International Handbook of Comparative Education 2009
DOI: 10.1007/978-1-4020-6403-6_3
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The Modernist Beginnings of Comparative Education: The Proto-Scientific and the Reformist-Meliorist Administrative Motif

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Cited by 22 publications
(11 citation statements)
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“…Building on Woodward's (2009) conception of the OECD's normative and cognitive modes of governance, we would further emphasize the largely "soft" epistemological nature of the organization's global influence in education (Carroll and Kellow 2011;Sellar and Lingard 2014). This enables the OECD to exert considerable influence over which policy discoursesnamely those that are evidence based (Head 2008;Wiseman 2010), reformist/ameliorative (Kaloyannaki and Kazamias 2009), and scientistic/positivist (Lingard et al 2015)-and which representations of student, school, and system performance (namely, PISA referenced) are most valued, thus determining (and restricting) what can count as "sensible policy" (Ball and Junemann 2012, 11) for local educators and policy makers.…”
Section: Power Topologies and New Spatialitiesmentioning
confidence: 99%
“…Building on Woodward's (2009) conception of the OECD's normative and cognitive modes of governance, we would further emphasize the largely "soft" epistemological nature of the organization's global influence in education (Carroll and Kellow 2011;Sellar and Lingard 2014). This enables the OECD to exert considerable influence over which policy discoursesnamely those that are evidence based (Head 2008;Wiseman 2010), reformist/ameliorative (Kaloyannaki and Kazamias 2009), and scientistic/positivist (Lingard et al 2015)-and which representations of student, school, and system performance (namely, PISA referenced) are most valued, thus determining (and restricting) what can count as "sensible policy" (Ball and Junemann 2012, 11) for local educators and policy makers.…”
Section: Power Topologies and New Spatialitiesmentioning
confidence: 99%
“…Her iki dönemin ortak hedefleri, eğitim sistemini iyileştirmek ve etkili uygulamaları ödünç almaktır. (Kaloyannaki & Kazamias, 2009). Ancak iyileştirici-yeniklikçi yönetim döneminde ulusalcılığa, eğitim politikalarına ve okulların toplumsal çerçe-vede incelenmesine odaklanılmıştır.…”
Section: Yy Yenilikçi-i̇yileştirici Yönetim Yaklaşımıunclassified
“…Avrupa'da bu sıralarda gerçekleşen Aydınlanma Çağı, karşılaştırmalı eğitimin modern dönemini şekillendirmiştir. Avrupa sınırları içerisinde diğer ülkelerin eğitimde neler yaptığının merak edilmesi, beğenilen uygulamaların transfer edilmesi ile sonuçlanmıştır (Kaloyannaki & Kazamias, 2009;Kazamias, 2009b). Böylece Avrupa ülkeleri arasındaki etkileşimler de artmıştır.…”
Section: Introductionunclassified
“…It reproduces the routine assumptions that comparative education is essentially about “countries” and “systems” and that “doing comparative education” essentially means “comparing” (and “contrasting”) countries, and aspects of their educational systems habitually defined in administrative terms. This entrenched understanding of comparison as juxtaposition dates back to ‘the modernist beginnings of comparative education’ (Kaloyannaki and Kazamias, 2009). As a modern episteme , comparative education emerged against the background of the rise of the international system of national states and, to use Sadler’s metaphor, the global ‘garden’ of national systems of education.…”
Section: Perpetuating Modalities Of Comparative Educational Thinkingmentioning
confidence: 99%