ERIC Number: EJ1037411
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 102
Comparative Education Research Framed by Neo-Institutional Theory: A Review of Diverse Approaches and Conflicting Assumptions
Wiseman, Alexander W.; Astiz, M. Fernanda; Baker, David P.
Compare: A Journal of Comparative and International Education, v44 n5 p688-709 2014
The rise in globalisation studies in comparative education places neo-institutional theory at the centre of many debates among comparative education researchers. However, uncertainty about how to interpret neo-institutional theory still persists among educational comparativists. With this uncertainty comes misinterpretation of its principles, variations and explanatory power. Two problematic misconceptions prevail: (1) the belief that the "world culture" strand is the only version of neo-institutional theory applicable to comparative education research; and (2) the assumption that the global homogenisation of society, culture and schooling is a goal of researchers applying neo-institutional theory to comparative education phenomena. This article addresses these misconceptions, elucidating neo-institutional theory and its applicability to comparative education research. Our findings suggest that neo-institutional frameworks for comparative education research are useful, but that complementary approaches and methods are also necessary.
Descriptors: Comparative Education, Educational Research, Global Approach, Misconceptions, Guidelines, Research Methodology
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A