比较教育研究前沿
比较教育研究前沿
1.The Ubuntu Paradigm and Comparative and International Education: Epistemological Challenges and Opportunities in Our Field
Author: N’Drı Thérèse Assié-Lumumba
Source: Comparative Education Review (Dec 21, 2016): 1–21
Abstract:
This article interrogates assumptions of comparative education research and international education in the transfer of policies and practices generally in North-South relations within the context of structural inequality. The pursuit of learning in different educational traditions and the quest for comparison are examined. Aspects of meanings of individual sociogeographic and intellectual journeys within the global context are analyzed in articulating the patterns of contradictions in temporality and epistemology in knowledge production, focusing on agency, legitimacy, and ownership. Issues critically examined include what ought to be the guiding principles toward new transformative relational theories and methodologies of understanding education in formerly colonized societies, including Africa. The Ubuntu paradigm is articulated as an alternative framework for defining relations within and across the borders of local and global spaces, as a permanent corrective measure that can offer possibilities of growth and renewal to the field of comparative and international education.
2.The Future of Education for All as a Global Regime of Educational Governance
Author: Leon Tikly
Source: Comparative Education Review (Dec 19, 2016): 22–57
Abstract:
The article considers the future of Education for All (EFA) understood as a global regime of educational governance. The article sets out an understanding of global governance, world order, power, and legitimacy within which EFA is embedded. It explains what is meant by EFA as a regime of global governance and as part of a “regime complex” along with other regimes that affect education and development. The article traces the genealogy of EFA, focusing on key tensions and contradictions. The emphasis is on understanding the effects of different kinds of power linked to broader global interests within a changing world order. The article concludes by considering the future of EFA. It is suggested that EFA since the Incheon Declaration and Framework for Action is giving way to a new global regime of educational governance in which education and in particular learning is linked to sustainable development, albeit in contradictory ways.
3.Pathways toward Peace: Negotiating National Unity and Ethnic Diversity through Education in Botswana
Author: Sarah Dryden-Peterson, Bethany Mulimbi
Source: Comparative Education Review ( Dec 22, 2016): 58–82
Abstract:
This study examines how education can disrupt threats of conflict, specifically in the presence of ethnic diversity. We present a historical analysis of Botswana, using methods of process tracing drawing on documents, in-depth interviews, and Afrobarometer survey data. Postindependence Botswana engaged in redistribution of educational access across ethnic groups and promotion of common civic principles of social harmony. At the same time, it constructed through schools ethnically based national identity, which excluded many minorities. Lack of recognition for ethnic minorities remains a persistent challenge, yet it exists in a context of high commitment to unity and the nation-state, even among minority groups, which may have allowed recent dissent to happen peacefully. The article defines mechanisms by which educational redistribution and recognition can disrupt resource-based and identity-based inequalities that often lead to conflict. This model holds promise for conflict avoidance and mitigation in multiethnic states globally.
4.How Do Schools Affect Ethnic Saliency Levels of Students in Bosnia and Herzegovina?
Author: Matthew Thomas Becker
Source: Comparative Education Review ( Dec 21, 2016): 83–110
Abstract:
This article measures the role of schools in the ethnic socialization and identity formation processes of high school seniors in Bosnia and Herzegovina (BiH) via ordinary least squares regression analysis and attempts to contribute to a better understanding of educational transitions in the postsocialist space and youth identity formation in a postconflict society. BiH has three ethnonational curricula (Bosniak, Croat, and Serb), each with an ethnocentric focus. Although nationality and school curricula are highly correlated in BiH, in the case of the Serbs, it was found that students who do not study the “appropriate” Serbian curriculum experienced a statistically significant effect on lowering ethnic saliency levels (P < .001 and P < .05). Data were gathered via field surveys of high school seniors at 78 high schools in 53 cities and towns located across the country, the selection of which was based on a nonprobability sampling approach.
5.Vocational and Academic Education and Political Engagement: The Importance of the Educational Institutional Structure
Author: Herman G. van de Werfhorst
Source: Comparative Education Review (Dec 07, 2016): 111–140
Abstract:
It is hardly disputed that educational institutions carry responsibility for the education of democratic citizens through the enhancement of civic and political engagement. Despite the wealth of studies on civic and citizenship education, scholars have not yet examined the relevance of national educational institutional factors. This study examines to what extent elements of national educational systems, in particular early tracking and a vocational orientation, are related to political engagement of young adult citizens. Using pooled European Social Survey data collected between 2002 and 2012 from 24 European countries, and examining electoral participation, political interest, and political activism, it is shown that people educated in vocational programs had lower levels of political engagement than people educated in general/academic education. Moreover, these differences were greater in strongly tracked educational systems relative to comprehensive/untracked systems. These results suggest that educational institutions that differentiate students early and rigidly may form a threat to democratic equality.
6.Migration and the Pursuit of Education in Southern Mexico
Author: Jessa Lewis Valentine, Brad Barham, Seth Gitter, Jenna NoblesSource: Comparative Education Review (Dec 14, 2016): 141–175
Abstract:
Educational attainment in rural Mexico is increasingly structured by migration opportunities. The rise in adult US migration increases potential funding for adolescents to stay in school but may also decrease incentives for them to do so. Domestic migration flows can fund schooling locally, and may also support students’ own movement for education when opportunities in rural communities are limited. We study these processes using survey and focus group data from rural villages in southern Mexico undergoing rapid changes in migration and education opportunities. We find evidence that education trajectories are intimately linked with adolescents’ exposure to migration in their communities, and that gender plays an important role in structuring these effects. We also document the increasing importance of adolescent movement to peri-urban and urban centers to complete secondary education, a pathway of schooling acquisition that is itself influenced by adult migration patterns in their communities.
7.A Framework for Understanding Cross-National and Cross-Ethnic Gaps in Math and Science Achievement: The Case of the United States
Author: R. Sergio Guglielmi, Nancy Brekke
Source: Comparative Education Review (Dec 21, 2016): 176–213
Abstract:
Comparative international assessments of academic achievement consistently indicate that US students trail behind many peers, particularly those from east Asia, in math and science. Traditional efforts to explain this finding have focused on identifying characteristics that might differentiate the United States from top-performing countries. Limitations of this descriptive, atheoretical strategy include: the ecological fallacy of inferring individual-level relations from aggregate-level data, the context specificity of predictors examined, and overreliance on simplistic methodological/analytic approaches. We advocate shifting the emphasis from cataloguing cross-national differences to: identifying core psychological achievement predictors that are stable across national settings, modeling mediators and moderators of the relations between those predictors and academic performance, and using more sophisticated analytic strategies that do justice to the complexity of the problem. We outline such an approach and then discuss how it might be used to understand the math-science achievement gap and reduce persistent ethnic disparities in educational outcomes both within and between countries.