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Theory in 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

Theory is fundamental to the cognitive structure of a field of study (Wells and Picou 1981). The nature and roles of theory have generated a great deal of debate, both within the field of comparative education specifically and within the general academic community. The purpose of this chapter is to examine the place of theory in comparative education, at least among comparative educators who publish in research journals (Rust 2003a, b). The contextual backdrop for the discussion will be globalization (Zajda 2020a). There are important theoretical differences in the field of comparative education, particularly during this period of globalization (Zajda and Rust 2016a, b). In fact, theory itself is a complex issue that requires some historical discussion to frame its many meanings.

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Notes

  1. 1.

    The major challenge to the social science dominated field came from approaches oriented around the notion that societies are in conflict, who claimed the social sciences were based on ideology more than objectivity (Altbach 1991) (Epstein 1983). In fact, the term “positivism” soon took on an odious reputation among certain scholars. Conflict theorists were soon joined by other theoretical, ideological and disciplinary orientations, including various feminist theories (Kelly and Nihlen 1982; Stromquist 1990), post-structural theories (Cherryholmes 1988), and postmodern theories (Rust 1991), which have entered comparative education discourse. Interpreters of the field suggest that challenges have helped shift the field away from its positivistic perspective and have broadened the scope of theoretical orientations considered to be legitimate (e.g., Morrow and Torres 2003).

  2. 2.

    In an essay serving as the basis for a “Colloquy on Comparative Theory” published in the Comparative Education Review (vol. 34, no.3, August 1990) Psacharopoulos challenges “semantics” and argues that what matters in comparative education is the positions taken on “substantive issues”. His four respondents, Don Adams, J. Kenneth Benson, Edmund King, and Rolland G. Paulston, offer several challenges to his point of view, including reminding Psacharopoulos that his own “practical” recommendations were based on human capital theory.

  3. 3.

    For a debate on Epstein’s characterization, see commentaries in the February 1983 Comparative Education Review.

  4. 4.

    A complete account of the study is found in (Rust et al. 2000).

  5. 5.

    A small number of theoretical perspectives are not found on Paulston’s map, and researchers used their our own judgment as to their placement on the map.

  6. 6.

    For an extended elaboration of the differences between Durkheim and Weber, see (Smelser 1976).

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Authors and Affiliations

  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). Theory in 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_3

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  • DOI: https://doi.org/10.1007/978-94-024-2054-8_3

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