Actors and Purposes in Comparative Education

Bray, Mark

doi:10.1007/978-1-4020-6189-9_1

Cited by 19 publications

(11 citation statements)

References 11 publications

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“…8, No. 6;2015 between ages 5 and 17 used computers. Teens spent more time online using the internet than watching television; 16% are shareholders in the stock market; 94% use the internet for school-related research, and 24% have created their own web pages.…”

Section: Educational Technology Macro Policies Inmentioning

confidence: 99%

“…8, No. 6;2015 • Overall of Strategy: containing three titles: Status and Challenges, Ideology Guiding, Work principles and Development Goals.…”

Section: Educational Technology Macro Policies Inmentioning

confidence: 99%

“…In some settings this practice has been described as "educational borrowing". For instance, during the late 1980s, the UK Secretary of Education, Kenneth Baker, made three trips to the USA to discuss student aid programmes, and made repeated references in speeches and in print to the benefits of American models (Bray, 2007). Bray also described the field of comparative education in China: the Soviet influence took its roots in the first decade of the Young People's Republic of China and only started to fade out after China adopted Western-inspired economic reform programmes in the late 1970s.…”

Section: Introductionmentioning

confidence: 99%

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The Development of Educational Technology Policies (1996-2012) Lessons from China and the USA

Alamin¹,

Guo²,

Le³

2015

IES

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This study reviews the development of educational technology macro policies in China and USA based on the historical juxtaposition approach. It shows that, despite the fact that two countries have major differences, with China officially being a socialist country, while the USA is a capitalist country; the development of educational technology policies in the two countries has displayed remarkable similarities. USA's revised educational technology plans also were used as the basis of some of Chinese educational technology policies. The study displays how the ambitions toward integrating ICT in education moved from critical issues facing elementary and secondary schools in the USA like technology literacy after 1990, to adopting a technology-based learning model that resulted in measuring of student's outcomes individually in NETP 2010. China has moved from using traditional technology in education in the early 1990 e.g. slides, projectors, films, and radio and aims at building an educational infrastructure close to the developed countries by 2020. The study reviews briefly the development of equipping American and Chinese schools with the ICT hardware infrastructure and the educational technology standards in both countries.

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Section: Educational Technology Macro Policies Inmentioning

confidence: 99%

“…8, No. 6;2015 • Overall of Strategy: containing three titles: Status and Challenges, Ideology Guiding, Work principles and Development Goals.…”

Section: Educational Technology Macro Policies Inmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Development of Educational Technology Policies (1996-2012) Lessons from China and the USA

Alamin¹,

Guo²,

Le³

2015

IES

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“…It also provides a conceptual tool for interpreting or analyzing educational principles, rationales and practices, in addition to tracing differences and similarities (Crossley, 2000;Bray, 2007;Kubow & Fossum, 2007;Lo, 2007). It is grounded on such rationales that this comparative study is made.…”

Section: Conceptual and Theoretical Resourcesmentioning

confidence: 99%

The Primary Social Education Curricula in Hong Kong and Singapore: A Comparative Study

2010

Research in Comparative and International Education

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In the face of the challenges of globalization, nation states try to reinvigorate their traditional or national values and local identities as a kind of counterbalance to globalizing influences. Hence, social and citizenship education across nations in Asia takes different forms with certain distinctive varieties in terms of policies, practices and values in alignment with national priorities. Based on this premise, this article compares and contrasts the primary social education curricula in Hong Kong and Singapore in order to trace the differences and similarities in the responses of these two Asian city states to external and internal forces since the turn of the century. The article particularly sheds light on the tensions and contradictions in policies and practices in social and citizenship education as a result of the interaction of global and local perspectives.

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“…Nevertheless, it seems to me particularly urgent that all comparative and intercultural education researchers supplement their external research -that is directed towards educational systems, educational philosophies, budgets and reforms -with a deep examination of themselves, their inner selves, their languages and conceptual ideas as regards what constitutes the model for the 'good educator', the 'good student' (for 'educational archetypes' permit me to refer you to Pampanini, 2006) and 'good educational practices'; in short: with regard to the suppositions from which they study and express judgements and make recommendations with reference to the objects of their research. Certainly in this sense, being an educator is a great help to me, as compared with other comparative education colleagues: it has, in fact, been verified that the majority of comparative education authors are not practising educators, but rather are researchers on education (Bray, 2007). This is a pity, because the exceptional developments in modern-day communications now make it possible to bypass the enormous problems in collecting data that researchers older than myself suffered and to move directly to the observation and study of the educational problems to be examined.…”

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confidence: 99%

Comparative Education: An Inner Treasure

Pampanini¹

2008

Research in Comparative and International Education

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Inspired by his meeting with Nigel Grant at the beginning of the Nineties the author explains how this influenced and accompanied his career as a Comparative Education researcher and a teacher of Special Needs in Education, with a close, personal examination of the cultural themes of personal identity. Using an anecdotal, colloquial style, he demonstrates the importance, if not the necessity, for all Comparative Education and Intercultural researchers, in parallel to their research regarding the external and exterior aspects of their subject (comparison of different school systems, of educational reforms, of philosophies of education, etc.), to carry out a study into their own interior, personal aspects that will help them to define their own cultural identity and possible, inner ‘diversities’. In the author's opinion, understanding and practising such a ‘interior route to Comparative Education’ can only lead to a more precise, aware use of those terms employed when describing the objects of external research.

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Actors and Purposes in Comparative Education

Cited by 19 publications

References 11 publications

The Development of Educational Technology Policies (1996-2012) Lessons from China and the USA

The Development of Educational Technology Policies (1996-2012) Lessons from China and the USA

The Primary Social Education Curricula in Hong Kong and Singapore: A Comparative Study

Comparative Education: An Inner Treasure

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