Torsten Hus�n: A case of ethnocentrism in U.S. educational research?

Abstract

This paper documents and discusses the lack of reference by U.S. educational researchers to the work of noted Swedish social scientist and educational researcher, Torsten Husrn. The paucity of U.S. textbook or journal citations of Husrn's writings and research is interpreted as an example of "cultural ethnocentrism" and "academic imperialism" in U.S. educational and psychological research. Crosscultural perspectives, interdisciplinary analyses, and "global learning" are proposed as methods of overcoming the methodological parochiafism, overspecialization, and international fragmentation Husrn describes as characteristic of much educational and social scientific research.

Review of the Review: Constructing the Identity of Comparative Education

“…Social studies carry the mark of their geographical place of origin. This is evident in, for example, Jürgen Schriewer & Erwin Keiner's (1992) comparison of publications in the educational sciences in Germany with those in France, or in Larry Greeson's (1994) article on ethnocentrisim in educational research in the USA -showing the gross underrepresentation and paucity of citations on eminent European-based comparative education scholar Torsten Husen. Research similar to this article on some of the journals of other comparative education societies would therefore be a valuable complement to this study, working towards the end-goal of constructing a global map of how the worldwide comparative education project finds its differentiated and finer textured identity in different contexts around the world, from which comparativists could practise their own trade to improve their own trade -and on the basis of comparison, critically reflect on how to take comparative education forward.…”

Creating Indigenous Discourse: History, Power, and Imperialism in Academia, Palestinian Case

“…The concept of decolonization implies that scholars from formerly colonized nations are now free from oppressive conditions and have the academic freedom to produce, implement, or reconstruct cultural discourses. It is ironic that within this context, the concept of decolonizing research is produced from former as well as current imperialistic academic institutions (Greeson, 1994;Hiner, 1978Hiner, , 1990. The expectations of "ex-colonialist nations" have not changed in higher academic institutions (Churchill, 1995); they are simply disguised under new slogans of liberalism and openness.…”

“…It is ironic that within this context, the concept of decolonizing research is produced from former as well as current imperialistic academic institutions (Greeson, 1994;Hiner, 1978Hiner, , 1990. The expectations of "ex-colonialist nations" have not changed in higher academic institutions (Churchill, 1995); they are simply disguised under new slogans of liberalism and openness.…”