The historical approach to Comparative Education

Hans, Nicholas

doi:10.1007/bf01416897

Cited by 18 publications

(1 citation statement)

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“…The books were written by area experts and had the common title 'Schools, Society and Progress'; and then 'China'; 'Eastern Europe'; 'France'; 'Israel' and so on. Hans (1950;1959;, Isaac Kandel (1933;), Friedrich Schneider (1961 and Robert Ulich (1964;. Confirming and complaining about this break with history has been a motif in the writing of Andreas Kazamias (1963; for over fifty years.…”

Section: Comparative Education and Empiresmentioning

confidence: 99%

Comparative Education and Empires

Cowen

2018

REEC

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There is a very large literature on Empires. There is a large literature on education and empires. However, there is only a small literature within comparative education on empires. Why? Given the numbers of people whose education was affected by Empires, given the stated intentions of those who created empires and imperial education systems, given the harmonies and tensions in most empires between politics and religion which played out in educational systems, and given some of the obvious differences between, say, the British, Dutch, French, Portuguese, Russian, Spanish and Soviet Empires and their discourses and practices in education, the silence is loud. This article will, first, reflect on the ways in which changes in 'comparative education' helped to construct that silence. Second, it will trace a more recent change in comparative education which opens up the possibility to re-assess Empires as a core theme of work, not just in the 'history of education' but in comparative education. That argument is pursued fully in the third section of the article. The conclusion notes yet another change in the political positioning of comparative education as a university subject and suggests that, despite new obstacles, empires ought to be a topic in our future and not just in our past.

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