Advertisement

PROSPECTS

, Volume 40, Issue 4, pp 421–429 | Cite as

Context matters in educational research and international development: Learning from the small states experience

  • Michael CrossleyEmail author
VIEWPOINTS/CONTROVERSIES

Abstract

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.

Keywords

Comparative education Context Research capacity building Research paradigms Small states 

Notes

Acknowledgments

My thanks go to Terra Sprague (University of Bristol) for helpful feedback and support in the finalization of this article.

References

  1. Ako, W. (2002). Factors affecting the formulation and implementation of the 1993 educational reform in Papua New Guinea. Unpublished EdD thesis. University of Bristol.Google Scholar
  2. Bray, M., Adamson, B., & Mason, M. (Eds.). (2007). Comparative education research. Approaches and methods. Hong Kong: Springer and Comparative Education Research Centre, The University of Hong Kong.Google Scholar
  3. Bray, M. & Martin, M. (Eds.). (forthcoming). Tertiary education in small states: Planning in the context of globalisation. Paris: UNESCO IIEP [International Institute for Educational Planning].Google Scholar
  4. Brock-Utne, B. (2007). Worldbankification of Norwegian development assistance to education. Comparative Education, 43(3), 433–449.CrossRefGoogle Scholar
  5. Commonwealth Secretariat (1986). Educational development: The small states of the Commonwealth. Report of a Pan-Commonwealth experts meeting, Mauritius, London: The Commonwealth Secretariat.Google Scholar
  6. Cowen, R. (2009). The transfer, translation and transformation of educational processes: And their shape shifting? Comparative Education, 45(3), 315–327.CrossRefGoogle Scholar
  7. Cowen, R., & Kazamias, K. (Eds.). (2009). International handbook of comparative education. Dordrecht: Springer.Google Scholar
  8. Crossley, M. (1984a). Strategies for curriculum change and the question of international transfer. Journal of Curriculum Studies, 16(1), 75–88.CrossRefGoogle Scholar
  9. Crossley, M. (1984b). The role and limitations of small-scale initiatives in educational innovation. Prospects, 14(4), 533–540.CrossRefGoogle Scholar
  10. Crossley, M. (2008a). The advancement of educational research in small states. Comparative Education, 44(2), 247–254.CrossRefGoogle Scholar
  11. Crossley, M. (2008b). Bridging cultures and traditions for educational and international development: Comparative research, dialogue and difference. International Review of Education, 54(3–4), 319–336.CrossRefGoogle Scholar
  12. Crossley, M. (2009a). Rethinking context in comparative education. In R. Cowen & K. Kazamias (Eds.), International handbook of comparative education (pp. 1173–1188). Dordrecht: Springer.CrossRefGoogle Scholar
  13. Crossley, M. (2009b). Global goals, national priorities and educational reform: Learning from the small states experience. Keynote Address presented to the Papua New Guinea National Department of Education/University of Goroka Conference, Goroka Papua New Guinea, September 2009.Google Scholar
  14. Crossley, M., Bray, M., & Packer, S. (2009). Education in the small states of the Commonwealth: Towards and beyond global goals and targets. The Round Table, 98(6), 731–751.CrossRefGoogle Scholar
  15. Crossley, M., & Watson, K. (2003). Comparative and international research in education: Globalisation, context and difference. London and New York: Routledge.CrossRefGoogle Scholar
  16. Dollar, D., & Pritchett, L. (1998). Assessing aid: What works and what doesn’t and why. Washington DC: World Bank.Google Scholar
  17. Fraser, S. (1964). Jullien’s plan for comparative education, 1816–1817. New York: Bureau of Publications, Teachers College, Columbia University.Google Scholar
  18. Furlong, J. (2004). BERA at 30. Have we come of age? British Educational Research Journal, 30(3), 343–358.CrossRefGoogle Scholar
  19. Goldstein, H. (1996). Introduction. The IEA Studies (Special Issue). Assessment in Education, 3(2), 125–128.CrossRefGoogle Scholar
  20. Goldstein, H. (2004). Education for all: The globalisation of learning targets. Comparative Education, 13(2), 139–150.Google Scholar
  21. Heyneman, S. (2009). The failure of education for all as political strategy. Prospects, 39(5), 5–10.CrossRefGoogle Scholar
  22. Jones, P. (Ed.). (2007). Global governance, social policy and multilateral education. Special issue. Comparative Education, 43.Google Scholar
  23. Kandel, I. (1933). Studies in comparative education. Boston, MA: Houghton and Mifflin.Google Scholar
  24. King, K. (2007). Multilateral agencies in the construction of the global agenda on education. Comparative Education, 43(3), 377–391.CrossRefGoogle Scholar
  25. Le Fanu, G. (2010). The transposition of inclusion: An analysis of the relationship between curriculum prescription and curriculum practice in Papua New Guinea. Unpublished EdD thesis. University of Bristol.Google Scholar
  26. Lewin, K. (2007). Diversity in convergence: Access to education for all. Compare, 37(5), 577–599.Google Scholar
  27. Lewin, K., & Akyeampong, K. (Eds.). (2009). Access to education in Sub-Saharan Africa. Comparative Education, 45(2), 577–599.Google Scholar
  28. Louisy, P. (2004). Globalisation and comparative education: A Caribbean perspective. Comparative Education, 37(4), 425–438.CrossRefGoogle Scholar
  29. Mayo, P. (Ed.). (2008). Education in small states: Global imperatives, regional initiatives and local dilemmas. Special issue. Comparative Education, 44.Google Scholar
  30. Packer, S. (2010). Statistics prepared for Commonwealth research on education in small states. UK: University of Bristol.Google Scholar
  31. Sadler, M. E. (1900). How far can we learn anything of practical value from the study of foreign systems of education? In J. H. Higginson (Ed.). (1979), Selections from Michael Sadler: Studies in world citizenship. Liverpool: Dejall & Meyorre.Google Scholar
  32. Samoff, J. (1996). Analyses, agenda and priorities for education in Africa: A review of externally initiated, commissioned and supported studies of education in Africa, 1990–1994. Paris: UNESCO.Google Scholar
  33. Samoff, J. (1999). Education sector analysis in Africa: Limited national control and even less national ownership. International Journal of Educational Development, 19, 249–272.CrossRefGoogle Scholar
  34. Samoff, J. (2001). When progress is process: Evaluating aid to basic education: Issues and strategies. Report prepared for the Consultative Group of Evaluation Department. Washington, DC: The World Bank.Google Scholar
  35. St Clair, R., & Belzer, A. (2007). In the market for ideas: How reforms in the political economy of educational research in the US and UK promote market managerialism. Comparative Education, 33(4), 471–488.CrossRefGoogle Scholar
  36. Stenhouse, L. (1979). Case study in comparative education: Particularity and generalisation. Comparative Education, 15(1), 5–10.CrossRefGoogle Scholar
  37. Stephens, D. (2007). Culture in education and development. Principles, practice and policy. Oxford: Symposium Books.Google Scholar
  38. UNESCO (2008). EFA global monitoring report 2009: Overcoming inequality: Why governance matters. Oxford: Oxford University Press.Google Scholar
  39. UNESCO (2009). EFA global monitoring report 2010: Reaching and teaching the most marginalized. Oxford: Oxford University Press.Google Scholar
  40. Vulliamy, G. (2004). The impact of globalisation on qualitative research in comparative and international education. Compare, 34(3), 261–284.CrossRefGoogle Scholar
  41. Vulliamy, G., & Webb, R. (2009). Using qualitative research strategies in cross-national projects: The English-Finnish experience. Education 3–13, 37(4), 399–411.Google Scholar
  42. Webster, T. (1997). International and national influences on universal primary education policies, with specific reference to Papua New Guinea. Unpublished EdD thesis. University of Bristol.Google Scholar
  43. Webster, T. (2000). Globalisation of education policies: The extent of external influences on contemporary universal primary education policies in Papua New Guinea. Port Moresby: University of Papua New Guinea Press.Google Scholar

Copyright information

© UNESCO IBE 2010

Authors and Affiliations

  1. 1.Research Centre for International and Comparative Studies, Graduate School of EducationUniversity of BristolBristolUK

Personalised recommendations