Comparative Education: Historical Reflections

Kazamias, Andreas Μ.

doi:10.1007/978-1-4020-6403-6_10

Cited by 15 publications

(3 citation statements)

References 14 publications

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“…History of Education remains rather parochial and Eurocentric, even though there are efforts on transnational histories of education. On the other hand, there appears to be “the sacrifice or almost total abandonment of the historical dimension in comparative educational research” (Kazamias, 2009 , p. 155). As for Asian Studies, research and studies in education remain peripheral in this field.…”

Section: Fantasy Ambivalence Agony and Resistancementioning

confidence: 99%

Decolonizing research imagination: a journey of reshaping research epistemology and ontology

Nguyễn¹,

Chia

2023

Asia Pacific Educ. Rev.

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Epistemology has been recognized as a useful conceptual tool to explore how knowledge has been produced and/or reproduced in higher education research and its linkages to hidden global geopolitics and historical forces. The topic has attracted considerable attention in the literature, particularly that of scholars in the Global South (Canagarajah, 2008; Chen, 2010; Kenway & Fahey, 2008; Rizvi, 2006a, 2006b; Santos, 2014). Equally, utilizing the researcher’s self to carve out the complex trajectories of the researcher’s ontology and epistemology seems to add value to the research and debate on this topic. This research topic especially applies to researchers who have crossed the border and lived and worked abroad. “Educators working in international contexts encounter these ontological and epistemological borders daily and are brought to grapple with the role of Otherness in their scholarly practices,” remarks Kester (2021). In this paper, we draw on autoethnography as a research methodology to answer two key questions: What sorts of ontological and epistemological transformations might educators experience during long-term periods abroad? and How might these transformations initiate decolonial moves in regard to educational pedagogy, policy, and practice? We critically reflect on and thus manifest the journeys of Dr. Nhai Nguyen and Dr. Yeow-Tong Chia—diasporic academics in Australia. Regarding this journey, these scholars provide insights into how they decolonize their research imagination, regain their research agency, and thereby transform their research epistemology and ontology. They finally put forward some implications for shaping a defiant research imagination for novice researchers.

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Section: Fantasy Ambivalence Agony and Resistancementioning

confidence: 99%

Decolonizing research imagination: a journey of reshaping research epistemology and ontology

Nguyễn¹,

Chia

2023

Asia Pacific Educ. Rev.

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“…Terri The intellect, mobility and epistemic positioning in doing comparisons and comparative education, Comparative Education, 50:1, 58-72, DOI: 10.1080/03050068.2013 early nineteenth centuries (Kazamias, 2009). The conventional founding of 'modern' comparative education is often attributed to the writing of Marc-Antoine Jullien de Paris (1817) who had a very clear definition of usefulness: i.e.…”

Section: Methodological Agendas In Comparative Educationmentioning

confidence: 99%

The intellect, mobility and epistemic positioning in doing comparisons and comparative education

Kim

2014

Comparative Education

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This article offers a reflexive analysis and discussion on the relationship between academic mobility and comparative knowledge creation. It argues that what constitutes 'comparative knowledge' is not solely Wissenschaften but more often entwined with Weltanschauungen, derived from lived experiences -as exemplified in the biographic narratives of some of the major intellects. It reviews the notions of the 'gaze' and the concepts of the Other and Homeworld/Alienworld as epistemic positioning in doing comparative education. In the framework of phenomenological thinking, the paper discusses the intimate relationship between comparative knowledge and positional knowledge. She has published one book and over 35 articles internationally in the field of higher education. Her research interests cover the following themes -international relations and the changing governance of higher education, knowledge, and the academic profession; academic migration and the knowledge economy, with special reference to Europe, North America and the Asia-Pacific countries. Many of her invitational writings and plenary talks have taken into account the future directions and strategic needs of Governments, international agencies, and policy think tanks. Bio note

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“…Historically, the field of comparative education and internationalisation has been a complex and multifaceted field, different in purpose, method and theory (Crossley and Watson, 2003;Kazamias, 2009aKazamias, , 2009b. The knowledge interest in comparative education and research has differed between carrying out cultural loans, describing best practices, understanding the interrelatedness between education and culture, and developing global solidarity as a world citizen (Kazamias, 2009a;Kemp, 2005;Nussbaum, 1997). The design of this concrete comparative educational programme is based on two main assumptions.…”

Section: Comparative Educationmentioning

confidence: 99%

Cross cultural comparative education – fortifying preconceptions or transformation of knowledge?

Birkeland¹

2015

Policy Futures in Education

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The purpose of this article is to carry out a critical inquiry of comparative education by using an example of a comparative programme within kindergarten teacher education in Norway. The article discusses the inclination, in cross-cultural comparative studies, to emphasise cultural essentialism, to evaluate educational practice from a mono-cultural perspective and to overlook the interrelation between globalisation and local practices. The article further argues for promoting dialogism in order to understand local practices in cross-cultural comparative studies. Furthermore, the article underlines the importance of extending the understanding of context and problematising the position of the students in order to construct knowledge which challenges their preconceptions, and to contribute to transformation of knowledge.

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Comparative Education: Historical Reflections

Cited by 15 publications

References 14 publications

Decolonizing research imagination: a journey of reshaping research epistemology and ontology

Decolonizing research imagination: a journey of reshaping research epistemology and ontology

The intellect, mobility and epistemic positioning in doing comparisons and comparative education

Cross cultural comparative education – fortifying preconceptions or transformation of knowledge?

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