Narratives as a way of conceptualising the field of comparative education

被引：4

作者：

Wolhuter, C. C. ^{[1
]}

Espinoza, Oscar ^{[2
]}

Mcginn, Noel ^{[3
]}

机构：

[1] North West Univ, Potchefstroom, South Africa

[2] Univ Tarapaca, Dept Educ, Arica, Chile

[3] Harvard Univ, Cambridge, MA 02138 USA

来源：

COMPARE-A JOURNAL OF COMPARATIVE AND INTERNATIONAL EDUCATION | 2024年 / 54卷 / 02期

关键词：

Capabilities approach; comparative education; human rights education; narratives; neoliberal economics; paradigms; social justice; KNOWLEDGE; TRENDS; RIGHTS; AGE;

D O I：

10.1080/03057925.2022.2093160

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：259 / 276

页数：18

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