Re-bordering comparative education in Latin America: Between global limits and local characteristics

Abstract

Conceived for presentation at the XIV WCCES conference in Istanbul in 2010, the topic of which was ''Bordering Comparative Education'', this paper, within that framework, aims to present the current state of the discipline in Latin America in relation to a quick overview of its present-day situation at a global level. After providing an overview of the current debates on comparative education, with special emphasis on what the authors refer to as motor nuclei (a series of milestones or episodes which have become transdiscursive as the discipline has evolved), as well as pinpointing current challenges in the field, this paper looks into the development of the discipline in Latin America and how it has contributed to the understanding of the region's educational systems. The paper also examines the unique relationship between comparative studies and the field of educational planning in Latin America. The authors then go on to provide a thematic analysis, categorising the papers presented at three conferences held by the Sociedad Argentina de Estudios Comparados en Educacio´n (SAECE, the Argentine Society for Comparative Education Studies) in 2005, 2007 and 2009. The paper closes with several conclusions regarding the current debate on the discipline in the region and its possibilities for the future.

Perception of the quality of remote lessons in the time of COVID-19: A comparative study in Latin America quality of remote lessons in the context of COVID-19

“…However, this disruptive situation raised important questions for society and in-person HEIs, with the most essential being how to educate in times of confinement and in the absence of any historical references. The dominant concern was to accurately preserve the quality of higher education, which has posed a challenge for Latin America [ 14 – 17 ] and worsened after the pandemic in terms of quality and equity [ 18 ].…”

Revisiting comparative education in Latin America: traditions, uses, and perspectives

“…As we have pointed out in previous works (Acosta and Pérez Centeno 2011;Acosta 2011;Acosta and Ruiz 2015), comparative education as a field experienced at least five distinct moments as it became institutionalised. The first momentone completely lacking in structureconsisted of pedagogues or agents of the government travelling to more advanced countries in search of understanding educational experiences that could perhaps be applied in their home countries.…”

Usos de la educación comparada en América Latina

“…Como ya se señalara en escritos anteriores, América Latina no ha desarrollado una tradición continua y robusta de la educación comparada como disciplina académica (Acosta, 2011;Acosta & Perez Centeno, 2011;Acosta & Ruiz, 2015;Ruiz & Acosta, 2017). Sabido es que algunos países de la región, particularmente en el Cono Sur, han participado activamente de la etapa de la Pedagogía del extranjero en el momento de configuración de sus sistemas educativos (Acosta, 2011).…”

“…Como señaláramos en escritos anteriores (Acosta, 2011;Acosta & Perez Centeno, 2011;Acosta & Ruiz, 2015;Acosta & Ruiz, 2018) el desarrollo de la educación comparada como disciplina reconoce, al menos, cinco momentos que dan cuenta de grados crecientes y cambiantes de estructuración de la disciplina.…”