2017
DOI: 10.1080/03050068.2017.1401303
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Towards a new articulation of comparative educations: cross-culturalising research imaginations

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Cited by 15 publications
(8 citation statements)
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“…That is, the question of research rigor is often conflated with epistemologies in the so-called international scholarly field (deWaal, 2003; Takayama, 2011a; Tierney, 2018). Much of my recent writings have explored the tensions, possibilities, and challenges of writing across multiple language-based scholarly communities in comparative education (see Takayama, 2011a, 2011b, 2018, 2019). Writing across different national/linguistic communities of scholarship, especially when they are not in sync, requires us to take multiple epistemological positionings, that is, to assume different expectations, readerships, and scholarly conventions.…”
Section: Negative Learningmentioning
confidence: 99%
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“…That is, the question of research rigor is often conflated with epistemologies in the so-called international scholarly field (deWaal, 2003; Takayama, 2011a; Tierney, 2018). Much of my recent writings have explored the tensions, possibilities, and challenges of writing across multiple language-based scholarly communities in comparative education (see Takayama, 2011a, 2011b, 2018, 2019). Writing across different national/linguistic communities of scholarship, especially when they are not in sync, requires us to take multiple epistemological positionings, that is, to assume different expectations, readerships, and scholarly conventions.…”
Section: Negative Learningmentioning
confidence: 99%
“…Likewise, another U.S.-based scholar of Japanese education LeTendre (1999) states that “studies of Japanese education and schooling are excellent sources of data that expand a general pool of theoretical and practical knowledge about education” (p. 43). This tradition of the so-called Japanese problem approach remains current among comparative researchers of Japanese education today (e.g., Komatsu & Rappleye, 2017; Takayama, 2018).…”
Section: International and Intranational Relativismmentioning
confidence: 99%
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“…The field of comparative education has been imbued with colonial thinking from its inception with comparativists often adopting a patronising and condescending stance towards the contexts outside the Western bubble (Crossley and Tikly 2004;Sobe 2016;Takayama 2018). As a way forward from the colonial legacy in the field, Larsen and Beech (2014) call to transcend conventional lines of demarcation and reject the binary differentiation of 'the global' and 'the local' and instead, apply spatial thinking in comparative studies focusing on 'the relational conceptions of space through the analysis of networks, connections, and flows ' (p. 192).…”
Section: Theoretical Frameworkmentioning
confidence: 99%