Full Description
This volume aims to expand knowledge about the history of comparative education. It explores new scholarship on key actors and ways of knowing in the field. It aims to raise awareness on the positionality of historical narratives about this field of inquiry and offers a re-think of its histories.
Since comparative education has always been embedded within a global field of power, what would the changing world order's implications be for the institutional and intellectual histories of the field? This book offers diverse perspectives for re-theorising the histories of comparative education. It suggests casting a far-sighted and panoramic look at the field's origins. The volume concludes with a puzzle for future work on a global history of comparative education.
This book was originally published as a special issue of Comparative Education.
Contents
Introduction - Origins and traditions in comparative education: challenging some assumptions 1. Embodied comparative education 2. Hechtius (1795-1798) - the beginnings of historical-philosophical-idiographic research in comparative education 3. Bereday and Hilker: origins of the 'four steps of comparison' model 4. The Nazi seizure of the International Education Review: a dark episode in the early professional development of comparative education 5. Revisiting comparative education in Latin America: traditions, uses, and perspectives 6. Towards a new articulation of comparative educations: cross-culturalising research imaginations 7. Comparative education histories: a postscript
