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ERIC Number: ED344531
Record Type: RIE
Publication Date: 1992-Mar
Pages: 37
Abstractor: N/A
Mapping Paradigms and Theories in Comparative Education.
Paulston, Rolland G.
A study was done to examine changing representations of knowledge in the field of comparative and international education since the 1950s, to identify dominant paradigms and theories in use today and to suggest how these diverse constructs may be mapped at macro and micro levels of social reality as an intellectual field. The study used textual analysis to examine the emergence of paradigmatic and theoretical conceptions. Three major representation of knowledge in the field were identified: the orthodox, the heterodox, and the enfolding heterogeneous. The orthodox is described as linear, hierarchical and centralized and developing in the 1950s and 1960s. The heterodoxy of the 1970s and 1980s was branching, with the emergence of new inquiry perspectives. The new heterogeneity developing in the 1990s is disputatious yet contains complementary knowledge communities. Also found were convergent trends across knowledge communities with discussion noting recent eclectic adaptations as comparative educators and their texts became more polyocular and reflexive. This allows new theory to emerge from combinations of existing theories and the paradigmatic dispositions of our time. Included are 4 figures and a 74-item bibliography. (JB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Comparative and International Education Society Annual Meeting (Annapolis, MD, March 1992).