This book brings together fifteen comprehensive studies of significant North American scholars of comparative education from the 20th century. Providing relevant biographical detail, chapters analyse each scholar's approach to comparative education and their on-going influences on the field. Comparative studies in education have long benefited from the work of significant individuals who have collectively advanced the field, making it a vibrant and intellectually fruitful area of educational research. Offering a unique, systematic exploration of the work of the founders of comparative educational research, North American Scholars of Comparative Education emphasizes the importance of understanding the accomplishments of key historical figures in the field, and considers the legacies such individuals have created. Chapters move beyond descriptions of comparativists' work, to illustrate the pivotal role played by each scholar in driving a progression through humanistic and scientific approaches, to new epistemological traditions within the field of comparative education. This in turn reveals critical historical-epistemological transitions which have had lasting impacts on the field. Including contributions written by leading scholars in the field, this volume will be of great interest to researchers, academics and scholars in comparative and international education.

This book brings together fifteen comprehensive studies of significant North American scholars of comparative education from the 20th century. Providing relevant biographical detail, chapters analyse each scholar’s approach to comparative education and their on-going influences on the field. Comparative studies in education have long benefited from the work of significant individuals who have collectively advanced the field, making it a vibrant and intellectually fruitful area of educational research. Offering a unique, systematic exploration of the work of the founders of comparative educational research, North American Scholars of Comparative Education emphasizes the importance of understanding the accomplishments of key historical figures in the field, and considers the legacies such individuals have created. Chapters move beyond descriptions of comparativists’ work, to illustrate the pivotal role played by each scholar in driving a progression through humanistic and scientific approaches, to new epistemological traditions within the field of comparative education. This in turn reveals critical historical-epistemological transitions which have had lasting impacts on the field. Including contributions written by leading scholars in the field, this volume will be of great interest to researchers, academics and scholars in comparative and international education.

This book brings together fifteen comprehensive studies of significant North American scholars of comparative education from the 20th century. Providing relevant biographical detail, chapters analyse each scholar’s approach to comparative education and their on-going influences on the field. Comparative studies in education have long benefited from the work of significant individuals who have collectively advanced the field, making it a vibrant and intellectually fruitful area of educational research. Offering a unique, systematic exploration of the work of the founders of comparative educational research, North American Scholars of Comparative Education emphasizes the importance of understanding the accomplishments of key historical figures in the field, and considers the legacies such individuals have created. Chapters move beyond descriptions of comparativists’ work, to illustrate the pivotal role played by each scholar in driving a progression through humanistic and scientific approaches, to new epistemological traditions within the field of comparative education. This in turn reveals critical historical-epistemological transitions which have had lasting impacts on the field. Including contributions written by leading scholars in the field, this volume will be of great interest to researchers, academics and scholars in comparative and international education.

This book presents an in-depth look at the state of transnational education and comparative perspectives on education systems between Germany and other nation states. It explores how a transnational education identity in secondary and tertiary institutions has developed in the German and other national contexts and which lessons can be learned from current challenges and successes of education systems. It uses detailed case studies to promote critical rethinking of current educational practices in high schools and universities, specifically of race, gender, religion and learner ability in educational settings. It understands learning and teaching as an arena to discuss transnational education opportunities in the 21st century as an emerging or evolving discourse on contemporary forms of transnationalism.

Schoolteachers and the Nordic Model examines the cultural distinctiveness of the Nordic teaching profession and teacher training compared to examples from Europe and North America. The book explores the concept of these ‘teacher cultures’ as various dimensions of professional identities, recruitment patterns, teachers’ social status, values and knowledge. It considers how Nordic teachers ́ socio-cultural backgrounds and their shifting societal roles compare with continental European examples, analysing the societal consequences of teacher cultures for the current Nordic welfare states. Offering a unique focus on teachers, the book uses a shared comparative and historical approach to add new knowledge to the analysis of global convergence and divergence in educational systems. The book will be of great interest to researchers, scholars and post-graduate students in the fields of comparative education, educational policy, the sociology of education and the history of education. It will also be of interest to policy makers, teacher educators and school leaders. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This book brings together studies of significant British scholars of comparative education from the 19th and 20th centuries. Providing a unique and detailed examination of the work of the founding British scholars of research in comparative education, British Scholars of Comparative Education considers the legacy of these key figures and emphasises the importance of understanding their achievements. The advancement of research in comparative education has long been driven by the work of key scholars, ensuring it remains a lively area of educational research. This book highlights the pivotal role played by each scholar in driving a progression through humanistic and scientific approaches to new epistemological traditions within the field of comparative education. This in turn reveals critical historical-epistemological transitions that have had lasting impacts on the field. With contributions from leading scholars in the field, this volume will be of great interest to researchers, academics, and scholars in comparative and international education.

This book explores the evolution and current state of the scholarly field of comparative and international education over 200 years of development. Experts in the field explore comparative and international education in each of the major world regions.

This book proposes and unpacks the construct 'Criticism against Northern Hegemony in the scholarly field of Comparative and International Education' as bringing together a number of related strands in the field and as showing a promising future trajectory for the evolution of the field, namely the affirmation of the Global South. This construct captures a significant amount of what leading scholars in the field of Comparative and International Education are currently engaged with. It also expresses a view of both the current epoch of education as well as of the societal contextual imperatives shaping education. Criticism against Northern Hegemony in the field comes to the fore in a number of related strands in the current discourse in the field. This scholarly book originates from the Research Unit of Human Rights Education in Diversity at North-West University, South Africa, where the author is affiliated. The book is grounded in the Creed for Human Rights. From this perspective, the book advocates for a new phase in the historical development of the field, with a focus on advancing the affirmation of the Global South as a central moral foundation. The author envisions that this shift will represent a significant advancement in Comparative and International Education, propelling it to an unprecedented stage of value and importance.

Comparative Education examines the common problems facing education systems around the world as the result of global economic, social, and cultural forces. Issues related to the governance, financing, provision, processes, and outcomes of education systems for differently situated social groups are described and analyzed in specific regional, national, and local contexts.

This volume aims to expand knowledge about the history of comparative education. It explores new scholarship on key actors and ways of knowing in the field. It aims to raise awareness on the positionality of historical narratives about this field of inquiry and offers a re-think of its histories. Since comparative education has always been embedded within a global field of power, what would the changing world order’s implications be for the institutional and intellectual histories of the field? This book offers diverse perspectives for re-theorising the histories of comparative education. It suggests casting a far-sighted and panoramic look at the field’s origins. The volume concludes with a puzzle for future work on a global history of comparative education. This book was originally published as a special issue of Comparative Education.