比较教育理论与方法课程纲要.doc

TPSE 1825: Comparative Education Theory and Methodology Autumn 2009Purpose of the CourseThis course is intended as an introduction to the field of Comparative Education, including the various academic schools that have emerged and the literature linked to such international organizations as UNESCO and the World Bank. We will also see a film entitled “Comparatively Speaking” which features presidents of the Comparative International Education Society of the USA, including three OISE professors.The course was developed in the mid-1980s, and first taught in 1986. It has been taught at OISE fairly regularly ever since. It is can be seen as a kind of intellectual history of the field, with the different schools or approaches presented in a roughly chronological way. The intention is to trace changing approaches to Comparative Education research over time, and link debates over methodology to wider debates in the literature of the social sciences. Thus the additional readings are by no means comprehensive or detailed, but suggestive only. The roots of the course go back to the ideas and methodology of Professor Brian Holmes at the University of London Institute of Education, one of the leading figures in the development of the field. The course has been updated and changed a number of times, but the original framework and many of the core readings have been kept, in order to maintain this link to history. For later sessions that have been added in recent years, such as Session 8 on the postmodern challenge, and session 9 on globalization and comparative education, students are encouraged to explore bibliographies in books such as Crossley and Watson, Comparative and International Research in Education: Globalisation, context and difference (2003) or Arnove and Torres, Comparative Education: The Dialectic of the Global and the Local (2003).Students are encouraged to focus their attention on such fundamental questions as the purpose of Comparative Education, the views of social change that underlie different approaches to Comparative Education and the question of what "scientific" methodology entails and whether or not it should be a goal in Comparative Education research. By the end of the course students should have developed their own critical perspective on the literature through careful reading and sustained thought and discussion.Class Format:Class sessions will involve brief lectures, discussion of common readings and student presentations from the additional reading list, the list of anthologies or textbooks in the field and/or related readings that have been self selected. Some discussion of plans for term papers can also be accommodated.Evaluation:Two short papers (400-600 words or 1-2 typed pages) should be prepared for class presentation and handed in during the term. One of them will be a reflective review of any one of the comparative education textbooks or anthologies listed below, or a related text with the instructors approval, with a focus on how they present the purpose and method of comparative education. This will be due by October 20. The other will be a summary critique of an article or book chosen from the additional reading list or elsewhere, on a topic that is related to the final research paper. These short papers/reviews will make up 30% of the final mark. 70% will be based on a research paper of 3-4,000 words (15-20 typed pages). Students may choose their own topics in consultation with the instructor.Overview of Course Themes and TopicsIntroduction: The Origins and early development of Comparative education1. The Historical Approach2. The Positivist Approach3. Phenomenological, Ethnographic & Narrative Approaches4. The Problem Approach5. The Developmental Approach: Neo-Marxism, Dependency Theory and World Order thinking6. Ideal Types in Comparative Education7. Comparative Education and the Postmodern Challenge8. Comparative Education and Globalization9. International Organizations and Comparative Education10. A Dialectical Paradigmatic Stance and Mixed Methods in Comparative Education11. Data Collection and Classification in Comparative Education Major Influential BooksAltbach, P., Arnove, R., and Kelly, G., (eds.), 5Emergent Issues in Education: Comparative Perspectives (Albany: State University of New York Press, 1992). See especially Part 1 "Debates and Trends in Comparative Education" by Gail Kelly.Altbach, P. and Kelly, G., 5Education and the Colonial Experience (N.B., U.S.A. and London: Transaction Books, 1984)Arnove, Robert F. and Torres, Carlos Alberto (eds.) 5Comparative Education: The Dialetic of the Global and the Local (Lanham, Boulder, New York and Oxford: Rowen & Littlefield Publishers Inc, 1999, second edition 2003).Bereday, George, 5Comparative Method in Education New York: Holt, Rinehart and Winston, 1964,Bray, Mark, (ed.), 5Comparative Education: Continuing Traditions, New Challenges and New Paradigms (Dordrecht, London, Boston: Kluwer Publishers, 2003)Bray, Mark, Adamson, Bob and Mason, Mark, 5Comparative Education Research: Approaches and Methods (Hong Kong: Comparative Education Research Centre, University of Hong Kong, 2007.)Broadfoot, Patricia, Changing educational contexts, issues and identities : 40 years of comparative education (London: Routledge, 2007).    Burns, R. and Welch, A. (eds.), 5Contemporary Perspectives in Comparative Education (New York: Garland Press, 1992).Crossley, Michael and Watson, Keith, 5Comparative and International Research in Education: Globalisation, context and difference (London and New York: RoutledgeFalmer, 2003).Delors, Jacques et al, 5Learning: The Treasure Within (Paris: UNESCO Publishing, 1998). Fägerlind, Ingemar and Saha, Lawrence, 5 Education and National Development: A Comparative Perspective (Oxford: Pergamon 1989).Green, Andrew, 5Education, Globalization and the Nation State (New York: St Martins Press, 1997).Gu Mingyuan, Education in China and Abroad: Perspectives from a Lifetime in Comparative Education (Hong Kong: Comparative Education Research Centre, University of Hong Kong, 2001).Halls (ed.), W. D. Comparative Education: Contemporary Issues and Trends (London: Jessica Kingsley Publishers, 1990).Hans, Nicholas, 5Comparative Education (London: Routledge and Kegan Paul, 1967).Holmes, Brian, Comparative Education: Some Considerations of Method (London: George Allen and Unwin, 1981).King, Edmund, Other Schools and Ours (London: Holt, Rinehart and Winston, 1973, 5th Edition).Kandel, Isaac,5 The New Era in Education (Cambridge, Mass.: Houghton and Mifflin Inc., 1955),Masemann, Vandra Lea and Welch, Anthony (eds.), 5Tradition, Modernity and Post-Modernity in Education (Amsterdam: Kluwer, 1997)Mundy, Karen, Bickmore, Kathy, Hayhoe, Ruth, Madden, Meggan and Madjidi, Katherine, Comparative and International Education: Issues for Teachers (Toronto: Canadian Scholars Press, New York: Teachers College Press, 2008)Noah, H. and Eckstein, M., 5Towards a Science of Comparative Education London: MacMillan, 1969.Paulston, Rolland, 5Social Cartography: Mapping Ways of Seeing Social and Educational Change (New York and London: Garland Publishing Inc., 2000)Schriewer, J. and Holmes, B., 5Theories and Methods in Comparative Education (Frankfurt am Main, Bern, New York, Paris: Peter Lang, 1988).Schriewer, Juergen, 5Discourse Formation in Comparative Education (Frankfurt: Peter Lang, 2003)Trahar, Sheila, Narrative Research on Learning: comparative and international perspectives (Oxford: Symposium Books, 2006 Major Comparative Education JournalsCanadian and International Education (CIE),Comparative Education Review (CER) USA.,Comparative Education (CE) UK,Compare UKInternational Review of Education (IRE) EuropeProspects (UNESCO)Session 1: The Historical Approach to Comparative EducationCommon Readings1. Hans, Nicholas, 5Comparative Education (London: Routledge and Kegan Paul, 1967), Chapter 1, pp. 1-16.2. Kandel, Isaac, 5The New Era in Education (Cambridge, Mass.: Houghton and Mifflin Inc., 1955), Chapter 1, pp. 3-18.3. *Cummings, William, “The InstitutionS of Education,” Comparative Education Review Vol. 43, No. 4, November, 1999, pp.Discussion Questions:1. Compare and contrast the way in which Hans and Kandel viewed the purposes of Comparative Education.2. What underlying notions of social change do you find in the historical approach to Comparative Education?3. Do you find any view of scientific method implicit in the historical school?4. How has William Cummings applied a historical perspective to his suggested approach to comparative education through what he calls “institutionalism”? How does this enable him to deal critically with many of the widely accepted views of educational convergence, and the effects of globalization on education systems?Additional ReadingsArcher, Margaret Scotford, 5Social Origins of Education Systems Original full version, London: Sage, 1979; abridged university version, London: Sage, 1984.Blake, David, "The Purpose and Nature of Comparative Education: The Contribution of I.L. Kandel", CE, Vol. 18, No. 1, 1982, pp. 3-13.*Cowen, Robert, “Acting Comparatively upon the educational world: puzzles and possibilities,” in Oxford Review of Education, Vol. 32, No. 5, November, 2006, pp. 561-573.Cremin, L. A. (ed.), The Republic and the School - Horace Mann on the Education of the Free men, Classics in Education, 1. (New York: Teachers College Press, 1957).Durkheim, Emile, The Evolution of Educational Thought: Lectures on the Foundation and Development of Secondary in France London: Routledge and Kegan Paul, 1977.Eisenstadt, S.N., Tradition, Change and Modernity New York: John Wiley and Sons, 1973.Fägerlind, Ingemar and Saha, Lawrence, Education and National Development: A Comparative Perspective (Oxford: Pergamon 1989)Flexner, Abraham, Universities, American, English, German London: Oxford University Press, 1968Fraser, Stewart, and Brickman, William (eds.). A History of International and Comparative Education: 19th Century Documents Illinois: Scott Foresman and Co., 1968.Fraser, Stewart (ed.), M.A. Jullien's Plan for Comparative Education: 1816-1817. New York: Teachers College Columbia, 1964.Green, Andrew, Education, Globalization and the Nation State New York: St Martins Press, 1997Green, Andrew, Education and State Formation: The Rise of Education Systems in England, France and the USA Hampton: MacMillan, 1990.Grier, Lynda, Achievement in Education: The Work of Michael Ernest Sadler 1885-1935 (London: Constable, 1952).Kazamias, A. and Massialis, B., (eds.) Tradition and Change in Education: A Comparative Study. Englewood Cliffs, N.J.: Prentice Hall Inc., 1965.*Le Than Khoi, "Toward a General Theory of Education", CER, Vol. 30, No. 1, February, 1986, pp. 12-29.*Mallinson, Vernon, An Introduction to the Study of Comparative Education London: Heineman, 1975Monroe, Paul, Essays in Comparative Education New York: Teachers College Columbia, 1927.Parsons, Talcott, Societies: Evolutionary and Comparative Perspectives Englewood Cliffs, N.J.: Prentice Hall Inc., 1966.Ringer, Fritz, Education and Society in Modern Europe Bloomington and London, Indiana University Press, 1979.Rostow, W.W., The Stages of Economic Growth Cambridge: Cambridge University Press, 1971.M. Sadler, "How Far Can We Learn Anything of Practical Value from the Study of Foreign Systems of Education?" (1900) in J.H. Higginson (ed.), Selections from Michael Sadler, Studies in World Citizenship (Liverpool: Dejaal & Meyoe, 1979), pp. 48-51.Ulich, Robert, The Education of Nations: A Comparative and Historical Perspective Cambridge, Mass.: Harvard University Press, 1967.Session 2: The Positivist Approach to Comparative EducationCommon Readings1. Bereday, George, Comparative Method in Education New York: Holt, Rinehart and Winston, 1964, Chapter 1, pp. 3-28.2. Noah, H. and Eckstein, M., Towards a Science of Comparative Education London: MacMillan, 1969, Part II, pp. 85-122.3. David Baker, Brian Goesling and Gerald Letendre, “ Socioeconomic Status, School Quality and National Economic Development: A Cross-National Analysis of the “Heyneman-Loxley Effect” on Mathematics and Science Achievement, Comparative Education Review Vol. 46, No, 3, August, 2002, pp. 291-312.Discussion Questions:1. Compare views on the purpose of comparative education in the two positivist approaches to the field presented in the readings.2. What underlying notions of social change do you find in these approaches?3. What did Bereday mean by making comparative education "scientific"? How did Noah and Eckstein further develop this move towards being more scientific in method?4. Explore the progress that has been made in the degree of precision and sophistication in positivist scientific method by following the argument in Baker, Goesling and Letendre. What are the benefits and limitations of this kind of comparative study?Additional ReadingsBaker, David and LeTendre, Gerald K., National Differences, Global Similarities: World Culture and the Future of Schooling (Stanford: Stanford Social Sciences, 2005). *Bray, Mark and Thomas, R. Murray, “Levels of Comparison in Educational Studies: Different Insights from Different Literatures and the Value of Multilevel Analyses,” in Harvard Educational Review, Vol. 65, No. 3, Fall, 1995, pp. 472-490. Comparative Education Review, "Special Issue on the Second IEA Study," Vol. 31, No. 1, February, 1987.Etzioni, A. and Etzioni-Halevy, E. (eds.) Social Change: Sources, Patterns and Consequences New York: Basic Books, 1973.Farrell, Joseph, "The Necessity of Comparisons in the Study of Education: The Salience of Science and the Problem of Comparability", CER, Vol. 23, No. 1, February, 1979, pp. 3-16.Gezi, Kalil (ed.), Education in Comparative and International Perspectives New York: Holt, Rinehard and Winston, 1971. Note seminal articles by Bereday, Noah and Eckstein, Arnold Anderson etc., in Part 1 of this selection.Goldschmidt, Peter and Eyermann, Therese, “International Educational Performance of the United States: is there a problem that money can fix?” CE, Vo. 35, No. 1, March, 1999, pp. 27-33.Grigoenko, Elena L., “Hitting, Missing and in between: a typology of the impact of western education on the non-western world,” in Comparative Education, Vol. 43, No. 1, February, 2007, pp. 165-186.Husen, T., International Study of Achievement in Mathematics: A Comparative of Twelve Countries New York: Wiley, 1971.*Husen, Torsten and Postlethwaite, T. Neville, “A Brief History of the International Associatio