The Experts below are selected from a list of 324 Experts worldwide ranked by ideXlab platform
Iveta Silova - One of the best experts on this subject based on the ideXlab platform.
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interrupting the coloniality of knowledge production in Comparative Education postsocialist and postcolonial dialogues after the cold war
Comparative Education Review, 2017Co-Authors: Iveta Silova, Zsuzsa Millei, Nelli PiattoevaAbstract:The article explores the coloniality of knowledge production in Comparative Education in and about (post)socialist spaces of southeast/central Europe and the former Soviet Union after the Cold War. We engage in a particular form of decoloniality, or what Walter Mignolo terms “delinking,” to fracture the hegemony of Western-centric knowledge and enable Comparative Education to gain a global viewpoint that is more inclusive of different voices. Our critique is threefold. First, we engage in rethinking and rewriting socialist past(s) through new and multiple frames to reveal possibilities for imagining postsocialist future(s). Second, we show the relations and the intertwined histories of the spatially partitioned world. Third, we examine how coloniality has shaped our own identities as scholars and discuss ways to reclaim our positions as epistemic subjects who have both the legitimacy and capacity to look at and interpret the world from our own origins and lived realities.
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between faith and science world culture theory and Comparative Education
Profesorado Revista de Currículum y Formación del Profesorado, 2013Co-Authors: Stephen Carney, Jeremy Rappleye, Iveta SilovaAbstract:World culture theory seeks to explain the apparent Educational convergence through a neoinstitutionalist lens, seeing global rationalization in Education as driven by the logic of science and the myth of progress. While critics have challenged these assumptions by focusing on local manifestations of world-level tendencies, such critique is comfortably accommodated within world culture theory. We approach the debate from a fresh perspective by examining its ideological foundations. We also highlight its shift from notions of myth and enactment toward advocacy for particular models, and we show that world culture theory can become normative, while obscuring our view of policy convergence. Finally, we critique the methods and evidence in world culture research. We argue that such research, while failing to support its own claims, actually produces world culture, as its assumptions and parameters create the very image of consensus and homogeneity that world culture theorists expect scholars to accept ― in faith ― as empirically grounded
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between faith and science world culture theory and Comparative Education
Comparative Education Review, 2012Co-Authors: Stephen Carney, Jeremy Rappleye, Iveta SilovaAbstract:World culture theory seeks to explain an apparent convergence of Education through a neoinstitutionalist lens, seeing global rationalization in Education as driven by the logic of science and the myth of progress. While critics have challenged these assumptions by focusing on local manifestations of world-level tendencies, such critique is comfortably accommodated within world culture theory. We approach the debate from a fresh perspective by examining its ideological foundations. We also highlight its shift from notions of myth and enactment toward advocacy for particular models, and we show that world culture theory can become normative, while obscuring our view of policy convergence. Finally, we critique the methods and evidence in world culture research. We argue that such research, while failing to support its own claims, actually produces world culture, as its assumptions and parameters create the very image of consensus and homogeneity that world culture theorists expect scholars to accept—in faith...
Mark Bray - One of the best experts on this subject based on the ideXlab platform.
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the challenges of measuring outside school time Educational activities experiences and lessons from the programme for international student assessment pisa
Comparative Education Review, 2020Co-Authors: Mark Bray, Magda Nutsa Kobakhidze, Larry E SuterAbstract:Recent years have brought a major shift in the field of international Comparative Education with the rise of quantitative assessments of student achievement. Within these studies, outside-school-ti...
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schooling and its supplements changing global patterns and implications for Comparative Education
Comparative Education Review, 2017Co-Authors: Mark BrayAbstract:Schooling has become a standard component in the daily lives of families, and Education is typically the largest item in government budgets. Many scholars have documented the spread of schooling and have analyzed the implications of that spread. Recent decades have brought great expansion of supplementary Education alongside schooling. Some of this supplementary Education mimics schooling as a shadow, and some complements schooling with elaborate and/or different curricula. The supplementary Education is commonly a substantial component of household budgets. This essay examines the nature of changing patterns of schooling and supplementary Education around the world. It views the topic through the lenses of (in)equalities, remarking on bidirectional influences between schooling and its supplements. Among major intensifying forces in supplementary Education have been governmental achievements in expansion of schooling and in reductions of inequalities. Supplementary Education then to some extent resists re...
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Comparative Education research approaches and methods
2007Co-Authors: Mark Bray, Bob Adamson, Mark MasonAbstract:Approaches and methods in Comparative Education are of obvious importance, but do not always receive adequate attention. This second edition of a well-received book, containing thoroughly updated and additional material, contributes new insights within the longstanding traditions of the field. A particular feature is the focus on different units of analysis. Individual chapters compare places, systems, times, cultures, values, policies, curricula and other units. These chapters are contextualised within broader analytical frameworks which identify the purposes and strengths of the field. The book includes a focus on intra-national as well as cross-national comparisons, and highlights the value of approaching themes from different angles.
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double shift schooling design and operation for cost effectiveness
2000Co-Authors: Mark BrayAbstract:Double-shift schooling primarily aims to extend access and minimise unit costs. However, some systems only achieve these goals at the expense of Educational quality. Policy makers may be faced by difficult choices when designing systems. Drawing on experiences in a wide range of countries, this book highlights the advantages and problems of double-shift systems. Comparison is made with single-shift systems, and also with systems having triple and even quadruple shifts. The book is intended for (i) national regional policy maker, and (ii) headteachers and others responsible for running double-shift schools. This is the second edition of booklet published in 1989. Thoroughly revised and updated, it retains all the virtues of its predecessor. A few quotations from reviews of the first edition indicate some these virtues: "a most useful introduction to the topic" (School Organisation) "provides a judicious mix of analytical and conceptual arguments with practical down-to-earth suggestions" (Compare) "This is a book that needs to be put in the hands of a many school administrators as possible. By drawing from real experiences it can give them confidence to make bold moves for increasing resource utilization." (Education in Asia and the Pacific) The Author Mark Bray is Director of the Comparative Education Research Centre at the University of Hong Kong. He has taught in secondary schools in Kenya and Nigeria, and at the Universities of Edinburgh, Papua New Guinea and London. He has become widely known for his work on planning and financing of Education systems, and has undertaken consultancy work in over 50 countries of Africa, Asia, the Caribbean, Europe, North America, and the South Pacific.
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levels of comparison in Educational studies different insights from different literatures and the value of multilevel analyses
Harvard Educational Review, 1995Co-Authors: Mark Bray, Murray R ThomasAbstract:Research in the field of Comparative Education has traditionally focused on studies across world regions and countries. In this article, Mark Bray and R. Murray Thomas argue that this approach often yields incomplete and unbalanced perspectives on Educational studies because it fails to consider salient differences among states, districts, schools, classrooms, and individuals. The authors illustrate the need for a broader conceptualization of Comparative Education and propose multilevel analysis as a more comprehensive model of research that can integrate insights gleaned from single-level approaches.
Stephen Carney - One of the best experts on this subject based on the ideXlab platform.
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between faith and science world culture theory and Comparative Education
Profesorado Revista de Currículum y Formación del Profesorado, 2013Co-Authors: Stephen Carney, Jeremy Rappleye, Iveta SilovaAbstract:World culture theory seeks to explain the apparent Educational convergence through a neoinstitutionalist lens, seeing global rationalization in Education as driven by the logic of science and the myth of progress. While critics have challenged these assumptions by focusing on local manifestations of world-level tendencies, such critique is comfortably accommodated within world culture theory. We approach the debate from a fresh perspective by examining its ideological foundations. We also highlight its shift from notions of myth and enactment toward advocacy for particular models, and we show that world culture theory can become normative, while obscuring our view of policy convergence. Finally, we critique the methods and evidence in world culture research. We argue that such research, while failing to support its own claims, actually produces world culture, as its assumptions and parameters create the very image of consensus and homogeneity that world culture theorists expect scholars to accept ― in faith ― as empirically grounded
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between faith and science world culture theory and Comparative Education
Comparative Education Review, 2012Co-Authors: Stephen Carney, Jeremy Rappleye, Iveta SilovaAbstract:World culture theory seeks to explain an apparent convergence of Education through a neoinstitutionalist lens, seeing global rationalization in Education as driven by the logic of science and the myth of progress. While critics have challenged these assumptions by focusing on local manifestations of world-level tendencies, such critique is comfortably accommodated within world culture theory. We approach the debate from a fresh perspective by examining its ideological foundations. We also highlight its shift from notions of myth and enactment toward advocacy for particular models, and we show that world culture theory can become normative, while obscuring our view of policy convergence. Finally, we critique the methods and evidence in world culture research. We argue that such research, while failing to support its own claims, actually produces world culture, as its assumptions and parameters create the very image of consensus and homogeneity that world culture theorists expect scholars to accept—in faith...
Graham Vulliamy - One of the best experts on this subject based on the ideXlab platform.
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the impact of globalisation on qualitative research in Comparative and international Education
Compare, 2004Co-Authors: Graham VulliamyAbstract:This is a revised version of the 2003 British Association for International and Comparative Education (BAICE) Presidential Address delivered at the 7th Oxford International Conference on Education and Development. The processes of globalisation have been viewed by some as a major threat to the qualitative research tradition in Education. Two main aspects of the impact of globalisation on qualitative research are addressed here. Firstly, it is argued that given the vital role of culture in mediating global policies at different levels, qualitative research still has a very important role to play. Secondly, it is argued that the knowledge and information revolution associated with globalisation has created an increasingly positivist climate that represents both a challenge for, and a challenge to, Comparative Education as it is currently conceived—particularly in the UK. This is illustrated by the growing international interest in systematic review methodology and its associated privileging of quantitative ...
Michael W Crossley - One of the best experts on this subject based on the ideXlab platform.
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ethnographic dazzle and the construction of the other revisiting dimensions of insider and outsider research for international and Comparative Education
Compare, 2015Co-Authors: Elizabeth Mcness, Lore Arthur, Michael W CrossleyAbstract:This paper presents some initial ideas on how the theoretical concepts of the ‘insider’ and the ‘outsider’ might be re-examined in an era where advances in Comparative, qualitative research methodologies seek to be more inclusive, collaborative, participatory, reflexive and nuanced. Earlier essentialist definitions of the outsider as detached and objective, and the insider as culturally embedded and subjective, are re-examined and set within an international research and teaching context that recognises the increased migration of people, ideas and Educational policies. It is argued that, in the context of such change, it has become more difficult to categorise and label groups and individuals as being ‘inside’ or ‘outside’ systems, professional communities or research environments. Such essentialist notions, which often underpin the production of large-scale, international datasets of pupil achievement, need to be challenged so that more complex understandings can inform not only new methods of research d...
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Comparative Education and research capacity building reflections on international transfer and the significance of context
Journal of International and Comparative Education, 2012Co-Authors: Michael W CrossleyAbstract:Recent years have seen a resurgence of interest in Comparative and international Education, along with a fundamental reconceptualisation of this distinctive multidisciplinary field of study. The nature and significance of these developments are explored with particular reference to their implications for(broader research capacity building initiatives worldwide. In doing so, a critique of the international transfer of globally dominant research modalities and strategies is presented ' along with arguments for increased attention to context sensitivity in both international development cooperation and Educational research in general. Illustrative( examples that support these arguments are drawn from the author's own research, from an analysis of emergent Educational policy debates in the UK, and from related studies being carried out in Malaysia. In concluding, the strategic role of Comparative research traditions and perspectives in a rapidly globalizing world is highlighted,while supporting the promotion of new initiatives and research centres for Comparative and international Education.
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Comparative Education and research capacity building reflections on international transfer and the significance of context
2012Co-Authors: Michael W CrossleyAbstract:Recent years have seen a resurgence of interest in Comparative and international Education, along with a fundamental reconceptualisation of this distinctive multidisciplinary field of study. The nature and significance of these developments are explored with particular reference to their implications for(broader research capacity building initiatives worldwide. In doing so, a critique of the international transfer of globally dominant research modalities and strategies is presented – along with arguments for increased attention to context sensitivity in both international development cooperation and Educational research in general. Illustrative( examples that support these arguments are drawn from the author’s own research, from an analysis of emergent Educational policy debates in the UK, and from related studies being carried out in Malaysia. In concluding, the strategic role of Comparative research traditions and perspectives in a rapidly globalizing world is highlighted,while supporting the
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context matters in Educational research and international development learning from the small states experience
Prospects, 2010Co-Authors: Michael W CrossleyAbstract:The article argues that greater attention should be paid to contextual factors in Educational research and international development cooperation. The analysis draws upon principles that underpin socio-cultural approaches to Comparative Education, a critical analysis of the political economy of contemporary Educational research, and recent research experience in small states worldwide.