New times, hard times: re-reading Comparative Education in an age of discontent.

Autor/in	Welch, Anthony
Titel	New times, hard times: re-reading Comparative Education in an age of discontent.
Quelle	Aus: Discourse formation in comparative education. Frankfurt, Main: Lang (2003) S. 189-225Verfügbarkeit
Reihe	Komparatistische Bibliothek. 10
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Bildungstheorie; Vergleichende Erziehungswissenschaft; Forschung; Hermeneutik; Vergleichende Forschung; Philosophie; Wissenschaft; Wissenschaftsgeschichte; Diskurs; Modernisierung; Theoriebildung; Zukunft
Abstract	This article first briefly illustrates certain counterpoints in Comparative Education, but without necessarily implying that there is any particular underlying sequence of theoretical trajectory. It also refers to the literature from modernization theory to illustrate some of the key differences or underlying assumptions associated with one or other position. In illustrating these three motifs, however, it is argued that there are limitations to each, which a more considered and critical view can surmount. In particular, it is argued that an unreconstructed post-modernity fails on a number of counts, as a means to re-vitalize the field of comparative education. Alternatives, based on the prospects for a critical hermeneutics of inter-cultural relations, are sketched, which it is argued may go some way to resolve the new set of contextual challenges, brought about by changed institutional, social and economic conditions, which clearly merit integration into the self-understanding of comparative education, and which arguably demand a new set of solutions. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)