Does context still matter? The dialectics of comparative education

Lee, Wing On; Napier, Diane Brook; Manzón, María

doi:10.1080/02188791.2014.887989

Cited by 23 publications

(6 citation statements)

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“…This volume responds to calls from the wider CIE community for critical engagement with issues of context and culture, and the significance of indigenous epistemologies (Lee et al, 2014;Takayama, Sriprakash, & Connell, 2016). It agrees with the statement that "…comparative education always works in dialectics, considering views that seem to be in opposition, but at the same time generating richer meanings in the process of considering such opposing views" (Lee et al, 2014, p. 146).…”

Section: Seu'ula Johansson-fuamentioning

confidence: 63%

“…Such features are perceived as enabling openness to the innovative research approaches and collaborative research relationships required to inform sustainable development. A key line of argumentation throughout is that south-north and south-south relational research approaches which center the importance of context and culture Lee, Napier, & Manzon, 2014) are required to inform 'education for development' in Oceania and globally, and to strengthen educational interconnectedness within the relational space of Oceania.…”

Section: Seu'ula Johansson-fuamentioning

confidence: 99%

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Relationality and Learning in Oceania

2020

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Section: Seu'ula Johansson-fuamentioning

confidence: 63%

Section: Seu'ula Johansson-fuamentioning

confidence: 99%

Relationality and Learning in Oceania

2020

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“…How do common histories, cultures and social values in each society result in such diversity within those societies when it comes to future civic participation? Lee et al (2014) have highlighted the importance of context in the field of comparative education but in this study results are nevertheless very diverse for the same individuals who have experienced the same context. 3.…”

Section: Implications For Comparative Education Studiesmentioning

confidence: 75%

Asian students’ conceptions of future civic engagement: Comparing clusters using person-centered analysis

Chow

Kennedy

2015

Research in Comparative and International Education

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Researchers in comparative education have suggested different ways in which their field of study can be enhanced by considering units of analysis at different levels rather than focusing on a single level such as the nation-state (Bray and Thomas, 1995; Torney-Purta and Barber, 2011). The study reported here seeks to contribute to this area of interest to comparative researchers. It does so by identifying groups for comparison that are not predefined in advance of any analysis but which emerge during the analytic process itself. Drawing on data from ICCS 2009 (Schulz et al., 2010), the intentions of 14-year-old students in five Asian societies to participate in future civic related activities are analyzed with a focus on the students' responses to specific questions. The results show that there is considerable variation within each of these societies when it comes to type of future civic engagement. At one end of the spectrum are groups of students who are classified as "Radical Participators" while at the other there are the "Minimal Participators" and there are other clusters of students in between. Groups such as these exist in each society, although not in the same proportions. The implications of these results are discussed, especially with reference to how comparative research can be enhanced by identifying groups through person-centered analytic techniques.

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“…However, less attention has been given to interrogating the onto-epistemic assumptions behind the conceptual framings of context that dominate in cie, and how our efforts as cie researchers to 'contextualise' are acts of power (Sobe & Kowalczyk, 2013;Bartlett & Vavrus, 2019). Although over the last decade or so, there have been several 'state of the field' pieces, in which this unresolved 'problem of context' for cie has been raised (for example, Cowen, 2006;Lee, Napier and Manzon, 2014), as Sobe and Kowalczyk argue, "the field of comparative education still remains hobbled by unsophisticated and inadequately theorised notions of context." (2013, p. 6).…”

Section: The Problem Of Context In Comparative and International Educationmentioning

confidence: 99%

Decolonising ‘Context’ in Comparative Education: The Potential of Oceanian Theories of Relationality

Spratt

Coxon

2020

Beijing International Review of Education

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This article addresses long standing and inter-connected tensions within Comparative and International Education (cie) as a field of research: those of an inadequate theorising of ‘context’ and of a continued and deeply ‘entangled’ colonial legacy. While supporting many of the arguments outlined in recent theorisations of context as ‘assemblage’ we propose a more explicitly relational cie approach, drawing on both Southern Theory’s inter-epistemic project and our learnings from Indigenous scholars of Oceania.

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Does context still matter? The dialectics of comparative education

Cited by 23 publications

References 20 publications

Relationality and Learning in Oceania

Relationality and Learning in Oceania

Asian students’ conceptions of future civic engagement: Comparing clusters using person-centered analysis

Decolonising ‘Context’ in Comparative Education: The Potential of Oceanian Theories of Relationality

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