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ERIC Number: EJ1044929
Record Type: Journal
Publication Date: 2014
Pages: 9
Abstractor: As Provided
Reference Count: 12
ISBN: N/A
ISSN: EISSN-1523-1615
Comparison and Context: The Interdisciplinary Approach to the Comparative Study of Education
Steiner-Khamsi, Gita
Current Issues in Comparative Education, v16 n2 p34-42 Fall 2014
Because educational research has grown more global in nature over the course of the last few decades, researchers find themselves questioning how best to conceptualize content and establish distinct levels in educational research. Globalization has exacerbated the need to rethink culture and context, to understand how and why similar content are, for cultural reasons, interpreted and received differently. The symposium on "Rethinking Culture, Context, and Comparison in Education and Development" brought together several groups of noted scholars to discuss the issues of this phenomenon. Of those groups of scholars, author Gita Steiner-Khamsi sets her focus on two: those that utilize a disciplinary lens versus those that apply an interdisciplinary, or rather multidisciplinary approach to the comparative inquiry of education. Steiner-Khamsi begins this essay by dismissing the dichotomy between anthropology and comparative education as a false juxtaposition and proposes instead a reflection on the disciplinary versus the multidisciplinary approach to the comparative study of education. In this ongoing discussion, she argues that the method of comparison strongly relies on an interdisciplinary approach in order to understand and generalize findings on similarities and differences between educational practices, beliefs, and systems.
Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A