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Should Comparative education be superseded by Comparative and international education?

100%
Wolhuter C. C.
The New Educational Review
|
2016
|
vol. 44
30-39
EN
The paper investigates three issues surrounding the field of comparative education, namely the place of comparative education in teacher education, the question as to whether the field should be transformed into comparative and international education, and acknowledgement of the place of Comenius as one of the fathers providing an inspiring vision and ideal for the field. The paper finds that in view of the current momentous societal changes and educational expansion in the world, there is a compelling case for the field of comparative education to be transformed into comparative and international education, furthermore, that to equip teachers for their role as professionals in this world a place for comparative and international education in teacher education programmes is essential; and thirdly, that due recognition should be given to the place of Comenius as a trailblazer in providing the rationale for the field of comparative and international education.
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Studying Global Human Rights Education. Theoretical and Empirical Approaches

75%
Parish K.
Opuscula Sociologica
|
2015
|
issue 1(11)
23-35
EN
Within the field of comparative and international studies of education, a theoretical debate concerning the nature and extent of globalization thrives between those known as “world culture” theorists, positioned within neo-institutionalism, and their critics. Human rights education (HRE) is an emergent field of educational theory and practice that falls within the context of this debate. This article identifying both theoretical and empirical gaps in the research to date explores the thematic approaches that have been taken by scholars in their studies of HRE.
PL
Na polu komparatywnych i międzynarodowych studiów nad edukacją trwa debata pomiędzy „neo-instytucjonalnymi” teoretykami „kultury światowej” a ich krytykami; debata, która dotyczy natury i stopnia globalizacji. W kontekście rzeczonej debaty umieszcza się obecnie również zagadnienie edukacji nt. praw człowieka (HRE) – nową gałąź teorii i praktyki edukacyjnej. Celem niniejszego artykułu jest poszerzenie zakresu tego ostatniego tematu poprzez identyfikację teoretycznych i empirycznych „luk” badawczych w nim istniejących.
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