The Development of Theory in Comparative and International Education: An Analysis of Doctoral Theses at North American Universities

Autor/inn/en	Mukudi Omwami, Edith; Shields, Robin
Titel	The Development of Theory in Comparative and International Education: An Analysis of Doctoral Theses at North American Universities
Quelle	In: Research in Comparative and International Education, 17 (2022) 4, S.566-582 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/17454999221112231
Schlagwörter	Comparative Education; International Education; Doctoral Programs; Economic Factors; Interdisciplinary Approach; Doctoral Dissertations; Educational Trends; Universities; Educational Theories; Role; Academic Advising; Trend Analysis + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Internationale Erziehung; Doktorandenprogramm; Ökonomischer Faktor; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungsentwicklung; University; Universität; Educational theory; Theory of education; Bildungstheorie; Rollen; Akademischer Rat; Trendanalyse
Abstract	Comparative and international education (CIE) claims to be an interdisciplinary field embracing a diversity in methodologies and theoretical perspectives. Over the years, there has been an expansion in the range of theoretical perspectives employed in scholarship, as new scholars bring with them interests, expertise and positionalities. Our analysis maps the development of theoretical perspectives in doctoral theses in CIE at North American universities since 1990. We find that theory has changed considerably in this time, with a greater emphasis on critical perspectives and standpoint theories and a declining interest in economically focused perspectives. We also note that the role of doctoral advisors is primarily in terms of theoretical perspective, rather than context or methodology. These findings improve our understanding of the field in North America and potentially hold relevance to scholarship in other parts of the world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01