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Globalization and Comparative Education

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Globalisation and Comparative Education

Part of the book series: Globalisation, Comparative Education and Policy Research ((GCEP,volume 24))

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Abstract

During the past four decades globalization has been widely researched in comparative education and other academic circles. The forum of debate among comparative educators has penetrated to all corners of the world. Earlier, Lynn Davies (2004) argued that comparative education has possibly never had such an important function than in this age of different globalisations. She identified two complementary roles for comparative education for global pedagogies: ‘destroying myths and fighting simplistic or dangerous universalisms; and extracting signs of hope which show how education – both within and regardless of culture, could contribute to a better world’ (Davies 2004, p. 1). In addition, Epstein (2006) suggested that ‘comparative education applies the intellectual tools of history and social sciences to advance our understanding of international issues in education’ (Epstein 2006, p. 579). Numerous books by comparative educators on the subject have been authored and edited not only in the intellectual centers of the world but by scholars in the UK, USA, Sweden, Norway, Australia, Hong Kong, Taiwan and elsewhere (Daun 2002; Daun 2020; Tjeldvoll and Holmesland 1997; Hawkins and Rust 2001; Zajda 2005a, b; Zajda and Rust 2009; Zajda 2020a; Bray 2003a, b; Bray et al. 2007; Hung 2001). Movements usually have a clear context and emerge out of the broader forces that define the direction societies take. In the United States, for example, the curriculum reform movement, with the emergence of the new math, PSSE physics, and chemical-bond chemistry of the late 1950s, was in direct response to the launching of Sputnik on 4 October 1957 by the USSR, and the attempt on the part of the United States to recapture its technological superiority. The educational movement, known variously as humanistic education, the free school movement or ‘alternatives in education’, was an outgrowth of the Vietnam War and the student protest movement of the 1960s.

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Notes

  1. 1.

    For example, Lisa Laumann (2000) examined the rich educational programs for girls being conducted in nongovernmental organizaions in Pakistan. See Laumann, L. (2000). Teaching gender: Pakistani nongovernmental organizations and their gender pedagogies. Education. Los Angeles, University of California, Los Angeles.

  2. 2.

    A number of people have developed typologies of theories. Leslie Skair, for example, discusses five different theories of the global system: (i) imperialist (colonialist); (ii) modernization and neo-evolutionist; (iii) neo-Marxist including dependency; (iv) world system theory; and (v) modes of production theory.

  3. 3.

    Ideal types come from Max Weber and makes reference to an analytical construct that serves the investigator as a measuring rod to ascertain similarities as well as deviations in concrete cases. It provides the basic method for comparative study. See Weber (1947).

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  1. Faculty of Education & Arts, School of Education, Australian Catholic University, East Melbourne, VIC, Australia

    Joseph Zajda

  2. Center for Education and International Development, University of California, Los Angeles, Los Angeles, CA, USA

    Val Rust

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Zajda, J., Rust, V. (2021). Globalization and Comparative Education. In: Globalisation and Comparative Education. Globalisation, Comparative Education and Policy Research, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-94-024-2054-8_1

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