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Book part
Publication date: 26 August 2019

Alexander W. Wiseman and C. C. Wolhuter

The scope and breadth of the field of comparative and international education (CIE) is immense. There are few, if any, limitations on theme, issue, theory, method, or data…

Abstract

The scope and breadth of the field of comparative and international education (CIE) is immense. There are few, if any, limitations on theme, issue, theory, method, or data that are relevant to CIE. In addition, every context or combination of contexts – social, political, economic, cultural – are available for both CIE scholars and professionals to do research on or work in. The flexibility and scope of the field can be a benefit, but create serious challenges to those who work in and study it. It also poses problems for those attempting to professionalize the field by creating areas of specialization or ownership. At the same time, the development of the field has historically been one of push and pull between international educational agendas and organizations with local or stakeholder-driven needs and situations. This chapter highlights those challenges and introduces the volume’s chapters.

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Comparative and International Education: Survey of an Infinite Field
Type: Book
ISBN: 978-1-78743-392-2

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Book part
Publication date: 26 August 2019

Lorraine Pe Symaco and Roger Y. Chao

This chapter discusses the nature of International and Comparative Education in East and South East Asia through the different organizations, networks, and programs formed…

Abstract

This chapter discusses the nature of International and Comparative Education in East and South East Asia through the different organizations, networks, and programs formed to cater to the field. It gives an overview of the existing networks in international and comparative education, related activities, and studies instituted to strengthen the field in the region. Given the more developed network in East Asia, this chapter also highlights the increasing importance of international and comparative education in South East Asia, through the broader base of objectives also defined in the Association of South East Asian Nation (ASEAN) Economic Community (AEC) of 2015. Opportunities and policy reorientations (in education) set to present and utilize the field in both regions are also examined.

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Comparative and International Education: Survey of an Infinite Field
Type: Book
ISBN: 978-1-78743-392-2

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Book part
Publication date: 16 December 2016

Alexander W. Wiseman, Petrina M. Davidson and Calley Stevens-Taylor

Research has established that reflective practice is a key to professionalization, but reflective practice requires data upon which to reflect. This research provides a…

Abstract

Research has established that reflective practice is a key to professionalization, but reflective practice requires data upon which to reflect. This research provides a two-year synthesis of data on comparative and international education scholarship, and the institutional, relational, topical, and methodological characteristics of the field producing this scholarship. By examining the scholarship published in comparative and international education journals in 2014 and 2015, analyses empirically examined the researcher characteristics, content coverage, and methodological approach of this published work. The analyses reported here find that about half of the publications in CIE in 2015 were by single authors and focused on single countries. The dominant methodology in the published scholarship continues to be overwhelmingly qualitative. This suggests that scholarship in comparative and international education over this two-year period may be characterized as single-author, single-country, qualitative case studies.

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Annual Review of Comparative and International Education 2016
Type: Book
ISBN: 978-1-78635-528-7

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Book part
Publication date: 20 August 2013

Alexander W. Wiseman and Emily Anderson

This chapter introduces readers to the Annual Review of Comparative and International Education and approaches to reviewing the field broadly, by examining the ways that…

Abstract

This chapter introduces readers to the Annual Review of Comparative and International Education and approaches to reviewing the field broadly, by examining the ways that scholars and professionals in the field reflect on comparative and international education (CIE). It begins with a synthesis of the reviews and reflective pieces published since the mid-20th century, and then critiques the field for being neither consistently nor systematically reflective. The chapter then summarizes several of the benefits of consistent and systematic reflection through a process of annual review. The chapter concludes with an overview and synthesis of each of the sections, which provide the structure of the Annual Review, and poses questions that drive systematic reflection through each section of the volume and the field as a whole.

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Annual Review of Comparative and International Education 2013
Type: Book
ISBN: 978-1-78190-694-1

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Book part
Publication date: 9 August 2014

Alexander W. Wiseman and Audree Chase-Mayoral

Neo-institutional theory has provided a productive perspective on comparative and international education phenomena since the 1970s. Yet, recent critical discourse about…

Abstract

Neo-institutional theory has provided a productive perspective on comparative and international education phenomena since the 1970s. Yet, recent critical discourse about educational phenomena investigated through a neo-institutional lens has been somewhat one-sided. The authors reexamine neo-institutional theory and its application to comparative and international education by demonstrating the ways that the theory frames both macro- and micro-level educational phenomena. The ability to shift the discourse about neo-institutional theory from a largely macro-level framework to one capable of investigating educational changes occurring at the micro level is vital to understanding the comprehensiveness of national educational systems and the ways that both world culture and individual agency contribute to these systems. Specifically, using the empirical application of neo-institutional theory to the intersection of information and communication technology (ICT) and internationally comparative educational data, the macro and micro levels of educational phenomena can be productively examined. In so doing, this chapter shifts the discourse on how and why neo-institutional theory reflects cross-national educational trends and micro-contextual effects on education worldwide.

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Book part
Publication date: 26 August 2019

W. James Jacob, Huiyuan Ye, Miranda L. Hogsett, Annette T. Han, Midori Hasegawa, Lili Jia, Lin Jiang and Shangmou Xu

In this chapter, the authors provide a historical overview of the development of comparative and international education societies throughout the earth. In most cases…

Abstract

In this chapter, the authors provide a historical overview of the development of comparative and international education societies throughout the earth. In most cases, these societies have gradually grown and continue to thrive; in other cases, some comparative education societies have become dormant and a few no longer exist. A historical analysis that outlines the rise and fall of comparative education societies is provided. An overview of the World Council of Comparative Education Societies is also discussed, including its lead organizational role in serving as a historical hub to help comparative education societies preserve and disseminate their respective histories. The chapter concludes with suggestions on how anyone can get involved to help contribute to the history preservation of comparative education at the individual, national, regional, and global levels.

Details

Comparative and International Education: Survey of an Infinite Field
Type: Book
ISBN: 978-1-78743-392-2

Keywords

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Book part
Publication date: 20 August 2013

Alexander W. Wiseman and Emily Anderson

This chapter synthesizes the key themes and issues from across the Annual Review of Comparative and International Education 2013, and reflects on how the input from the…

Abstract

This chapter synthesizes the key themes and issues from across the Annual Review of Comparative and International Education 2013, and reflects on how the input from the regional society presidents and representatives was developed in each section of the review. Ways to think about making the Annual Review a reflective process for the field as a whole, and to engender input from all corners of the global comparative and international education community are suggested as well.

Details

Annual Review of Comparative and International Education 2013
Type: Book
ISBN: 978-1-78190-694-1

Keywords

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Book part
Publication date: 6 January 2016

Alexander W. Wiseman, Emily Anderson, Petrina Davidson and Calley Stevens Taylor

Reflecting on scholarship and professional practice is a hallmark of a developing scholarly field and its professionalization. Yet, reflection requires data or evidence to…

Abstract

Reflecting on scholarship and professional practice is a hallmark of a developing scholarly field and its professionalization. Yet, reflection requires data or evidence to support the ideas and directions of the field as it develops. Although there is an increasing amount of data examining comparative and international education scholarship, it is neither coordinated nor systematic. This research identifies a foundation plan for creating a systematic and consistent evidence base for reflective practice. First, by examining the full-text articles in four leading comparative and international education journals published in 2014, the research reported here empirically analyzes both the content coverage in the field as well as how the research published in the field is methodologically approached. This gives an indication of where the field of comparative and international education has been and where it is going. And, by finding the answers to the “what” and “how” questions, scholars and professionals in comparative and international education are better equipped to reflect on the field and revise, expand, and develop it accordingly. This foundational research finds that single-country, qualitative research authored by single authors dominates the field of comparative and international education. But, there is also evidence that the dominant discourse in the field – represented by the most frequent title, abstract, and keywords – is incorporated into quantitative and theoretical work more than in any other. This suggests that the nature of research in comparative and international education may be characterized by a particular type (single country, single author, qualitative), but that the dominant discourse published in the comparative and international education field does not necessarily align with the most frequently used methodologies in comparative and international education research.

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Annual Review of Comparative and International Education 2015
Type: Book
ISBN: 978-1-78560-297-9

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Book part
Publication date: 22 October 2016

Anna Kosmützky

Precise and rigorous international comparative research requires methodological reflections and determinations at each step of the empirical research process. This chapter…

Abstract

Precise and rigorous international comparative research requires methodological reflections and determinations at each step of the empirical research process. This chapter analyzes the precision and rigor of international comparative higher education research by diagnosing their comparative methodology, particularly their country selection and case sampling. It evaluates 202 studies that have been published in journals of both higher education and comparative education, because international comparative higher education intellectually and institutionally intersects both interdisciplinary fields. The major empirical findings show a relative lack of explicit and elaborate justification strategies, as well as a lack of comparative methodology. But they also show that the intellectual and institutional context, represented here in the form of the journals, influences the implementation of comparative methodology. The use of comparative methodologies is more thorough in the context of comparative education, where a continuous debate about the theoretical and methodological aspects of comparative studies takes place. One of the implications of the study is that the debate regarding comparative methodologies within higher education research should be intensified.

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Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-78635-895-0

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Book part
Publication date: 16 December 2016

Simona Popa

As a field, comparative and international education has received a wash of attention in recent times. It is a field that is not easily defined, but beneath its…

Abstract

As a field, comparative and international education has received a wash of attention in recent times. It is a field that is not easily defined, but beneath its fragmentations lies a vigorous, relevant, and determined foundation. The United Nations Sustainable Development Goals (SDGs) and in particular the re-dedication of the international community to equitable education by 2030 present comparative and international education with a unique opportunity: to further define its nature and its purpose – against the backdrop of the current, highly volatile economic and socio-political environment; and to fulfill an important, concretely transformative role, with regard to the post-2015 global education agenda. The article provides a brief review of the journal Prospects over the past few years in terms of criteria it has set for itself; identifies directions that have emerged from the themes of its articles and the work of the International Bureau of Education (IBE), which can enrich comparative and international education; and concludes with suggestions about the future development of the field of comparative and international education.

Details

Annual Review of Comparative and International Education 2016
Type: Book
ISBN: 978-1-78635-528-7

Keywords

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