Comparative Education and Research Capacity Building: Reflections on International Transfer and the Significance of Context

Crossley, Michael W

doi:10.14425/00.36.36

Cited by 28 publications

(16 citation statements)

References 16 publications

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“…South-East Asia is a unique region full of complexity, diversity and difference, encompassing a 'kaleidoscope of cultures' (Watson 2012, 35), yet the individual context and peculiarities of each of these settings are often largely ignored in 238 N.J. Ellis educational research that focuses on the region (Crossley 2010(Crossley , 2012. Referring specifically to a Singapore context, Lee (2010, 26) claims that the extent to which culturally grounded features shape local pedagogies is 'grossly under-researched'.…”

Section: Practitioner Research and Different World-viewsmentioning

confidence: 99%

Afraid to lose out: the impact ofkiasuismon practitioner research in Singapore schools

Ellis

2014

Educational Action Research

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Many contemporary education systems encourage the notion of the teacher as practitioner-researcher as part of their professional learning agenda. Simultaneously, it is acknowledged that practitioner research might be remodelled in local contexts when used to support educational reform. This paper describes respondents' theories of how a particular cultural phenomenon, 'kiasuism', profoundly shapes the type of work teachers do as researchers in Singapore schools. 'Kiasu' can be defined as the notion of 'being afraid to lose out' and 'winning at all costs'. In highlighting such insights, this study aims to foster greater cultural and contextual sensitivity by providing a more nuanced understanding of the Singapore context. Twenty participants, including academics, policy-makers and teachers, were involved in this investigation.

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Section: Practitioner Research and Different World-viewsmentioning

confidence: 99%

Afraid to lose out: the impact ofkiasuismon practitioner research in Singapore schools

Ellis

2014

Educational Action Research

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“…2 are potentially relevant for any educational comparison. Of these sub-disciplines/ factors, Brock and Alexiadou (2013) portray the geographical and historical as setting the scene, or clarifying the context, for as Crossley (2012) rightly argues, context is key to a sound comparison. But geography, because of its composite nature also informs the other factors set out in Fig.…”

Section: Space-time: Geography and Historymentioning

confidence: 99%

Comparative Education And The Geographical Factor

Brock

2013

Jice

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“…The significant contribution and relevance of Comparative and International Education (CIE) as a field mainly depends on how closely it studies the dynamics between society and education, considering what is dubbed as the global and the local (Arnove, 2003;Bray, 2007;Bray, Adamson, & Mason, 2007;Crossley, 2009Crossley, , 2012Kubow & Fossum, 2007;Little, 2000;Parkyn, 1977;Sobe & Kowalczyk, 2014;Steiner-Khamsi, 2009;Torres, 2003;Wiseman & Anderson, 2013 a & b). Global-local comparisons are presumed to enable the production of contextualized knowledge.…”

Section: Introductionmentioning

confidence: 99%

Chapter 17: Context in Comparative and International Education Studies

Bekele¹

2018

International Perspectives on Education and Society

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The significant contribution and relevance of Comparative and International education (CIe) mainly depends on how closely it studies the interplay between society and education, considering what is dubbed as the global and the local. Many CIe studies including critical reviews seems to dwell on the topic, purpose, conceptual, and methodological aspects of the field, magnifying what appears to be the global. our understanding of the role particular sociocultural, economic, and political contexts play in education seems inconclusive. Using appropriate analytical frameworks that delineate society-education dynamics, this study further problematizes the comparative and international elements of CIe area studies, with a focus on context analysis. The critical review considers area studies published over the last seven years in leading CIe journals and answers this question: How and to what extent do CIe area studies operationalize context analysis? The aim is not so much to bring consensus but to further highlight tensions and issues in conducting context-sensitive comparative and international

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Comparative Education and Research Capacity Building: Reflections on International Transfer and the Significance of Context

Cited by 28 publications

References 16 publications

Afraid to lose out: the impact ofkiasuismon practitioner research in Singapore schools

Afraid to lose out: the impact ofkiasuismon practitioner research in Singapore schools

Comparative Education And The Geographical Factor

Chapter 17: Context in Comparative and International Education Studies

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