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ERIC Number: EJ1176346
Record Type: Journal
Publication Date: 2018-May
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0010-4086
The Contingent Sense-Making of Contingency: Epistemologies of Change in Comparative Education
Kauko, Jaakko; Wermke, Wieland
Comparative Education Review, v62 n2 p157-177 May 2018
In this article we set out to broaden the scope of comparative education in relation to change. Following what various scholars have already shown, we argue that the world we are exploring is contingent, as too is comparative research, reflecting particular epistemological perspectives. We use this dual focus on contingency and analyze the differences among epistemological understandings of change in a strategic sample of three theoretical traditions in comparative education: borrowing and lending (specifically cross-national attraction), the world culture approach, and the functional-cum-configurational model. We argue that the borderlines of the different traditions emerge from their different epistemological starting points, relating to how they cope with complexity and resulting in different methodological consequences. We conclude that comparative education should both be more aware of the contingency of its sense-making and bolder in theorizing complex contexts.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A