This article presents a brief critical commentary on Martin Carnoy's presidential address from Robert F. Arnove, Nelly P. Stromquist, Christine Fox, Henry M. Levin, Vandra Lea Masemann, and Erwin H. Epstein. Among other things, Arnove finds particularly useful Carnoy's recommendations on ways to engage in comparative education research, from…

Examines challenges to comparative and international education in the areas of epistemological approaches, research methodology, philosophical considerations, and dissemination of findings; the field's contributions in questioning assumptions about school-society relationships, identifying the benefits and dangers of "borrowing" educational…

Goals, content, methods, and outcomes of adult education differ according to state policy and characteristics of the political regime. In the 1980s, Mexico represented a "corporatist" state undertaking an incremental approach to literacy provision for purposes of political legitimation and social integration, while Nicaragua represented a…

Despite remarkable progress in education, China and India still face problems of massive illiteracy; lack of universal access to education; a hierarchical, elitist, examination-oriented system unrelated to economic needs and productive labor; a large number of unemployed school leavers; and dependence on foreign models, particularly at the higher…

This article describes the scope and content of the Nicaraguan National Literacy Crusade of 1980, its organization, workings, and outcomes. Special attention is given to those aspects of the crusade that relate to the goals of integrating previously excluded groups and transforming the political culture of the country. (Author)

This essay is a call for world-systems analysis of education. It defines the central features of world-systems analysis, discusses the literature pertaining to the emergence and consolidation of a world economic system, points up some promising research by comparative educationists, and suggests some areas for future research. (Author/KC)

By focusing on a narrow but dramatic issue--rural education in Latin America--this paper explores the more general theme of the relationship between schooling and political development. (Author)

Traces the efforts of Nicaragua's Sandinista government to create a new education system consonant with the revolution's ideals of social justice. Describes educational policy goals; national literacy campaigns; nonformal adult basic education programs; and difficulties arising from poverty, U.S. opposition, and the contradictions of revolutionary…

Describes politically driven, educational changes in Nicaragua, 1979-93, since education was used first to promote social change and later to restore elements of the previous status quo. Discusses the church-state relationship, curricula and textbooks, recent moves toward site-based management, funding of higher education, and the possibility of…