Comparative Education in the Era of Globalisation: Evolution, Missions and Roles Mark Bray 貝磊...
Transcript of Comparative Education in the Era of Globalisation: Evolution, Missions and Roles Mark Bray 貝磊...
Comparative Education in Comparative Education in the Era of Globalisation:the Era of Globalisation:Evolution, Missions and Roles Evolution, Missions and Roles
Mark Bray 貝磊
Comparative Education Research CentreThe University of Hong Kong
&Secretary General, WCCES
Comparative Education in Comparative Education in the Era of Globalisation:the Era of Globalisation:Evolution, Missions and Roles Evolution, Missions and Roles
Mark Bray 貝磊
Comparative Education Research CentreThe University of Hong Kong
&Secretary General, WCCES
IntroductionIntroduction
Comparative education is closely linked to globalisation:
o the field is naturally concerned with cross-national analyses
o the field also responds to globalisation
IntroductionIntroduction
How has the field changed over the centuries and decades? And how should it continue to evolve?
Globalisation: Globalisation: Concepts and DebateConcepts and Debate
Globalisation is a loose concept, with diverse definitions:action at a distancetime-space compressionaccelerating interdependencea shrinking worldreordering of interregional power relations
1817 Marc-Antoine Jullien, Paris
Also other origins, elsewhere in the world
Comparative Education: Historical Comparative Education: Historical Development and EvolutionDevelopment and Evolution
Developments in first half of 20th century:
Sadler 1900, Nakajima 1916, Yu 1917, Sandiford 1918, Kandel 1935
How global were these works?
Comparative Education: Historical Comparative Education: Historical Development and EvolutionDevelopment and Evolution
Second half of 20th century: many journals, in various languages
many more books
Comparative Education: Historical Comparative Education: Historical Development and EvolutionDevelopment and Evolution
Formed 1970:• Comparative & International Education
Society (USA)• Comparative Education Society in Europe• Japanese Comparative Education Society• Comparative & Int. Ed’n Soc. of Canada• Korean Comparative Education Society
The World Council of Comparative EThe World Council of Comparative Education Societies (WCCES)ducation Societies (WCCES)
Today: 30 societies
• 23 national/sub-national• 5 regional• 2 language-based
The World Council of Comparative EThe World Council of Comparative Education Societies (WCCES)ducation Societies (WCCES)
But not completely stable: changes over time
Activities:Congresses every 2-3 years. Last one in Korea (July 2001). Next in Cuba (Oct. 2004)
•NGO in operational relations with UNESCO
But like all world bodies, various complexities in operation
The World Council of Comparative EThe World Council of Comparative Education Societies (WCCES)ducation Societies (WCCES)
Strongly influenced by social sciences, but only using a limited range of tools
More qualitative than quantitative, but changing over time
Dominated by rich countries, but broadening
Paradigms, Methods and Foci in Paradigms, Methods and Foci in Comparative EducationComparative Education
But patterns are not uniform everywhere: we should talk of Comparative Educations
different paradigms within particular countries
different traditions in different countries
Paradigms, Methods and Foci in Paradigms, Methods and Foci in Comparative EducationComparative Education
Gu MingyuanHarold Noah &Max Eckstein
A pair of contrastsA pair of contrasts
Globalisation can revitalise the field, but also demands some reconceptualisation
Analytical frameworksUnits of analysisCross-border international educationForms of identityImpact of globalisation on nations
Missions and Roles in the Missions and Roles in the Era of GlobalisationEra of Globalisation
But this does not mean that traditional topics should be abandoned.
Rather, it stresses that the agenda should be expanded, and should reach more people
Comparative education, by its nature, is closely related to globalisation
The widening, deepening and speeding up applies to comparative education as much as to other fields
ConclusionsConclusions
ConclusionsConclusions
The institutions of the field can assist: specialist societies and WCCES
Don’t expect the field to reach a common perspective on good or bad aspects of globalisation
But do continue the dialogue!
The end