Globalisation and Comparative Education: A Caribbean perspective

doi:10.1080/03050060120091238

Home
/
Papers
/
Globalisation and Comparative Education: A Caribbean perspective

Journal Article•DOI•

Globalisation and Comparative Education: A Caribbean perspective

01 Nov 2001-Comparative Education (Taylor & Francis Group)-Vol. 37, Iss: 4, pp 425-438

TL;DR: The phenomenon of globalisation argues for a broader view of the world than was hitherto necessary; one that takes into account the diversity of the human experience and consequently requires a deeper understanding of the particularities of each of the constituencies that make up that experience as discussed by the authors.

read less

Abstract: The phenomenon of globalisation argues for a broader view of the world than was hitherto necessary; one that takes into account the diversity of the human experience and consequently one that requires a deeper understanding of the particularities of each of the constituencies that make up that experience. Comparative education, which has always stressed the significance of context and circumstance, is ideally placed to foster awareness of these elements that differentiate us, thereby facilitating our 'reading of the global' and cultivating in us a deeper appreciation of the interdependence of today's global community. The small states of the Caribbean which risk being further marginalised by the processes of globalisation stand to benefit from comparative education initiatives which would give greater international exposure to their particular circumstances and their contribution to world culture and civilisation. The Caribbean region has had a history of learning to live and work with people from diverse...

...read moreread less

Citations

PDF

Open Access

More filters

'Jihad' vs. 'McWorld'

[...]

Toni Comín

01 Jan 2003

142 citations

Journal Article•DOI•

Context matters in educational research and international development: Learning from the small states experience

[...]

Michael W Crossley¹•Institutions (1)

University of Bristol¹

20 Nov 2010-Prospects

TL;DR: This paper argued that greater attention should be paid to contextual factors in educational research and international development cooperation, drawing upon principles that underpin socio-cultural approaches to comparative education, a critical analysis of the political economy of contemporary educational research, and recent research experience in small states worldwide.

...read moreread less

Abstract: The article argues that greater attention should be paid to contextual factors in educational research and international development cooperation. The analysis draws upon principles that underpin socio-cultural approaches to comparative education, a critical analysis of the political economy of contemporary educational research, and recent research experience in small states worldwide.

...read moreread less

104 citations

Journal Article•DOI•

International collaboration and research capacity building: learning from the EdQual experience

[...]

Angeline M Barrett¹, Michael W Crossley¹, Hillary Dachi²•Institutions (2)

University of Bristol¹, University of Dar es Salaam²

18 Feb 2011-Comparative Education

TL;DR: In this paper, the authors analyse the experience of one research consortium made up of academic institutions in the UK and sub-Saharan Africa and analyse their participation in setting the research agenda, distribution of leadership and forms of capa...

...read moreread less

Abstract: Research capacity building and its impact on policy and practice are increasingly highlighted in the literature on international research partnerships. In the field of education and development, it is recognised that, in the past, international research collaborations have tended to be dominated by the agenda of Northern partners. Partly in response, new modalities are developing and, in the UK, funding has recently been channelled through large consortia of research institutions spread across several countries delivering a themed programme of research projects. These are expected to build research capacity in the South and influence policy in the countries in which research is conducted, at the same time as producing quality research of international relevance. This article reflects critically on the experience of one research consortium made up of academic institutions in the UK and sub‐Saharan Africa. It analyses participation in setting the research agenda, distribution of leadership and forms of capa...

...read moreread less

72 citations

Cites background from "Globalisation and Comparative Educa..."

...(Louisy 2001, 435–436) Researchers such as Crossley and Holmes (2001), King (2007), and Samoff (2009) have done much to develop greater awareness of this potential within both the academy and the international development community....
[...]
...Some of the most revealing studies, however, stem from critiques developed by researchers who are concerned about the challenges raised by the uncritical international transfer of social and educational research priorities, paradigms and modalities – with some of the most critical positions originating from Southern researchers in low-income countries (Louisy 2001)....
[...]
...…by researchers who are concerned about the challenges raised by the uncritical international transfer of social and educational research priorities, paradigms and modalities – with some of the most critical positions originating from Southern researchers in low-income countries (Louisy 2001)....
[...]

Journal Article•DOI•

Whose Knowledge, Whose Values? The Contribution of Local Knowledge to Education Policy Processes: A Case Study of Research Development Initiatives in the Small State of Saint Lucia.

[...]

Keith Holmes¹, Michael W Crossley¹•Institutions (1)

University of Bristol¹

01 Jun 2004-Compare

TL;DR: In this paper, a case study of education in the small Caribbean state of Saint Lucia (population 154,000) is examined to examine how local knowledge and values can influence the education policy process.

...read moreread less

Abstract: This paper draws upon a case study of education in the small Caribbean state of Saint Lucia (population 154,000) to examine how local knowledge and values can influence the education policy process. It is argued that recent research development initiatives have strengthened the ability of Saint Lucia to mediate international education agendas to suit its distinctive ‘social ecology’ and circumstances as a small state. Saint Lucians, it is argued, are reconceptualizing educational research in ways that better reflect the society's Kweyol‐majority culture, oral traditions and postcolonial context. The boundaries of educational research are therefore being stretched to incorporate local knowledge and values and multiple modes of meaning‐making. The paper argues that increased recognition of the epistemological issues and cultural values that are at the heart of efforts to strengthen research capacity can play a crucial role in democratizing the education policy process and educational research itself.

...read moreread less

64 citations

Journal Article•DOI•

The advancement of educational research in small states

[...]

Michael W Crossley¹•Institutions (1)

University of Bristol¹

24 Apr 2008-Comparative Education

TL;DR: In this article, the authors examine the impact of global development agendas on the nature and direction of educational development in small states and explore possible ways forward for the future support and advancement of educational research in such contexts.

...read moreread less

Abstract: This paper critically examines the impact of global development agendas upon the nature and direction of educational development in small states. This generates a critique of the international transfer of western identifies the policy trajectories and related research modalities, strategic importance of small states, and explores possible ways forward for the future support and advancement of educational research in such contexts. In doing so, priority attention is given to the potential of collaborative research initiatives, and to strategies for supporting and strengthening local research capacity.

...read moreread less

48 citations

1
2
3
4
…
5
6
7
8
9
10
11
12

Collapse

References

PDF

Open Access

More filters

Book•

The power of identity

[...]

Manuel Castells

01 Jan 1997

TL;DR: In this paper, Castells describes the origins, purpose and effect of proactive movements, such as feminism and environmentalism, which aim to transform human relationships at their most fundamental level; and reactive movements that build trenches of resistance on behalf of God, nation, ethnicity, family, or locality.

...read moreread less

Abstract: From the Publisher: Manuel Castells describes the origins, purpose and effect of proactive movements, such as feminism and environmentalism, which aim to transform human relationships at their most fundamental level; and of reactive movements that build trenches of resistance on behalf of God, nation, ethnicity, family, or locality. The fundamental categories of existence, the author shows, are threatened by the combined, contradictory assault of techno-economic forces and transformative social movements, each using the new power of the media to promote their ambitions. Caught between these opposing trends, he argues, the nation-state is called into question, drawing into its crisis the very notion of political democracy. The author moves thematically between the United States, Western Europe, Russia, Mexico, Bolivia, the Islamic World, China, and Japan, seeking to understand a variety of social processes that are, he contends, closely inter-related in function and meaning. This is a book of profound importance for understanding how the world will be transformed by the beginning of the next century.

...read moreread less

4,043 citations

"Globalisation and Comparative Educa..." refers background in this paper

...Castells (1997) captures this contradiction in his observation that along with the technological revolution, the transformation of capitalism and the demise of statism, we have experienced, in the last quarter of the [twentieth] century, the widespread surge of powerful expressions of collective…...
[...]

Book•

How far can we learn anything of practical value from the study of foreign systems of education

[...]

M. E. Sadler

01 Jan 1900

222 citations

"Globalisation and Comparative Educa..." refers background in this paper

...Is it still true or relevant to say that the practical value of studying in a right spirit and with scholarly accuracy the working of foreign systems of education is that it will result in our being better tted to study and understand our own (Sadler, 1900, p. 3)....
[...]

Journal Article•DOI•

Bridging Cultures and Traditions in the Reconceptualisation of Comparative and International Education

[...]

Michael W Crossley

01 Aug 2000-Comparative Education

TL;DR: In this paper, the authors focus on ways in which bridges can be built or strengthened across disciplinary boundaries and between theoretical and applied studies, policy and practice, micro and macro levels of analysis and studies of the North and the South.

...read moreread less

Abstract: If the field of comparative education is to be reconceptualised in ways that articulate and demonstrate its continued relevance for the 21st century, it is argued that its history and traditions deserve both celebration and challenge. The field's multi-disciplinary origins and nature, for example, position it well for further advancement in a future in which the socio-cultural analysis of global trends and developments will require concerted attention. On the other hand, some fundamental, and long-evident, characteristics require critical re-consideration. In the light of this, the article focuses upon ways in which bridges can be built or strengthened across disciplinary boundaries and between theoretical and applied studies, policy and practice, micro and macro levels of analysis and studies of the North and the South. Implications of this are considered for all engaged in comparative and international research and related educational policy and practice.

...read moreread less

177 citations

"Globalisation and Comparative Educa..." refers background in this paper

...Crossley writes: To some extent there is evidence to suggest that the eld has responded too directly to changing disciplinary fashions, with the result that the phases of its own development mark the rejection of past practices, rather than a cumulative advancement (Crossley, 2000, p. 327)....
[...]
...…development studies, education in developing countries, and multicultural education, among others (Watson & King, 1991), and in Crossley’s acknowledgement that many of the contemporary challenges facing the eld stem from problems internal to its development and evolution (Crossley, 2000)....
[...]
...Crossley (2000) argues that, with its global awareness and traditional concerns for context and culture, the comparative eld’s engagement with these issues points to the importance of the future study of issues of convergence and divergence in education....
[...]

Journal Article•DOI•

Comparing Futures or Comparing Pasts

[...]

Robert Cowen

01 Aug 2000-Comparative Education

TL;DR: The authors suggests that there is no single or unified "comparative education" but that there are multiple comparative educations, and suggests that at least one kind of comparative education, for a decade or so, should concentrate on exploring moments of educational metamorphosis, rather than assuming that the equilibrium conditions and the dynamic linearities of development of educational systems can be predicted.

...read moreread less

Abstract: This article, firstly and briefly, suggests that there is no single or unified 'comparative education' but that there are multiple comparative educations. How may such a variety of comparative educations be distinguished? Rather more importantly and secondly, what might an 'interesting' comparative education constructed in universities look like, and on what criteria would it be interesting? The specific suggestion offered here is that at least one kind of comparative education, for a decade or so, should concentrate on exploring moments of educational metamorphosis, rather than assuming that the equilibrium conditions and the dynamic linearities of development of educational systems can be predicted. Thus for the moment the correct answer to the question, how far can we learn anything of practical value from the study of foreign educational systems is: 'not a lot'. The correct question is, why have we as scholars taken that question so seriously for so long?

...read moreread less

166 citations

"Globalisation and Comparative Educa..." refers background in this paper

...It is in this sense I believe that Cowen (2000) speaks of ‘reading the global’ as a possible future role for comparative education....
[...]
...That one can speak of comparative educations (Cowen, 2000; Crossley & Jarvis, 2000) instead of comparative education as a eld of study strengthens Olivera’s observations that ‘at present, except for a desire to share information across the frontiers, it is dif cult to say what it is that all those…...
[...]

'Jihad' vs. 'McWorld'

[...]

Toni Comín

01 Jan 2003

142 citations

"Globalisation and Comparative Educa..." refers background in this paper

...In his Jihad vs. McWorld, Benjamin Barber speaks, for example, of the planet falling precipitously apart and coming reluctantly together at the very same moment (Barber, 1995)....
[...]