comparative education

Comparative EducationComparative Education

Exploring Issues in Exploring Issues in International ContextInternational Context

Kubow & FossumKubow & FossumPrepared by Carla Piper, Ed.D.Prepared by Carla Piper, Ed.D.

Difference between TextsDifference between Texts Kubow & FossumKubow & Fossum

• Focus on issues or Focus on issues or important themes in important themes in educationeducation

• Issues seen as Issues seen as dilemmas – not dilemmas – not problemsproblems

• Issues are looked at as Issues are looked at as cross-culturalcross-cultural

• Uses analytic Uses analytic framework to view framework to view issuesissues

• Broaden one’s Broaden one’s perspective in light of perspective in light of differing cultural, social, differing cultural, social, and political contexts in and political contexts in each countryeach country

Mazurek & WinzerMazurek & Winzer• Survey of 16 Survey of 16

educational systems - educational systems - curricula, programs, curricula, programs, lessons learned, lessons learned, strengths, challengesstrengths, challenges

• Examine the nature of Examine the nature of interdisciplinary fieldinterdisciplinary field

• Appreciate value of Appreciate value of other country’s systemsother country’s systems

• Understand how Understand how comparative studies are comparative studies are conductedconducted

• Encyclopedic resourceEncyclopedic resource

Countries Examined in Each TextCountries Examined in Each Text

Kubow & FossumKubow & Fossum• USUS• BrazilBrazil• South AfricaSouth Africa• JapanJapan• EnglandEngland• GermanyGermany• Hong KongHong Kong• IsraelIsrael

Mazurek & WinzerMazurek & Winzer• MexicoMexico• USUS• BrazilBrazil• South AfricaSouth Africa• JapanJapan• FranceFrance• EnglandEngland• RussiaRussia• PolandPoland• GermanyGermany• AustraliaAustralia• South KoreaSouth Korea• ChinaChina• AustraliaAustralia• PalestinePalestine• PakistanPakistan• IndiaIndia

Educational ConcernsEducational Concerns

EgalitarianEgalitarian – need for equality and – need for equality and opportunity for allopportunity for all

EconomicEconomic – prepare for future – prepare for future competency and skill in the competency and skill in the workplaceworkplace

Civic Civic – educate citizens who can – educate citizens who can participate in public lifeparticipate in public life

HumanisticHumanistic – develop the whole – develop the whole person for lifelong educationperson for lifelong education

(Kubow & Fossum, p. 3)

Technology and Mass Technology and Mass CommunicationCommunication

Challenges national boundariesChallenges national boundaries Changes economic relationshipsChanges economic relationships Fosters great interdependenceFosters great interdependence Challenges citizens to reconsider Challenges citizens to reconsider

their loyalites and identitiestheir loyalites and identities


Rationale for Studying Comparative Rationale for Studying Comparative EducationEducation

Broaden one’s perspective and Broaden one’s perspective and sharpen one’s focussharpen one’s focus

Understand issues from different Understand issues from different perspectives in different contexts:perspectives in different contexts:• CulturalCultural• SocialSocial• PoliticalPolitical

Need to understand the theoretical Need to understand the theoretical and philosophical assumptions of each and philosophical assumptions of each countrycountry

Can then begin to understand each Can then begin to understand each country’s educational practices.country’s educational practices.


What is Comparative Education?What is Comparative Education?

Draws on multiple disciplines:Draws on multiple disciplines:• SociologySociology• Political SciencePolitical Science• PsychologyPsychology• AnthropologyAnthropology

Examine the role education plays in the Examine the role education plays in the individual and national developmentindividual and national development

Examine how societal values influence Examine how societal values influence attitudes about how we educateattitudes about how we educate


What is the Purpose of Education?What is the Purpose of Education?

Is education a benevolent Is education a benevolent agent of change?agent of change?

Is education a mirror of the Is education a mirror of the larger society, manifesting larger society, manifesting through its structure, through its structure, curriculum, and pedagogy curriculum, and pedagogy inherent inequalities?inherent inequalities?

Do educational practices Do educational practices maintain social status quo?maintain social status quo?


Education and CultureEducation and Culture

Education plays an important role in Education plays an important role in national progress and globalizationnational progress and globalization

Comparative education provides an Comparative education provides an opportunity to study foreign cultures opportunity to study foreign cultures and their educational systemsand their educational systems

Comparative education allows you to Comparative education allows you to examine and appraise your own culture examine and appraise your own culture and educational systemand educational system

Analyze home cultures/systems and Analyze home cultures/systems and compare with otherscompare with others


Comparative Education as a FieldComparative Education as a Field

Comparative education is a Comparative education is a fieldfield – not a – not a disciplinediscipline• Discipline dedicated to a specific set of rules Discipline dedicated to a specific set of rules

and standardsand standards• Field draws on varous disciplines to understand Field draws on varous disciplines to understand

the complexitythe complexity Extends and deepens our understanding of Extends and deepens our understanding of

the worldthe world Helps educators decideHelps educators decide

• What issues are important?What issues are important?• What factors should be considered to improve What factors should be considered to improve

education?education?


Historical Stages of DevelopmentHistorical Stages of Development

Travelers’ tales – observatons of cultural Travelers’ tales – observatons of cultural practices and customspractices and customs

Educational borrowing – 19Educational borrowing – 19thth Century Century• Observations of foreign school systems Observations of foreign school systems • Identify useful techniques/practicesIdentify useful techniques/practices

Systematic scientific study – 20Systematic scientific study – 20thth Century Century • Examine forces shaping foreign educational Examine forces shaping foreign educational

systemssystems• Use quantitative methods to explain educationUse quantitative methods to explain education

Period of international cooperation – todayPeriod of international cooperation – today• Necessary for world harmonyNecessary for world harmony• Improve the quality of citizens’ livesImprove the quality of citizens’ lives


A Multidisciplinary Field of InquiryA Multidisciplinary Field of Inquiry

Anthropology concept of cultureAnthropology concept of culture• How do cultural values of ethnically diverse How do cultural values of ethnically diverse

students mediate against the dominant values students mediate against the dominant values within the school?within the school?

Sociology - group affiliation and Sociology - group affiliation and subcultures, social norms and moressubcultures, social norms and mores• How do the conformists differ from non-How do the conformists differ from non-

conformists in a school setting?conformists in a school setting? Political science Political science

• Which student groups are in power and which Which student groups are in power and which ones are not?ones are not?

(Kubow & Fossum, pp. 19-20)

A Multidisciplinary Field of InquiryA Multidisciplinary Field of Inquiry

Philosophical commitment to school and Philosophical commitment to school and societysociety• How does schooling develop democratic values How does schooling develop democratic values

and allow student participation?and allow student participation? Economic perspective – class, markets, Economic perspective – class, markets,

human resourceshuman resources• How do schools prepare students for work and How do schools prepare students for work and

financial reward?financial reward? Historical - interpreting the pastHistorical - interpreting the past

• How have schools changed?How have schools changed? Psychology – mind-sets and values of Psychology – mind-sets and values of

societysociety• How do we counteract school violence?How do we counteract school violence?


PerspectivesPerspectives

InterpretiveInterpretive• Focus on concepts and theoriesFocus on concepts and theories• Explain educational phenomena by considering Explain educational phenomena by considering

cultural, philosophical, and historical contextcultural, philosophical, and historical context NormativeNormative

• Examine differing value positionsExamine differing value positions• Develop own values about educationDevelop own values about education

CriticalCritical• Develop ability to question contradictions and Develop ability to question contradictions and

inconsistencies in educational beliefs, policies, inconsistencies in educational beliefs, policies, and practices.and practices.


Issues ApproachIssues Approach

Group projects for this course will Group projects for this course will be based on be based on issues/tensions/dilemmas issues/tensions/dilemmas presented in the Kubow & Fossumpresented in the Kubow & Fossum

Issues Addressed in TextbookIssues Addressed in Textbook• Purpose of SchoolingPurpose of Schooling• Educational Access and OpportunityEducational Access and Opportunity• Education Accountability and Education Accountability and

authorityauthority• Teacher ProfessionalismTeacher Professionalism


Comparative Perspective TakingComparative Perspective Taking

Expand understanding beyond own Expand understanding beyond own localized perspectivelocalized perspective

Cross-cultural investigationCross-cultural investigation Make sense out of the new or unknown by Make sense out of the new or unknown by

comparing to own frame of referencecomparing to own frame of reference Multiple interpretation of the issuesMultiple interpretation of the issues Avoid dichotomous thinkingAvoid dichotomous thinking Widen conceptual lensesWiden conceptual lenses Develop the critical thinking skills of a Develop the critical thinking skills of a

global citizenglobal citizen Systematic critique and reflection must Systematic critique and reflection must

accompany curiousityaccompany curiousity(Kubow & Fossum, pp. 26-27)

Value of Comparative EducationValue of Comparative Education Alerts students to enduring social Alerts students to enduring social

questionsquestions Helps teachers function as citizens of the Helps teachers function as citizens of the

U.S. as well as citizens of a global societyU.S. as well as citizens of a global society Encourage a sprit of exploration Encourage a sprit of exploration

transcending local boundariestranscending local boundaries Awareness that educators in different Awareness that educators in different

parts of the world are wrestling with parts of the world are wrestling with similar issuessimilar issues

Educators are part of a global professional Educators are part of a global professional communitycommunity


BenefitsBenefits

View educaton from View educaton from multiple perspectivesmultiple perspectives

Contribute to social Contribute to social change and educational change and educational processprocess

Foster international Foster international understandingunderstanding

Opportunity for global Opportunity for global cooperation and critiquecooperation and critique


comparative education

Education

education issues

field comparative education

culture education

purpose of education

identities kubow fossum

role education plays

texts kubow fossum focus

comparative studies