Toward a Wonderland of Comparative Education

Autor/in	Silova, Iveta
Titel	Toward a Wonderland of Comparative Education
Quelle	In: Comparative Education, 55 (2019) 4, S.444-472 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2019.1657699
Schlagwörter	Comparative Education; World Views; Religious Factors; Epistemology; Educational Research; Foreign Countries; Cultural Influences; Rural Areas; Learning Processes; Literacy; Textbooks; Childrens Literature; Physical Environment; Mythology; Latvia + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; World view; Weltanschauung; Erkenntnistheorie; Bildungsforschung; Pädagogische Forschung; Ausland; Cultural influence; Kultureinfluss; Rural area; Ländlicher Raum; Learning process; Lernprozess; Alphabetisierung; Schreib- und Lesefähigkeit; Textbook; Text book; Schulbuch; Lehrbuch; 'Children''s literature'; Kinderliteratur; Natürliche Umwelt; Mythologie; Lettland
Abstract	The publication of Noah & Eckstein's "Toward a Science of Comparative Education" (1969, Macmillan, NY) marked the beginning of an increasingly narrow research trajectory in comparative education, claiming a universality for Western knowledge and privileging scientific rationality in research. Juxtaposing the 'science' to Lewis Carroll's 'Alice in Wonderland', such comparative education relegated more-than-human worlds and spiritual domains of learning -- and being -- to our collective pasts, personal childhood memories, or imaginations. How can we reorient and attune ourselves toward a Wonder(land), rather than a Science of comparative education exclusively, opening spaces for multiple ways of making sense of the world, and multiple ways of being? How can we reanimate our capacity to engage with a more-than-human world? Based on the analysis of children's literature and textbooks published during various historical periods in Latvia, this article follows the white rabbit to reexamine taken-for-granted dichotomies -- nature and culture, time and space, self and other -- by bringing the 'pagan' worldviews or nature-centred spiritualities more clearly into focus, while reimagining education and childhood beyond the Western horizon. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01