Comparative education
Upcoming SlideShare
Loading in...5
×
 

Comparative education

on

  • 10,989 views

 

Statistics

Views

Total Views
10,989
Slideshare-icon Views on SlideShare
10,989
Embed Views
0

Actions

Likes
3
Downloads
187
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Comparative education Comparative education Presentation Transcript

    • Comparative Education Exploring Issues in International Context Kubow & Fossum Prepared by Carla Piper, Ed.D.
    • Difference between Texts
      • Kubow & Fossum
        • Focus on issues or important themes in education
        • Issues seen as dilemmas – not problems
        • Issues are looked at as cross-cultural
        • Uses analytic framework to view issues
        • Broaden one’s perspective in light of differing cultural, social, and political contexts in each country
      • Mazurek & Winzer
        • Survey of 16 educational systems - curricula, programs, lessons learned, strengths, challenges
        • Examine the nature of interdisciplinary field
        • Appreciate value of other country’s systems
        • Understand how comparative studies are conducted
        • Encyclopedic resource
    • Countries Examined in Each Text
      • Kubow & Fossum
        • US
        • Brazil
        • South Africa
        • Japan
        • England
        • Germany
        • Hong Kong
        • Israel
      • Mazurek & Winzer
        • Mexico
        • US
        • Brazil
        • South Africa
        • Japan
        • France
        • England
        • Russia
        • Poland
        • Germany
        • Australia
        • South Korea
        • China
        • Australia
        • Palestine
        • Pakistan
        • India
    • Educational Concerns
      • Egalitarian – need for equality and opportunity for all
      • Economic – prepare for future competency and skill in the workplace
      • Civic – educate citizens who can participate in public life
      • Humanistic – develop the whole person for lifelong education
      (Kubow & Fossum, p. 3)
    • Technology and Mass Communication
      • Challenges national boundaries
      • Changes economic relationships
      • Fosters great interdependence
      • Challenges citizens to reconsider their loyalites and identities
      (Kubow & Fossum, p. 4)
    • Rationale for Studying Comparative Education
      • Broaden one’s perspective and sharpen one’s focus
      • Understand issues from different perspectives in different contexts:
        • Cultural
        • Social
        • Political
      • Need to understand the theoretical and philosophical assumptions of each country
      • Can then begin to understand each country’s educational practices.
      (Kubow & Fossum, p. 5)
    • What is Comparative Education?
      • Draws on multiple disciplines:
        • Sociology
        • Political Science
        • Psychology
        • Anthropology
      • Examine the role education plays in the individual and national development
      • Examine how societal values influence attitudes about how we educate
      (Kubow & Fossum, p. 6)
    • What is the Purpose of Education?
      • Is education a benevolent agent of change?
      • Is education a mirror of the larger society, manifesting through its structure, curriculum, and pedagogy inherent inequalities?
      • Do educational practices maintain social status quo?
      (Kubow & Fossum, p. 6)
    • Education and Culture
      • Education plays an important role in national progress and globalization
      • Comparative education provides an opportunity to study foreign cultures and their educational systems
      • Comparative education allows you to examine and appraise your own culture and educational system
      • Analyze home cultures/systems and compare with others
      (Kubow & Fossum, p. 6)
    • Comparative Education as a Field
      • Comparative education is a field – not a discipline
        • Discipline dedicated to a specific set of rules and standards
        • Field draws on varous disciplines to understand the complexity
      • Extends and deepens our understanding of the world
      • Helps educators decide
        • What issues are important?
        • What factors should be considered to improve education?
      (Kubow & Fossum, p. 7)
    • Historical Stages of Development
      • Travelers’ tales – observatons of cultural practices and customs
      • Educational borrowing – 19 th Century
        • Observations of foreign school systems
        • Identify useful techniques/practices
      • Systematic scientific study – 20 th Century
        • Examine forces shaping foreign educational systems
        • Use quantitative methods to explain education
      • Period of international cooperation – today
        • Necessary for world harmony
        • Improve the quality of citizens’ lives
      (Kubow & Fossum, p. 9)
    • A Multidisciplinary Field of Inquiry
      • Anthropology concept of culture
        • How do cultural values of ethnically diverse students mediate against the dominant values within the school?
      • Sociology - group affiliation and subcultures, social norms and mores
        • How do the conformists differ from non-conformists in a school setting?
      • Political science
        • Which student groups are in power and which ones are not?
      (Kubow & Fossum, pp. 19-20)
    • A Multidisciplinary Field of Inquiry
      • Philosophical commitment to school and society
        • How does schooling develop democratic values and allow student participation?
      • Economic perspective – class, markets, human resources
        • How do schools prepare students for work and financial reward?
      • Historical - interpreting the past
        • How have schools changed?
      • Psychology – mind-sets and values of society
        • How do we counteract school violence?
      (Kubow & Fossum, pp. 19-20)
    • Perspectives
      • Interpretive
        • Focus on concepts and theories
        • Explain educational phenomena by considering cultural, philosophical, and historical context
      • Normative
        • Examine differing value positions
        • Develop own values about education
      • Critical
        • Develop ability to question contradictions and inconsistencies in educational beliefs, policies, and practices.
      (Kubow & Fossum, p. 21)
    • Issues Approach
      • Group projects for this course will be based on issues/tensions/dilemmas presented in the Kubow & Fossum
      • Issues Addressed in Textbook
        • Purpose of Schooling
        • Educational Access and Opportunity
        • Education Accountability and authority
        • Teacher Professionalism
      (Kubow & Fossum, pp. 22-23)
    • Comparative Perspective Taking
      • Expand understanding beyond own localized perspective
      • Cross-cultural investigation
      • Make sense out of the new or unknown by comparing to own frame of reference
      • Multiple interpretation of the issues
      • Avoid dichotomous thinking
      • Widen conceptual lenses
      • Develop the critical thinking skills of a global citizen
      • Systematic critique and reflection must accompany curiousity
      (Kubow & Fossum, pp. 26-27)
    • Value of Comparative Education
      • Alerts students to enduring social questions
      • Helps teachers function as citizens of the U.S. as well as citizens of a global society
      • Encourage a sprit of exploration transcending local boundaries
      • Awareness that educators in different parts of the world are wrestling with similar issues
      • Educators are part of a global professional community
      (Kubow & Fossum, pp. 26-27)
    • Benefits
      • View educaton from multiple perspectives
      • Contribute to social change and educational process
      • Foster international understanding
      • Opportunity for global cooperation and critique
      (Kubow & Fossum, p. 27)