Stichwort: Internationaler Vergleich in der Erziehungswissenschaft

Image language and the language of images: A closer examination of videography in cross-cultural school studies

“…Thus, 'a comparative method' is suggested, that makes comparison the topic of discussion, and displays its potential and limits as a method with which to analyse certain aspects with scientific interest (see Schriewer, 2000). This paper presents a comparative theory emphasizing learning cultures as a collective process in the creation of meaning and sense.…”

“…Notions about the seductive quality of images and metaphors in class, and their relationship to implicit or mental images cannot, therefore, simply be understood as national-cultural results, but rather as sub-national phenomena associated with current ‘cultures of learning’ in schools, that are becoming more and more important considering with the omnipresence of images and their use in various school subjects (see Lamprecht and Ulrich-Riedhammer, 2014). Thus, ‘a comparative method’ is suggested, that makes comparison the topic of discussion, and displays its potential and limits as a method with which to analyse certain aspects with scientific interest (see Schriewer, 2000). This paper presents a comparative theory emphasizing learning cultures as a collective process in the creation of meaning and sense.…”

“…Or does it have to do with a certain attitude of her generation? Instead of interpreting her behaviour exclusively as determined by her nation-state affiliation, social categories of differentiation that brought about this or other learning cultures, like sex, generation, milieu and others can be distinguished between (Bohnsack, 2007(Bohnsack, , 2009Nohl, 2009;Schriewer, 2000;Weiß, 2002Weiß, , 2005). Yet in current research, these dimensions and variables are not points of interest; however, according to Christel Adick they, 'might limit the focus on educational development, because the verifiable variables of the educational system are generally designed as interdependent variables and therefore do not consider characteristics such as relative autonomy of educational processes and learners justice' (Adick, 2005: 249).…”

The potential of videography in comparative education: Introduction

“…On the other hand, we would argue that the choice of a qualitative design does not protect projects in comparative research from the many risks associated with comparison, which have been pointed out many times (e.g. Alexander, 2001;Cappai, 2005;Matthes, 1992;Schriewer, 2000).…”

“…On the other hand, we would argue that the choice of a qualitative design does not protect projects in comparative research from the many risks associated with comparison, which have been pointed out many times (e.g. Alexander, 2001;Cappai, 2005;Matthes, 1992;Schriewer, 2000).In the field of qualitative research, as in other disciplines, a strategy of comparison systematically contrasts at least two different cases with each other, aiming to achieve results based on similarities and differences (Bollig and Kelle, 2013). The decision to compare certain cases also means, however, that optional perspectives of comparison will automatically be dropped.…”