Comparative education histories: a postscript

Manzón, María

doi:10.1080/03050068.2018.1420511

Cited by 14 publications

(4 citation statements)

References 44 publications

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“…In the nineteenth century, comparative education largely focused on modern national education systems and formal schooling. But since comparative education histories are embedded in particular world orders, the sites of comparative education examination have changed with the way positions of countries have changed in the world order (Manzon 2018). Mitter (2004) observes that the emergence of new "educational spaces" showcases change and an apparent decline of the national education systems.…”

Section: Comparative Perspectivesmentioning

confidence: 99%

School Education Systems and Policies in South Asia

Mehendale¹

2020

Handbook of Education Systems in South Asia

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This chapter provides an overview and an introduction to the ten country-specific chapters on school education systems and policies in South Asia. The countries included are Afghanistan, Bangladesh, Bhutan, India, Nepal, Maldives, Mauritius, Myanmar, Pakistan, and Sri Lanka. The chapter provides an overview of education in the region, frames comparative perspectives informing national education systems, and identifies the key themes that emerge from the chapters

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Section: Comparative Perspectivesmentioning

confidence: 99%

School Education Systems and Policies in South Asia

Mehendale¹

2020

Handbook of Education Systems in South Asia

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“…The educational transfer of ideas and practices has been taking place in many parts of the world since the first millennium (Manzon, 2018). The process of integrating an international, intercultural or global dimension into the purpose, functions, or delivery of post-secondary education defines internationalisation in education (Knight, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Skutlaberg

2023

Flerstemmige Perspektiver I Norsk Utdanningsforskning. Spenninger Og Muligheter

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This chapter analyses principals’ encounters with the unforeseen, based on qualitative in-depth interviews with eight principals who have experienced unforeseen events. The purpose of this study is to gain deeper insight into what seems to be important when facing and enduring the unexpected. The aim is to provide language and concepts to assist school leaders to be mentally prepared to face and exercise practical wisdom when faced with the unforeseen. The theoretical perspectives this chapter builds upon are professional judgment and practical prudence. This study has been centred around the international research tradition associated with practical prudence towards a leadership perspective. An analysis of the findings shows that dealing with one’s own and others’ emotions, the need for collaborative support, the duty to act and endure, as well as processing the event afterwards, are central. These events may lead to a lengthy process, and the people involved will have to continue to collaborate both during and after the situation. Although the intensity of the school cases is not as dramatic as for other professionals who must face demanding, unforeseen situations daily, it is still highly challenging for principals. In school, serious unforeseen events are rare. Still, this chapter argues the importance of including this topic in both the teacher and principal education programs in a time where faith in evidence-based knowledge, rules, routines, and procedures is great, whereas the room for discretion adapted to the context-specific situation seems to be diminishing.

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“…The research tests the hypothesis that the field of educational sciences in 15 European postsocialistic countries has changed over time in terms of quantity, subject issues, and methods, becoming more expansive and diverse, which is equally recognizable in papers published in international and in CEE journals. The hypothesis arises from the conclusions in recent literature that indubitably show ongoing progress in educational sciences in modern societies (Manzon & Bray, 2008;Manzon, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…The research tests the hypothesis that the field of educational sciences in 15 European post-socialistic countries has changed over time in terms of quantity, subject issues and methods, becoming more expansive and diverse, which is equally recognisable in papers published in international and in CEE journals. The hypothesis arises from the conclusions in recent literature that indubitably show ongoing progress in educational sciences in modern societies (Manzon, 2018;Manzon and Bray, 2008). According to the available literature sources, this research is one of the first to deal with the content analysis of articles from 15 European post-socialist countries, published in peer review educational sciences journals indexed in the Scopus database.…”

Section: Introductionmentioning

confidence: 99%

Characteristics of educational sciences research activity in European post-socialist countries in the period 1996 to 2013: Content analysis approach

Bouillet

Jokić

2019

European Educational Research Journal

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In European post-socialistic countries or more commonly known as Central and Eastern Europe (CEE) countries, regardless of their differences and specifics, the common communist and post-communist legacies in the field of educational sciences are still recognizable. The aim of this paper is to explore research activity in the educational sciences in 15 CEE countries: 11 EU member states and 4 former Yugoslav Republic in the period from 1996 to 2013. The purpose of this research is to recognize the specificity and dynamics of subject and content issues, and development of methodological approaches in the educational science research. The sample consists of abstracts 2,395 papers by CEE authors published in 265 journals indexed in Scopus between 1996 and 2013. Content analysis was applied, where the abstracts were grouped into specifically created categories describing the content and methods of the paper and analysed on the basis of two criterion variables -CEE and non-CEE or international journals. The χ 2 test showed that the field of educational sciences in 15 European post-socialist countries changed over time in terms of quantity, content, and methods, becoming more expansive and diverse, which is recognisable both in papers published in international and in CEE journals.

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Comparative education histories: a postscript

Cited by 14 publications

References 44 publications

School Education Systems and Policies in South Asia

School Education Systems and Policies in South Asia

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Characteristics of educational sciences research activity in European post-socialist countries in the period 1996 to 2013: Content analysis approach

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