Titlebook: International Handbook of Comparative Education; Robert Cowen,Andreas M. Kazamias Book 2009 Springer Science+Business Media B.V. 2009 Comp

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World-Systems Analysis and Comparative Education in the Age of Globalizationo the study of transnational trends in education are identified: namely political realist and neoinstitutionalist.. Following a discussion of their intellectual origins and basic assumptions, the chapter turns to an analysis of the articulation of world-systems analysis with the growing body of glob

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Comparative Education: Historical Reflectionsnce’, an . in Nicholas Hans’ sense of . (Hans, 1959: 299). Historically, the genealogical roots of CE have been traced to the ‘modernist’ epoch of the European Enlightenment of the late eighteenth and early nineteenth centuries. Since that time, comparative studies of educational systems, problems,

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Paideia and Politeia: Education, and the Polity/State in Comparative Educationanding in the Western educational and political traditions. It has been especially evident in the texts of influential social thinkers such as Plato, Aristotle, J. J. Rousseau, John Locke, Karl Marx, J. S. Mill, Herbert Spencer, Antonio Gramsci, Louis Althusser, Cornelius Castoriadis, John Dewey and

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Empires and Education: The British Empiree past few years, increasing attention has been given to the history of the British Empire and the nature of its contribution and legacy in the modern world (Louis, 1999; Ferguson, 2003; Brendon, 2007). Much of this general literature, for example, the recent fi ve-volume . (Louis, 1999), has includ

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Comparing Colonial Education Discourses in the French and Portuguese African Empires: An Essay on Hystances of government forcing the revision, sometimes the subversion, of principles and objectives defi ned by the metropolitan governments. Very often we realize that the same ‘author’ interprets the reality he observes according to the statute and the locale from where he speaks and acts, frequent

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Social Change and Configurations of Rhetoric: Schooling and Social Exclusion–Inclusion in Educationahat the country experienced during that period of time. The 1970s witnessed the decline and definitive disappearance of the General Franco dictatorship. Immediately after his death in 1975 a process of political transition commenced that was complete but peaceful and based on the accord of the most

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The Developmental State, Social Change, and Educationnt countries, the relative importance of the role of the state and markets in development, and the models and strategies of development that countries should follow. Of these approaches, the developmental-state thesis (and world systems theory) has been more useful in explaining the state‘s importan

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