence theories concerning Third World development (see Amin 1979, Eckstein & Noah 1985, Olivera 1985, Velloso 1985. The significance of an element is often connected to a regional placement of that particular element.…”

mentioning

confidence: 99%

Small‐scale schooling and national development

Berliner

1987

Acta Borealia

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Dependency theory in comparative education: The new simplicitude

Cited by 8 publications

References 0 publications

Policies on Inequality in the Third World: dependency or autonomy?

Policies on Inequality in the Third World: dependency or autonomy?

Interdisciplinary transforming of the functions of pedagogical comparativistics

Small‐scale schooling and national development

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