This open access book offers a critical analysis of the history of the International Bureau of Education (IBE) from its founding in 1925 to its integration into UNESCO in January 1969. Based on the ...conceptual and methodological tools of the transnational turn and on archives, fully exploited for the first time by the research team, this book enriches knowledge of the phenomena of globalization. It does so in a field, education, which is currently one of those most invested in globalization, but whose sociogenesis in the era of its first period of institutionalization remains to be explored more profoundly. The authors do this by analyzing how the actors of the IBE tried to realize their aspiration towards universal aims in education, the contradictions they were confronted with, the causes they invested in, their operating mode and the governments and international organizations with which they cooperated.
This article suggests that, as a field of study, we have accumulated too many routinised ways to legitimate our academic identity; that it is time to step away from comfortable clichés about our ...past; and to notice that the future is, at least metaphorically, now and urgent. However, while it is easy to illustrate the banalities we use to define our academic identity, it is difficult to turn the metaphor of 'the future is now' into a coherent perspective for seeing 'futures' for comparative education. Thus the second part of the article sketches choices which stabilise such a discussion and help to avoid vague visions of grand projects. The Conclusion emphasises our classic flaw - failure to notice the political framing of many of our epistemic choices, agendas of attention and action, and institutional identities - before permitting itself to be a little bit excited about 'the future'.
Computational thinking (CT) uses concepts that are essential to computing and information science to solve problems, design and evaluate complex systems, and understand human reasoning and behavior. ...This way of thinking has important implications in computer sciences as well as in almost every other field. Therefore, we contend that CT should be taught in elementary schools and included in every university's educational curriculum. Several studies that measure the impact of teaching programming, analytical thinking, and CT have been conducted. In this review, we analyze and discuss findings from these studies and highlight the importance of learning programming with a focus on the development of CT skills at a young age. We also describe the tools that are available to improve the teaching of CT and provide a state-of-the-art overview of how programming is being taught at schools and universities in Colombia and around the world.
This paper presents a historical analysis of Zoology curricula in Brazil, based on comparative education. Data were collected in six documents that portray the historical context from the curricular ...structure of Colégio Imperial de Pedro II to the National Common Curricular Base. The following criteria for comparison and analysis were used: zoological curriculum discourse, scientific content, method used and historical context. The results showed that the teaching of Zoology has historically passed through 4 curricular phases, namely: 19th century from the 19th century and the Brazilian Empire, Positivist from the Cold War and technological dispute, Technicists from the military dictatorship and the progressive discourse and Skills and Competencies that arise at the time of discussion of post-critical theories of curriculum in Brazil. It is concluded that the Teaching of Zoology suffered political and social determinants that influenced its conceptual perspectives and zoological curricular discourse during the period used.
One way to look at some of the scholars in English-language comparative education in the 1960s is to see them as being concerned with 'methods'. They themselves emphasised that they were re-thinking ...'method' in comparative education. Victories were won and courses were rewritten. That 'historic' moment is taught (if it is taught at all nowadays, because history can be made to disappear) as if all that was at stake is mistakes in method. The general argument of this article is that the complex kaleidoscope of our history can and should be tapped. There was more to the scholars of the 1960s than mere 'method', and there is more to be learned from them, for us now. At a time when - especially in England - it is becoming conventional to stress the importance of technically rigorous empirical fieldwork as the kind of 'robust and relevant research' work that politicians and national academic quality control agencies think the nation needs - it is sensible to pause and ask: is our 'history' of the 1960s, with its remarkable emphasis on discussions about method, a simplification of something more complex? What have we been missing? What questions should we take to the archives, to illuminate the present?
A series of conceptual and empirical chapters critically explore the nature and consequences of the dominant onto-epistemological, methodological, and ethical orientations characterizing CIE research ...and practice, and suggest possibilities for change.
Online learning is an educational process which takes place over the Internet as a form of distance education. Distance education became ubiquitous as a result of the COVID-19 pandemic during 2020. ...Because of these circumstances, online teaching and learning had an indispensable role in early childhood education programs, even though debates continue on whether or not it is beneficial for young children to be exposed extensively to Information and Communication Technology (ICT). This descriptive study demonstrates how a preservice teacher education course in early childhood education was redesigned to provide student teachers with opportunities to learn and teach online. It reports experiences and reflections from a practicum course offered in the Spring Semester of 2020, in the USA. It describes three phases of the online student teachers’ experiences–Preparation, Implementation, and Reflection. Tasks accomplished in each phase are reported. Online teaching experiences provided these preservice teachers with opportunities to interact with children, as well as to encourage reflection on how best to promote young children’s development and learning with online communication tools.
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