ERIC Number: EJ1085754
Record Type: Journal
Publication Date: 2016-Jan
Abstractor: As Provided
Reference Count: 41
Cross Cultural Comparative Education--Fortifying Preconceptions or Transformation of Knowledge?
Policy Futures in Education, v14 n1 p77-91 Jan 2016
The purpose of this article is to carry out a critical inquiry of comparative education by using an example of a comparative programme within kindergarten teacher education in Norway. The article discusses the inclination, in cross-cultural comparative studies, to emphasise cultural essentialism, to evaluate educational practice from a mono-cultural perspective and to overlook the interrelation between globalisation and local practices. The article further argues for promoting dialogism in order to understand local practices in cross-cultural comparative studies. Furthermore, the article underlines the importance of extending the understanding of context and problematising the position of the students in order to construct knowledge which challenges their preconceptions, and to contribute to transformation of knowledge.
Descriptors: Comparative Education, Inquiry, Kindergarten, Teacher Education Programs, Cross Cultural Studies, Cultural Differences, Teaching Methods, Correlation, Global Approach, Foreign Countries, Preservice Teacher Education, Curriculum, Dialogs (Language), Context Effect, Reflection, Critical Thinking
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Kindergarten; Primary Education; Early Childhood Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: China; Norway