The Theme of Educational Transfer in Comparative Education: A View over Time

Beech, Jason

doi:10.2304/rcie.2006.1.1.2

Cited by 82 publications

(41 citation statements)

References 7 publications

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“…It is useful, for instance, to highlight here the crucial distinction between 'policy text' and 'policy discourse' (Ball, 1990), i.e. not everything that is transferred can be located in actual policy statements or in the transfer of tangible objects.…”

Section: Conceptual Map Of Context Of Attractionmentioning

confidence: 99%

Educational Transfer in Situations Affected by Conflict: Towards a Common Research Endeavour

Rappleye

Paulson

2007

Research in Comparative and International Education

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This article argues that the field of education and conflict is, in many ways, 'stuck in its emergence' because it has yet to develop common theoretical understandings, useful analytical tools, and shared conceptual frameworks to unify and sustain a mutual endeavour by scholars working on a diverse range of topics and cases. In a curious, tentative and collaborative way, therefore, this article seeks to explore potential solutions to this problem by searching for common ground between the fields of education and conflict and educational transfer. Its foremost question is: to what degree can analytical tools recently developed by those interested in policy transfer illuminate the investigations of those interested in education and conflict? To explore this question, two young scholars, one primarily engaged in research into processes of educational transfer and one focused on the dynamics of education and conflict, come together to argue first for the potential of collaboration between the subfields. The article then introduces a series of transfer models and presents examples wherein those models may be useful for the study of education and conflict. Finally, aspects of these models are combined with work done by scholars interested in conflict and transition to present a new conceptual device: 'Educational Transfer in Situations Affected by Conflict'. The purpose of presenting the new model herein is to elicit critique and feedback from researchers, policy makers and practitioners that, it is hoped, will lead to its further refinement and to an understanding of its potential for establishing common ground.

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Section: Conceptual Map Of Context Of Attractionmentioning

confidence: 99%

Educational Transfer in Situations Affected by Conflict: Towards a Common Research Endeavour

Rappleye

Paulson

2007

Research in Comparative and International Education

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“…As researchers such as Beech (2006) and Rappleye (2012) point out, the core theme of international policy transfer in the field of comparative education is becoming increasingly complex and multi-faceted in the face of intensifying globalisation. Such complexities take on different forms in different contexts and, with reference to the work on small states considered here, it can be seen how, in some cases, the processes of mediation have actively reworked global agendas to better meet local needs.…”

Section: Discussionmentioning

confidence: 99%

Revisiting scale, comparative research and education in small states

Brock

Crossley

2013

Comparative Education

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Comparative research on education in small states has attracted international attention since the mid-1980s when the Commonwealth sponsored a number of seminal meetings and publications, and became a key advocate for the advancement of such work. This article considers the place of different dimensions of scale in comparative research; re-examines the potential of small states as a framework for comparative analysis; and explores the ways in which insights from the small states literature may contribute to new directions for innovative research on education policy transfer in this arena. In doing so, conclusions point to ways of extending the traditional boundaries that have come to demarcate this distinctive arena for research and scholarship in comparative education.

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“…The core questions relate to the potential of improving an educational system or even implementing foreign elements. Comparative education research has developed concepts of transfer to investigate the processes in which local problems, and solutions to similar challenges found in other countries, are identified, and to study the processes of import that (more or less) adapt these 'solutions' in national or local contexts (Beech 2006). Recent works have examined these processes as 'policy attraction in education' (Phillips and Ertl 2003;Phillips 2004), 'the global politics of educational borrowing and lending' (Steiner-Khamsi 2004), and 'markets in education and training reform' (Finegold, McFarland, and Richardson 1993).…”

Section: Contemporary Comparative Research On Skill Formationmentioning

confidence: 99%

Analyzing the nexus of higher education and vocational training in Europe: a comparative‐institutional framework

Powell

Solga

2010

Studies in Higher Education

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The Theme of Educational Transfer in Comparative Education: A View over Time

Abstract: This article analyses notions of 'transfer' in the literature of comparative education, searching for continuities and discontinuities in the way that the process of educational transfer has been construed.

Cited by 82 publications

References 7 publications

Educational Transfer in Situations Affected by Conflict: Towards a Common Research Endeavour

Educational Transfer in Situations Affected by Conflict: Towards a Common Research Endeavour

Revisiting scale, comparative research and education in small states

Analyzing the nexus of higher education and vocational training in Europe: a comparative‐institutional framework

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