The Context of International Development Education

The Professionalization of Comparative and International Education: Promises and Problems

“…The most influential were at Stanford (Stanford International Development Education Center); Teachers College, Columbia (International Studies); Chicago (Center for Comparative Education); Harvard (Center for Studies in Education and Development); Pittsburgh (International and Development Education Program); and Syracuse (Center for Development Education) (Spaulding et al, 1968). By 1967, a review of the curriculum and faculty at these institutions suggests how far these programs had evolved from that in comparative education at Teachers College 10 years earlier.…”

“…Pittsburgh emphasized educational methods, techniques, and strategies for development. Underscoring the now primacy of the social sciences, anthropologists were central in the programs at Stanford, Columbia, and Pittsburgh, while sociologists held sway at Chicago and Syracuse, and they were increasingly concerned with the predictive characteristics of quantitative data (Spaulding et al, 1968).…”

“…The three major areas of interest initially associated with international education are: (1) international relations and cooperation in education; (2) cross-national movements of educational materials, students, teachers, consultants, and aid; and (3) education for international and crosscultural understanding. The Fulbright Program, for instance, primarily positioned international education as programs for the exchange of people (Spaulding et al, 1968).…”