Schooling in Capitalist America.

This study contends that environmental education is being significantly altered by globalizing forces, witnessing the effort to convert environmental education into education for sustainable development. This internationally propagated conversion can be challenged from many vantage points. This study identifies anomalies that have arisen as international organizations such as UNESCO have championed this conversion, and discusses issues arising from these anomalies in light of the nature and purposes of education. This study presents a heuristic that has helped one to support a better understanding of the relationships between sustainable development, environmental thought, democracy, and education.

/pdf/globalization-and-environmental-education-looking-beyond-ftbdt6zorh.pdf

Globalization and environmental education: looking beyond sustainable development

The home and the school

This article, based on Ken Zeichner's 1998 Division K Vice-Presidential address, traces the development of teacher education research in the U.S. over the last 21 years. Five different segments of the new scholarship in teacher education are discussed together with their contributions to policy and practice in teacher education: survey research, case studies of teacher education programs, conceptual and historical research, studies of learning to teach, and examinations of the nature and impact of teacher education activities including self-study research. The development of Division K in AERA and the role and status of teacher education in research universities are discussed in relation to the development of this field of educational research.

The New Scholarship in Teacher Education

Findings from research on parent-child and adult mate relationships suggest that there are different paths of development in Japan and the United States. In Japan, the path is one of symbiotic harmony, as seen in the emphasis on union in infancy, others' expectations in childhood, the stability of relationships with parents and peers in adolescence, and assurance about the mate relationship in adulthood. In the United States, the path is one of generative tension, as seen in the tug between separation and reunion in infancy, the emphasis on personal preferences in childhood, the transfer of closeness from parents to peers in adolescence, and the emphasis on trust-a faith and hope in new relationships-in adulthood. The notion that there are different paths of development challenges Western investigators' presumption that certain processes-separation-individuation, use of the relational partner as a secure base for exploration, and conflict between partners-are central in all relationships. The notion of different paths also challenges the assumption of many cross-cultural investigators that relationships in the United States are less valued or weaker than those in Japan; this article highlights cultural differences in the meaning and dynamics, as opposed to the importance and strength, of relationships. The model suggests a need to investigate the processes underlying, and the adaptive consequences of, these two alternative paths.

https://scholar.harvard.edu/files/jweisz/files/2000b.pdf

The Development of Close Relationships in Japan and the United States: Paths of Symbiotic Harmony and Generative Tension

Contents: 1. Introduction 2. Mutidisciplinarity and Diversity in Comparative and International Education 3. Difficulties in Doing Comparative and International Research in Education 4. Globalisation, Context and Difference 5. Changing Research Agendas: Issues and Priorities 6. Educational Research, Global Agendas and International Development Cooperation 7. Reconceptualising Comparative and International Research in Education 8. Context and Culture in Educational Research and Development

Comparative and International Research In Education: Globalisation, Context and Difference

The Japanese Educational Challenge

(1994). Technical and Vocational Education in Developing Countries: Western paradigms and comparative methodology. Comparative Education: Vol. 30, No. 2, pp. 85-97.

Technical and Vocational Education in Developing Countries: Western paradigms and comparative methodology

This paper examines the intellectual and professional contribution of comparative and international studies to the field of education. It explores the nature of the challenges that are currently being faced, and assesses its potential for the advancement of future teaching, research and professional development. Attention is paid to the place of comparative and international education (CIE)—past and present—in teacher education, in postgraduate studies, and in the realms of policy and practice, theory and research. Consideration is first given to the nature and history of CIE, to its initial contributions to the field of education in the UK, and to its chief mechanisms and sites of production. Influential methodological and theoretical developments are examined, followed by an exploration of emergent questions, controversies and dilemmas that could benefit from sustained comparative analysis in the future. Conclusions consider implications for the place of CIE in the future of educational studies as a who...

Comparative and international education: policy transfer, context sensitivity and professional development

Book ReviewConfronting the Shadow Education System: What GovernmentPolicies for What Private Tutoring' By Mark Bray (2009), 135pp. ISBN: 078-92-803-1333-8, Paris: IIEP/UNESCO Publishing

https://jice.um.edu.my/article/download/2552/768

Keith Watson

Papers

Comparative and International Research In Education: Globalisation, Context and Difference

The Japanese Educational Challenge

Technical and Vocational Education in Developing Countries: Western paradigms and comparative methodology

Comparative and international education: policy transfer, context sensitivity and professional development

Confronting the Shadow Education System: What Government Policies for What Private Tutoring': (doi: 10.14425/00.45.79)