Origins and traditions in comparative education: challenging some assumptions

Abstract

This article questions some of our assumptions about the history of comparative education. It explores new scholarship on key actors and ways of knowing in the field. Building on the theory of the social constructedness of the field of comparative education, the paper elucidates how power shapes our scholarly histories and identities.

Methodology of Comparative Research in Education: Role and Significance

“…During its development, there have been disagreements among authors regarding the origin and development of comparative research (Phillips, 2006;Bray, Adamson and Mason, 2007;Epstein, 2017;Manzon, 2018). They are present even among the most influential researchers (Tamtik, 2014) in terms of the multidimensionality and complexity of the research apparatus of comparative research.…”

“…the answer to the question of how education could contribute to the economic development and democratization of society was sought. Thus, implementing education policy and conducting a successful reform came to the fore, and education policy makers and researchers tried to find the best way to respond to new demands (Mattheou, 2009;Manzon, 2018). Until the late 1930s, the field of comparative pedagogy was still quite limited.…”

“…The development of comparative pedagogy has gone through various crises of terminological determination precisely because its subject has been studied by other social sciences. An agreement in research methodology was achieved during the twentieth century, so it can be said that its epistemological field is based on positivism, relativism and historical functionalism (Schneider et al, 1961;Bray, Adamson and Mason, 2007;Epstein, 2008;Kaloyannaki and Kazamias, 2009;Manzon, 2018). Such a foundation has contributed to the development of comparative research that is highly susceptive to geopolitical, national and social demands and interests.…”

“…Such a foundation has contributed to the development of comparative research that is highly susceptive to geopolitical, national and social demands and interests. Therefore, it is highlighted that the place of comparative research is between institutional structures and intellectual discourse (Manzon, 2018).…”

Editorial

“…In this general issue, we include a selection of articles that explore key actors and ways of knowing in the field, which according to Manzon (2018) is a constructed field. This general issue begins with an article by Parish who suggests that our ways of knowing include institutional logics in understanding the global/local nexus she includes a specific focus on human rights education.…”