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1.
Jon Nixon 《British Journal of Sociology of Education》1999,20(2):207-221
This paper draws on questionnaire responses from senior commissioning editors located within nine of the major UK education publishing outlets. It explores changing priorities in educational publishing with reference to authorship, readership and the changing policy context within which publishing 'lists' are conceived, developed and marketed. The shift of orientation within educational publishing from a 'general' to a 'professionalised' public is central to the argument of the paper. That argument is pursued through an analysis of how the changing priorities of educational publishing are impacting upon academics and practitioners. Central to that analysis, however, is a recognition that publishing houses, schools and institutions of further and higher education are subject to social and economic pressures that not only shape the educational agenda, but help determine what groups, individuals, institutional interests, etc. constitute the 'public' debate around that agenda. Through a specialist focus on educational publishing, the paper is able to identify some of the key issues that need to be addressed in order to revivify the public sphere and reintegrate it into what is becoming an increasingly 'professionalised' debate on education. 相似文献
2.
Roger Dale 《比较教育学》2001,37(4):493-500
This article seeks to put forward one tentative basis on which comparative education might profit from an engagement with 'globalisation', and to circumvent the danger that that engagement will lead to a shift in purpose, from 'how to make education better' to 'how to make education do better'. It uses the example of the career of the New Zealand model of neo-liberalism and new public management to expose, from the perspective of how a 'localism' becomes globalised, something of the nature of the processes, discourses and mechanisms of globalisation and of the subjects who drive them. The article examines the local conditions that enabled the development and installation of the New Zealand model, the discursive and formal characteristics that made it desirable and possible for it to be incorporated at a global level, and the means through which this was done. It concludes by drawing some possible theoretical and methodological implications of the career of the New Zealand model for the relationship between comparative education and globalisation. 相似文献
3.
Robert Cowen 《比较教育学》2000,36(3):333-342
This article, firstly and briefly, suggests that there is no single or unified 'comparative education' but that there are multiple comparative educations. How may such a variety of comparative educations be distinguished? Rather more importantly and secondly, what might an 'interesting' comparative education constructed in universities look like, and on what criteria would it be interesting? The specific suggestion offered here is that at least one kind of comparative education, for a decade or so, should concentrate on exploring moments of educational metamorphosis, rather than assuming that the equilibrium conditions and the dynamic linearities of development of educational systems can be predicted. Thus for the moment the correct answer to the question, how far can we learn anything of practical value from the study of foreign educational systems is: 'not a lot'. The correct question is, why have we as scholars taken that question so seriously for so long? 相似文献
4.
The educational reforms being enacted in Singapore can be considered exceptional in that they are being undertaken within a highly effective system. We explore these reforms using Brown and Lauder's ideal-typical analysis of ‘neo-Fordist’ and ‘post-Fordist’ models of national economic development. Singapore's reforms have been extensive, ranging from changes to early childhood education through to tertiary education. We examine the nature of state-market relations in education within the context of Singapore's ‘soft authoritarian’ political culture and assess the chances of success of the reforms. 相似文献
5.
ROBERT COWEN 《比较教育学》1996,32(2):245-258
The article identifies, comparatively, the crisis of the contemporary university as both government policies, in several countries, and the post-modern critique, notably Lyotard's, highlight the reconstruction of university systems around 'performativity' in an increasingly competitive international economic world. The comparative motif of the article is sustained less around concepts of 'mass' and 'elite' higher education systems than around the aggressive interventions in the definition of university knowledge by governmental insistence on a certain kind of 'product' from universities, and careful measures of their 'productivity'. The immediate consequences, as far as they are yet known, for university cultures are identified, especially the corrosive effects of the redefinition of 'quality control' and the displacement of academic leadership by a culture of 'management'. The final argument in the article is that the university in several systems of higher education is undergoing a process of 'attenuation' in its financial, pedagogic, personnel and research relationships. 相似文献
6.
Ben Colburn 《Journal of Philosophy of Education》2012,46(2):207-222
Consider the following argument for school choice, based on an appeal to the virtues of the market: allowing parents some measure of choice over their particular children's education ultimately serves the interests of all children, because creating a market mechanism in state education will produce improvements through the same pressures that lead to greater efficiency and quality when markets are deployed in more familiar contexts. The argument fails, because it is committed to a principle of equal concern, which (after analysis) implies that a market in education is acceptable only if it is right to hold children disadvantaged by their parents' poor market choices substantively responsible for the fact. Since that claim is untenable, the market‐based argument for school choice not only fails, but also turns out to rely on principles which in fact condemn the very policy it was supposed to support. 相似文献
7.
Barry Troyna 《British Journal of Sociology of Education》1985,6(2):209-224
Educational researchers interested in race‐related matters tend to be united in their conviction that the non‐institutionalisation of multicultural education derives entirely from the ('unwitting') racist attitudes of teachers. Whilst not ignoring teacher attitudes as an explanatory concept in ‘this context I argue in this article that the disparity between LEA multicultural education policies, on the one hand, and school practices on the other should be relocated in a broader analytical framework. The argument proposed hinges on a conception of multicultural education as a ‘progressive’ educational innovation and suggests that many of the processes which conventionally link policies to practices have been routinely overlooked in the current literature on ‘race’. Although this is a provisional article I hope, at the very least, that I have provided evidence to prompt a conjectural case for the argument that the negative racial attitudes of teachers are not the only factors which have the potential to block the diffusion and legitimation of multicultural education principles in UK schools. 相似文献
8.
The purpose of this paper is to explore the tensions that erupted between the two authors during the final stages of their engagement with the practical argument process. These tensions arose when the 'researcher' constructed a representation of 'the teacher's' reality. In this paper, the researcher shares her representation and the teacher responds to her analysis. The teacher's response to the researcher's representation of her and her teaching suggests tensions arose between the teacher and the researcher over how the researcher constructed the teacher's practical argument. As the teacher and the researchers, we analyze our experiences with the practical argument process and our collaborative relationship. The result is an enlarged view of the place of story and practical argument within research collaborations. In addition, we learned the necessity of continuing dialog between researcher and teacher through the writing of the project. This ensures that, regardless of the research method, both collaborators are heard and their tales are told in the public representation. 相似文献
9.
Patrick Ainley 《British Journal of Sociology of Education》2003,24(3):347-355
The following statements were originally put forward for discussion at the British Sociological Association Education Study Group meeting on 'Education as Social Control' at the London University Institute of Education, 24 November 2001. They review what in the author's opinion would have been taken for granted during what Michael F.D. Young called 'the brief flowering of intellectual radicalism represented by the rise and fall of the "new sociology of education" ' (introduction to 1998). They apply this understanding to institutionalised learning in England today, along with some explanation of why such an understanding has been lost. The argument thus proceeds through statements of fundamentals to what should not, as John Cleese put it in an episode of Fawlty Towers , require for its comprehension 'an MA in the bleeding blindingly obvious'. It is advanced here in revised form as a similar contribution to debate, the original statements plus the PS remaining emboldened throughout. 相似文献
10.
The purpose of this study is to investigate how 'comparative argument', namely references to the educational policies and practices of other countries, was used by Greek politicians in the framework of the 1997-1998 educational reform. Employing the method of quantitative and qualitative content analysis, we attempted, on the basis of original sources (parliamentary minutes/debates) both to count and interpret the comparative references. Our research questions were: do politicians in Greece use the comparative argument and in what way? Which specific countries, issues and practices is comparative argument centred on? What is the form, the role and the quality of the comparative argument? 相似文献
11.
Promoting social cohesion through education has re-emerged as an important policy objective in many countries during the past decade. But there is little clarity in policy discussions about what social cohesion means and how education may affect it. In this article we distinguish between social capital and societal cohesion and argue that education acts in differential ways on each. Using comparative, cross-country analysis, we develop a 'distributional model' which shows the relationship between equality of educational outcomes and various measures of social cohesion. In the final part of the article we discuss theories explaining the cross-country trends and variations in educational inequality and social inheritance in education, and argue that education system characteristics, such as degrees of 'comprehensiveness' in secondary schooling, may be an important factor in both. We conclude by arguing that policies to increase social cohesion through education must pay more attention to the reduction of educational equality than they currently do. 相似文献
12.
This paper highlights the importance of societal culture to developing theory, policy and practice within an increasingly globalising educational context. It argues that tensions exist between globalisation and societal culture and that globalisation makes the recognition of societal culture and cross-cultural similarities and differences more, not less, important. Consequently, the inclusion of societal culture as a factor in investigations covering such themes as the curriculum, teaching and learning, leadership and school-based management is seen as an imperative for the future development of comparative education. Accordingly, the first part of the paper clarifies the concept of 'globalisation'. In the second part, globalisation and societal culture are juxtaposed and the interface between them is explored. The third part offers a set of dimensions by which to gauge the influence of, and to compare, cultures. Finally, we illustrate our argument for greater cultural sensitivity by raising some key issues concerning school reform and improvement. 相似文献
13.
CLAIRE PLANEL 《比较教育学》1997,33(3):349-373
This ethnographic study attempts to define English and French cultural and educational values in primary school. It is maintained that pupil attitudes to education are derived from pupils' sociocultural backgrounds and that pupil attitudes predispose pupils to learning. Pupils interpret both what and how they learn through the medium of the culture to which they belong. English and French educational values are identified through classroom observation, teacher discourse and pupil perceptions. The comparative approach allows the contrastive characteristics inherent in each country's culture to emerge. It is argued that pupil understanding of such educational values as authority, thought or 'la pensee', control over learning and educational goals and how to achieve them are related to national culture and that they have an effect on pupil motivation. The paper is both an example of and an exploration into how culture may affect learning. It suggests that cultural values are more significant for learning than pedagogical styles as it argues that underlying educational values give meaning to styles of pedagogy. 相似文献
14.
The Responsible Anarchist: Postmodernism and social change 总被引：1，自引：0，他引：1
Elizabeth Atkinson 《British Journal of Sociology of Education》2002,23(1):73-87
In recent years, the adoption of postmodern theoretical perspectives within educational research has prompted strong critical reaction. For some critics (particularly Marxist researchers), the greatest fault of postmodernism is that it lacks an agenda for social change. This paper takes issue with this argument, and with four associated arguments: (1) that postmodernism disempowers those to whom it claims to give voice; (2) that it appeals only to intellectuals and has no practical value; (3) that it denies the possibility of the construction of a new social order; and (4) that it colludes with the status quo in its refusal to act. Addressing each of these points in turn, the author suggests that, contrary to the view of these critics, postmodernism offers a powerful force for social change, through the acceptance of uncertainty, the acknowledgement of diversity and the refusal to see concepts such as 'justice' or 'society' as fixed, or as governed by unassailable 'truths'. 相似文献
15.
"理想类型"是马克斯·韦伯为应对社会科学研究的方法论困境而提出的重要概念。在社会科学研究中,"理想类型"是一种概念工具,体现着韦伯所确立的诸多原则,包括价值关联、价值中立以及确保意义上与因果上的妥当。在引入比较教育研究后,布雷恩·霍姆斯借助"理想类型"建构了其资料分类模式中由人、知识和社会的特征所组成的"理想类型规范模式"。承袭霍姆斯的资料分类模式,许美德继续运用"理想类型"研究中国大学发展背后的文化与价值理念,并突破了价值中立原则。然而,从整体上看,"理想类型"在比较教育研究中还存在明显的应用困境,需对其应用限度展开充分讨论,更好地发挥"理想类型"在中国比较教育学科专业化发展中的积极作用。 相似文献
16.
JANE FREELAND 《比较教育学》2003,39(2):239-260
This paper aims to contribute to an emerging literature which treats multilingualism as more than, and distinct from, 'bilingualism plus'. It considers some paradoxes and tensions which arise when current Latin American models of 'intercultural-bilingual' education are applied to plurilingual and interethnic regions, such as Nicaragua's Caribbean Coast region. Here, three indigenous and two Afro-Caribbean minorities interact in common or overlapping territories, in ways which often entail the development of multilingual repertoires and dynamic, multifaceted identities. The paper focuses on intercultural-bilingual education programmes initiated in 1985, in two indigenous languages and in English/English-Creole, each with Spanish. It explores some complexities of Coast people's linguistic and cultural practices through autobiographical accounts, by workers in the programmes, of the development of their multilingual repertoires and allegiances. Finally, it suggests that the programmes' efficacy for the maintenance and revitalisation of cultures and languages and for the development of 'interculturality' is limited by their binary conception and design (vernacular+dominant language), and offers some pointers for further research towards their modification. 相似文献
17.
David Hartley 《British Journal of Sociology of Education》1999,20(3):309-323
In Britain, an emerging slogan in the Labour government's educational policy is 'standards, not structures'. With it may come a discursive shift in the management of the school. Just as educational structures have been marketized, so now there are some signs that school management is itself becoming marketized, thereby revealing an emergent 'common marketing' within the field of education. Although the signs are few within education, within the broader realm of management theory, the indications are stronger. In exploring this, the argument draws upon two concepts from the academic literature on marketing: relationship marketing; and internal marketing. What is common to both modes of marketing is the instrumentalization of the expressive, or the rationalization of the emotions for performative purposes. In relation to these concepts, brief reference is made to recent policy initiatives in the training of headteachers in Britain. In theorizing this, the relevance of Mestrovic's theory of 'postemotional society' is considered. 相似文献
18.
This paper critically reviews historical and contemporary debates around the study of youth transitions and social change in the sociology of education and elsewhere. It argues that current accounts of recent social change of the 'post' variety tend to both over state and simplify the character of these changes. The paper suggests that it is more appropriate to think of change in terms of the reconfiguration of relationships between 'inflexibility' and 'flexibility', independence and dependency, and the public and the private. Substantively, these things can be studied through the 'intergenerational transfer' of 'assets' of various kinds within kin networks. On this basis, the paper argues for a shift away from a narrower focus upon parents that has been the basis for some recent useful and relevant work on educational decision-making in sociology of education in the UK. These issues about decision-making are related to the developing debate around Rational Action Theory and culturalist vs structural approaches. It is suggested that recent work in the areas of stratification and class formation theory would prove of value to these, and other, concerns in the sociology of education. 相似文献
19.
Maroussia Raveaud 《Assessment in Education: Principles, Policy & Practice》2004,11(2):193-211
This article is based on a comparative study of French and English infant schools. The first section examines the understanding of 'mistakes' from a socio-cultural perspective, relating assessment to teachers' culturally situated practice and values. While mistakes and failure for some are an inevitable outcome of French pedagogic choices, they are less acceptable to English teachers and less relevant to the experience of infant school children. The second section considers the scope of assessment: teachers in France seek to dissociate their assessment of a piece of work from the pupil who has produced it, whereas English infant school teachers remain more holistic in their approach, assessing the 'whole child' through their work. The form and content of teacher assessment thus reflect socially constructed and culturally situated conceptions of pupils and of learning. Routine assessment in the classroom constitutes a prism through which one can examine teachers' beliefs and values, as well as the priorities of the two education systems. 相似文献
20.
Patricia Broadfoot 《比较教育学》2000,36(3):357-371
During the 19th and 20th centuries modern Western education systems have become so globally embedded that alternative forms of educational provision-and goals-have become almost inconceivable. The article argues the likely need for a substantial reconceptualisation in the content, organisation and evaluation of contemporary education systems in response to the profound changes currently impacting on society. Comparative education, it is argued, has a unique capacity 'to make the familiar strange' but so far, despite the advent of exciting new methodologies and the rapidly increasing prominence of comparative studies as a tool for policy-making, comparative education has largely worked within the conventional 'delivery model' conception of education. By so doing, it has arguably helped to reinforce the status quo. Thus the second half of the article offers a prospective vision for the mode, purpose and context of comparative education studies which is in tune with the emerging new educational aspirations of the 21st century and the acknowledged shortcomings of conventional forms of educational provision. Such a 'neo-comparative education', it is argued, would focus on learning and its relationship with culture; would become perhaps better conceptualised as Wa 'comparative learnology' as the means of understanding how individuals can be encouraged to engage successfully with the many new forms of learning opportunity that are likely to characterise the third millennium. 相似文献