This book proposes and unpacks the construct 'Criticism against Northern Hegemony in the scholarly field of Comparative and International Education' as bringing together a number of related strands ...in the field and as showing a promising future trajectory for the evolution of the field, namely the affirmation of the Global South. This construct captures a significant amount of what leading scholars in the field of Comparative and International Education are currently engaged with. It also expresses a view of both the current epoch of education as well as of the societal contextual imperatives shaping education. Criticism against Northern Hegemony in the field comes to the fore in a number of related strands in the current discourse in the field. This scholarly book originates from the Research Unit of Human Rights Education in Diversity at North-West University, South Africa, where the author is affiliated. The book is grounded in the Creed for Human Rights. From this perspective, the book advocates for a new phase in the historical development of the field, with a focus on advancing the affirmation of the Global South as a central moral foundation. The author envisions that this shift will represent a significant advancement in Comparative and International Education, propelling it to an unprecedented stage of value and importance.
Humanity has come to look up to education to take on any challenge encountered on its way. Consequently, a massive education expansion project commenced some seventy years ago. By 2020, however, this ...project had still been far from complete and far from being perfect. Deficiencies and shortcomings are salient on all three fronts of access to education, equality of education, and quality education. The ravages caused by the Covid-19 pandemic have also aggravated deficiencies in education worldwide and made it urgent to address shortcomings in education. The task’s urgency to rebuild education to its rightful place in the post-pandemic world means there is no room for experimentation. Nations should be learning from one another regarding their experience with education. The thesis of this study is that the scholarly field of comparative and international education is ideally suited to guide this exercise, but in order to live up to its potential, one major challenge that has beset the field for most of its history, namely the theoretical-practical divide, needs to be overcome. If the pandemic can succeed in effecting such a change, it will be to the benefit of both the field and education. In using comparative and international education to guide the post-pandemic education project, education in the BRICS countries has a pivotal role. If the articles in this volume can assist in developing a vision for a post-pandemic global education project, it will be, also as a starting point to get comparativists to enter the realm of education praxis, worth the endeavour.
Since 1994, the eyes of the world have been on South Africa, observing with interest the societal reconstruction project, upon which the country had embarked. In this project, higher education is ...both the terrain and the perceived instrument of change. In this higher education system and its mission, the academic profession is pivotal - especially, the new up-and-coming generation of academics, who have entered the profession since 1994. Using data from the International Changing Academic Profession Survey of the academic profession, this article focuses on this new generation of South African academics: their teaching; their research and service activities; their biographical details; their international profile; their relations with institutional management; and their job satisfaction. The results of this analysis reveal that while the new generation is present in terms of numbers, they also face three challenges. These pertain to three critical areas, namely research productivity, internationalisation, and the creation of a satisfying work environment, amidst signs of seriously harmful managerialism. The article concludes with recommendations as to how to approach these challenges.
Based on the authors' wide reading in the field, this article suggests the notion of the narrative as a fitting and meaningful way of conceptualising and mapping the field of comparative education. ...Four prominent narratives can be identified in not only the field of comparative education (and the scholarly discourse on education) but also the public discourse on education. These are the narratives of the capability theory, neoliberal economics, the creed of human rights, and the call for social justice. These narratives are contrasted, and guidelines are offered for further research on reconstructing and reflecting on the current state of comparative education and its future trajectory.
This book explores the evolution and current state of the scholarly field of comparative and international education over 200 years of development. Experts in the field explore comparative and ...international education in each of the major world regions.
Hierdie artikel bied 'n bestekopname en kritiese, sinsoekende bevraging van die geesteswetenskappe as 'n kollektief aan universiteite en binne die samelewing van die een-en-twintigste eeu. Nadat ...universiteite vir baie lank op die rand van die samelewing was, het die universiteit as instelling na die middelpunt beweeg sedert die middel van die twintigste eeu, en meer so sedert die aanbreek van die wêreldwye hoëronderwysrevolusie vanaf ongeveer 1990. Deel van die massifikasie wat die hoofkenmerk van hierdie revolusie is, is die toename in geesteswetenskappe-inskrywings. In die lig van die eise wat die huidige eeu se ontvouende samelewing aan hoër onderwys stel, is hierdie tendens te verwelkom. Die grootste leemte is dat daar geen dienooreenkomstige navorsingsaktiwiteit is om hierdie studentekorps of hul dosente te begelei tot die beste onderwys en onderwysstelselpraktyk nie. In die slotgedeelte van hierdie artikel word enkele aanbevelings vir die agenda van so 'n navorsingsprojek gemaak.
•A massive global education expansion project in world today.•Many scholars describe it under term “globalization” and human capital formation.•Too narrow to encapsulate the totality of changes in ...education on a global scale.•Required: a schema including three reference points.•The neoliberal economic revolution, the creed of human rights, and social justice.
A massive global education expansion and reform project has made education a key feature and priority of the world today. Many scholars in the field of comparative and international education have adopted the term “globalization” to encapsulate this worldwide phenomenon. This qualitative study explores the development of globally competent academics in the context of globalization and correlated human capital formation and argues that such thematic conceptualizations fail to encapsulate and explain the totality of changes in education on a global scale. Findings indicate that the current situation and related changes in education in the 21st century could be better explained and served by a schema framework that takes as its main reference points the neoliberal economic revolution, the creed of human rights, and the social justice lobby.
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