Forgotten Men, Forgotten Themes: The Historical-Philosophical-Cultural and Liberal Humanist Motif in Comparative Education

Kazamias, Andreas Μ.

doi:10.1007/978-1-4020-6403-6_4

Cited by 32 publications

(21 citation statements)

References 13 publications

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“…His book Comparative Education (1933) "set the stage in Europe and North America for the field's scholarly development in the years and decades that followed" (Epstein 2016, 199). He is lauded as having practiced internationalism and cultural relativism, a scholar who "saw each nation as one which uniquely forged its own way" as opposed to "viewing one nation's education system as superior to another's" (Pollack 1991; see also Blake [1982], Epstein [2016], and Kazamias [2009] for extensive reviews of Kandel's legacy).…”

Section: Forgotten Entanglementsmentioning

confidence: 99%

Toward a Postcolonial Comparative and International Education

Takayama

Sriprakash²,

Connell

2017

Comparative Education Review

206

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This article, which serves to introduce the special issue on "Contesting Coloniality: Rethinking Knowledge Production and Circulation in Comparative and International Education," brings to the fore the rarely acknowledged colonial entanglements of knowledge in the field of comparative and international education (CIE). We begin by showing how colonial logics underpin the scholarship of one of the field's founding figures, Isaac L. Kandel. These logics gained legitimacy through the Cold War geopolitical contexts in which the field was established and have shaped subsequent approaches including the much-debated world-culture approach to globalization in education. The article then reviews decolonial, postcolonial, and southern theory scholarship as an intellectual resource upon which CIE scholars and practitioners can draw to tackle these active colonial legacies. We situate the contribution of this special issue within this larger intellectual movement and call for a major collective rethinking of the way CIE knowledge is produced and circulated on a global scale. A Moment of Deep Reflection We have put together this special issue to initiate dialogue about the active colonial legacies within the field of comparative and international education (CIE), and to show ways of working beyond them. 1 Readers might wonder how CIE, which celebrates and tries to understand the diversity of education around the world, can continue to be influenced by colonial histories and Eurocentrism. In this extended introduction, we explain why coloniality remains a significant challenge to the field and how articles in this collection engage with this challenge. We hope readers will join us in a major rethinking of the norms and knowledge about difference, comparison, and research that have been inherited from the field's history. The authors would like to thank Jun and Minako Yamashita who are at Teachers College, Columbia University, for their generous assistance in accessing Kandel's old writings and Jeremy Rappleye for his kind assistance and encouragement. 1 Our discussion focuses on the English-language CIE, with an acknowledgment that the critiques of the field developed herein might not be applicable to non-English-speaking and non-Western CIE societies around the world.

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Section: Forgotten Entanglementsmentioning

confidence: 99%

Toward a Postcolonial Comparative and International Education

Takayama

Sriprakash²,

Connell

2017

Comparative Education Review

206

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“…Bu yaklaşımdan anlaşılacağı üzere analiz birimi olarak ülkeler (uluslar) ele alınmıştır. Yorumlayıcı ve açıklayıcı bir bilgi alanı olarak karşılaştırmalı eğitimde araştırmalar nicel analizler yerine daha çok nitel veri analizleri tercih edilmiştir (Kazamias, 2009a).…”

Section: Tarihi-felsefi Ve Hümanist-kültürel Yaklaşımunclassified

Batı’da Karşılaştırmalı Eğitim Araştırmalarının Gelişimi

Öksüz-Gül¹

2018

Kastamonu Eğitim Dergisi

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ÖzBu derleme çalışması, karşılaştırmalı eğitim araştırmalarının gelişimini incelemeyi ve bu araştırmaların güncel doğasını ortaya çıkarmayı amaçlamaktadır. Bu amaca ulaşmak için öncelikle karşılaştırma araştırmalarının genel özellikleri ve var oluş sebepleri tartışılmış; eğitim araştırmalarında 'karşılaştırma' teriminin epistemolojik dayanakları ele alınmıştır. Ardından bir disiplin olarak karşılaştırmalı eğitimin tarihsel süreçte edindiği -etkileri halen sürmekte olan-amaçları ve işlevleri dönemsel olarak incelenmiştir. Son olarak, güncel karşılaştırmalı eğitim araştırmalarını şekillendiren kavramlar, birbirleri ile olan ilişkileri bağlamında değerlendirilmiştir. AbstractThis review study aims to examine the development of comparative education research and to reveal the current nature of the knowledge area. To achieve this goal, the general characteristics of comparative research and dimensions which has led to its existence are discussed and also epistemological foundations of the term 'comparison' in educational research are addressed. Afterwards, the aims and functions of comparative education as a discipline have been studied in the context of historical process. Finally, the concepts which shape contemporary comparative education research have been examined in relation to each other.

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“…Historically, the field of comparative education and internationalisation has been a complex and multifaceted field, different in purpose, method and theory (Crossley and Watson, 2003;Kazamias, 2009aKazamias, , 2009b. The knowledge interest in comparative education and research has differed between carrying out cultural loans, describing best practices, understanding the interrelatedness between education and culture, and developing global solidarity as a world citizen (Kazamias, 2009a;Kemp, 2005;Nussbaum, 1997).…”

Section: Comparative Educationmentioning

confidence: 99%

Cross cultural comparative education – fortifying preconceptions or transformation of knowledge?

Birkeland¹

2015

Policy Futures in Education

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The purpose of this article is to carry out a critical inquiry of comparative education by using an example of a comparative programme within kindergarten teacher education in Norway. The article discusses the inclination, in cross-cultural comparative studies, to emphasise cultural essentialism, to evaluate educational practice from a mono-cultural perspective and to overlook the interrelation between globalisation and local practices. The article further argues for promoting dialogism in order to understand local practices in cross-cultural comparative studies. Furthermore, the article underlines the importance of extending the understanding of context and problematising the position of the students in order to construct knowledge which challenges their preconceptions, and to contribute to transformation of knowledge.

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Forgotten Men, Forgotten Themes: The Historical-Philosophical-Cultural and Liberal Humanist Motif in Comparative Education

Cited by 32 publications

References 13 publications

Toward a Postcolonial Comparative and International Education

Toward a Postcolonial Comparative and International Education

Batı’da Karşılaştırmalı Eğitim Araştırmalarının Gelişimi

Cross cultural comparative education – fortifying preconceptions or transformation of knowledge?

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