Comparative and international education society (CIES) facing the twenty-first century: Challenges and contributions

Comparative Education Review

Volumn 45, Issue 4, 2001, Pages 477-502

  Arnove, Robert F ^a  

^a NONE

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EID: 0035562039     PISSN: 00104086     EISSN: None     Source Type: Journal    
DOI: 10.2307/1189308     Document Type: Conference Paper

References (158)

1. Gary Theisen, "The New ABCs of Comparative and International Education," Comparative Education Review 41 (November 1997): 397-412.
2. Vandra Masemann, "Ways of Knowing: Implications for Comparative Education," Comparative Education Review 34 (November 1990): 465.
3. Val D. Rust, "Postmodernism and Its Comparative Education Implications," Comparative Education Review 35 (November 1991): 616.
4. Ruth Hayhoe, "Redeeming Modernity," Comparative Education Review 44 (November 2000): 423-39.
5. Noel F. McGinn, "Education, Democratization, and Globalization: A Challenge for Comparative Education," Comparative Education Review 40 (November 1996): 341-57; and Carlos Alberto Torres, "Democracy, Education, and Multiculturalism: Dilemmas of Citizenship in a Global World," Comparative Education Review 42 (November 1998): 412-47.
6. Noel F. McGinn, "Education, Democratization, and Globalization: A Challenge for Comparative Education," Comparative Education Review 40 (November 1996): 341-57; and Carlos Alberto Torres, "Democracy, Education, and Multiculturalism: Dilemmas of Citizenship in a Global World," Comparative Education Review 42 (November 1998): 412-47.
7. Patricia Broadfoot, "The Comparative Contribution: A Research Perspective," Comparative Education 13 (1977): 133-37; Richard Heyman, "Comparative Education from an Ethnomethodological Perspective," Comparative Education 15 (1979): 241-49; and Vandra Masemann, "Critical Ethnography in the Study of Comparative Education," Comparative Education Review 16 (February 1982): 1-15.
8. Patricia Broadfoot, "The Comparative Contribution: A Research Perspective," Comparative Education 13 (1977): 133-37; Richard Heyman, "Comparative Education from an Ethnomethodological Perspective," Comparative Education 15 (1979): 241-49; and Vandra Masemann, "Critical Ethnography in the Study of Comparative Education," Comparative Education Review 16 (February 1982): 1-15.
9. Patricia Broadfoot, "The Comparative Contribution: A Research Perspective," Comparative Education 13 (1977): 133-37; Richard Heyman, "Comparative Education from an Ethnomethodological Perspective," Comparative Education 15 (1979): 241-49; and Vandra Masemann, "Critical Ethnography in the Study of Comparative Education," Comparative Education Review 16 (February 1982): 1-15.
10. Robert F. Arnove, "Comparative Education and World-Systems Analysis," Comparative Education Review 24 (February 1980): 48-62.
11. Mark Bray and R. Murray Thomas, "Levels of Comparison in Educational Studies: Different Insights from Different Literatures and the Value of Multilevel Analysis," Harvard Educational Review 65 (Fall 1995): 472-90.
12. William K. Cummings, "The InstitutionS of Education: Compare, Compare, Compare!" Comparative Education Review 43 (November 1999): 413-37.
13. See, e.g., Andreas Kazamias, "Comparative Pedagogy: An Assignment for the 70s," Comparative Education Review 16 (October 1972): 406-11. Kazamias has been an ardent advocate not only for historical perspectives but, more generally, for an emphasis on the humanities in comparative education research and the preparation of scholars in our field.
14. Nelly P. Stromquist, "Editorial," Comparative Education Review 43 (November 1999): iii-v, quote on iii.
15. Ibid., p. iv.
16. Ibid., pp. iv-v.
17. Steven J. Klees, "Planning and Policy Analysis in Education: What Can Economics Tell Us?" Comparative Education Review 30 (November 1986): 574-607.
18. Peter A. Easton and Simon M. Fass, "Monetary Consumption Benefits and the Demand for Primary Schooling in Haiti," Comparative Education Review 33 (May 1989): 176-93.
19. Among earlier noteworthy examples of studies that emphasized the importance of values are Michael E. Sadler, "The History of Education," in Germany in the Nineteenth Century: Five Lectures by J. H. Rose, ed. C. H. Herford, E. C. K. Gooner, and M. E. Sadler (Manchester: University Press, 1912), pp. xx-xxi, 103-27; and Isaac L. Kandel, Comparative Education (Boston: Houghton Mifflin, 1933). For a more recent discussion of this dimension of our field, see Harold Noah, "The Use and Abuse of Comparative Education," Comparative Education Review 28 (November 1984): 550-62.
20. Among earlier noteworthy examples of studies that emphasized the importance of values are Michael E. Sadler, "The History of Education," in Germany in the Nineteenth Century: Five Lectures by J. H. Rose, ed. C. H. Herford, E. C. K. Gooner, and M. E. Sadler (Manchester: University Press, 1912), pp. xx-xxi, 103-27; and Isaac L. Kandel, Comparative Education (Boston: Houghton Mifflin, 1933). For a more recent discussion of this dimension of our field, see Harold Noah, "The Use and Abuse of Comparative Education," Comparative Education Review 28 (November 1984): 550-62.
21. Among earlier noteworthy examples of studies that emphasized the importance of values are Michael E. Sadler, "The History of Education," in Germany in the Nineteenth Century: Five Lectures by J. H. Rose, ed. C. H. Herford, E. C. K. Gooner, and M. E. Sadler (Manchester: University Press, 1912), pp. xx-xxi, 103-27; and Isaac L. Kandel, Comparative Education (Boston: Houghton Mifflin, 1933). For a more recent discussion of this dimension of our field, see Harold Noah, "The Use and Abuse of Comparative Education," Comparative Education Review 28 (November 1984): 550-62.
22. Among his more recent delineations of different research traditions in our field are Rolland G. Paulston, "Mapping Comparative Education after Postmodernity," Comparative Education Review 43 (November 1999): 438-64, and "Imagining Comparative Education: Past, Present, Future," Compare 30, no. 3 (2000): 353-67.
23. Among his more recent delineations of different research traditions in our field are Rolland G. Paulston, "Mapping Comparative Education after Postmodernity," Comparative Education Review 43 (November 1999): 438-64, and "Imagining Comparative Education: Past, Present, Future," Compare 30, no. 3 (2000): 353-67.
24. The use of mass media and the Internet by the Zapatista rebellion to call attention to their struggle is an example of the revolutionary uses of telecommunication technologies; see Douglas Kellner, "Globalization and New Social Movements: Lessons for Critical Theory and Pedagogy," in Globalization and Education: Critical Perspectives, ed. Nicholas C. Burbules and Carlos Alberto Torres (New York: Routledge, 2000), pp. 299-321.
25. Cole S. Brembeck, "The Future of Comparative and International Education," Comparative Education Review 19 (October 1975): 369-74; Stephen P. Heyneman, "Quantity, Quality, and Source," Comparative Education Review 37 (November 1993): 372-88; and Theisen (n. 1 above).
26. Cole S. Brembeck, "The Future of Comparative and International Education," Comparative Education Review 19 (October 1975): 369-74; Stephen P. Heyneman, "Quantity, Quality, and Source," Comparative Education Review 37 (November 1993): 372-88; and Theisen (n. 1 above).
27. Cummings (n. 9 above), p. 414.
28. Joseph P. Farrell. "The Necessity of Comparisons in the Study of Education: The Salience of Science and the Problem of Comparability," Comparative Education Review 23 (February 1979): 3-16.
29. Bray and Thomas (n. 8 above), p. 486.
30. James S. Coleman et al., Equality of Educational Opportunity (Washington, D.C.: U.S. Office of Education, 1966); Christopher Jencks et al., Inequality: A Reassessment of the Effect of Family and Schooling in America (New York: Basic Books, 1972); Bridget Plowden et al., Children and Their Primary Schools: A Report of the Central Advisory Council for Education, England (London: Her Majesty's Stationery Office, 1967).
31. James S. Coleman et al., Equality of Educational Opportunity (Washington, D.C.: U.S. Office of Education, 1966); Christopher Jencks et al., Inequality: A Reassessment of the Effect of Family and Schooling in America (New York: Basic Books, 1972); Bridget Plowden et al., Children and Their Primary Schools: A Report of the Central Advisory Council for Education, England (London: Her Majesty's Stationery Office, 1967).
32. James S. Coleman et al., Equality of Educational Opportunity (Washington, D.C.: U.S. Office of Education, 1966); Christopher Jencks et al., Inequality: A Reassessment of the Effect of Family and Schooling in America (New York: Basic Books, 1972); Bridget Plowden et al., Children and Their Primary Schools: A Report of the Central Advisory Council for Education, England (London: Her Majesty's Stationery Office, 1967).
33. Stephen P. Heyneman, "Influences on Academic Achievement: A Comparison of Results from Uganda and More Industrialized Societies," Sociology of Education 49 (July 1976): 200-211; and Joseph P. Farrell and Ernesto Schiefelbein, "Education and Status Attainment in Chile: A Comparative Challenge to the Wisconsin Model of Status Attainment," Comparative Education Review 29 (November 1985): 490-506.
34. Stephen P. Heyneman, "Influences on Academic Achievement: A Comparison of Results from Uganda and More Industrialized Societies," Sociology of Education 49 (July 1976): 200-211; and Joseph P. Farrell and Ernesto Schiefelbein, "Education and Status Attainment in Chile: A Comparative Challenge to the Wisconsin Model of Status Attainment," Comparative Education Review 29 (November 1985): 490-506.
35. Heyneman, "Influences on Academic Achievement"; Farrell and Schiefelbein; and Bruce Fuller et al., "How to Raise Children's Early Literacy? The Influence of Family, Teacher, and Classroom in Northeast Brazil," Comparative Education Review 43 (February 1999): 1-35.
36. Heyneman, "Influences on Academic Achievement"; Farrell and Schiefelbein; and Bruce Fuller et al., "How to Raise Children's Early Literacy? The Influence of Family, Teacher, and Classroom in Northeast Brazil," Comparative Education Review 43 (February 1999): 1-35.
37. George Psacharopoulos et al., "Comparative Education: From Theory to Practice. Or Are You A:\neo* or B:\*ist?" Comparative Education Review 34 (August 1990): 369-80.
38. Martin Carnoy, "Rates of Return to Education," in International Encyclopedia of the Economics of Education, ed. M. Carnoy, 2d ed. (Oxford: Pergamon, 1995), pp. 364-69.
39. Stephen P. Heyneman, "Economics of Education: Disappointments and Potential," Prospects 23 (December 1995): 559-83.
40. James Wolfensohn address given on March 1, 2000, at the World Bank, in relation to the completion of the report on "Higher Education in Developing Countries: Peril and Promise," Joint World Bank/ UNESCO Task Force on Higher Education and Society, Discussion Paper no. 14630 (Washington, D.C.: World Bank, 2000).
41. See, e.g., "Falso y peligroso dilema," Barricada (Managua) (March 12, 1993), p. 3; and "New Times, New Role for Universities of the South," Envío 12, no. 144 (July 1993): 24-40. Also see CEPAL, Educación y conocimiento, eje de la transformación productiva con equidad (Santiago: Economic Commission for Latin America, November 1991).
42. See, e.g., "Falso y peligroso dilema," Barricada (Managua) (March 12, 1993), p. 3; and "New Times, New Role for Universities of the South," Envío 12, no. 144 (July 1993): 24-40. Also see CEPAL, Educación y conocimiento, eje de la transformación productiva con equidad (Santiago: Economic Commission for Latin America, November 1991).
43. See, e.g., "Falso y peligroso dilema," Barricada (Managua) (March 12, 1993), p. 3; and "New Times, New Role for Universities of the South," Envío 12, no. 144 (July 1993): 24-40. Also see CEPAL, Educación y conocimiento, eje de la transformación productiva con equidad (Santiago: Economic Commission for Latin America, November 1991).
44. John W. Meyer and David P. Baker, "Forming American Educational Policy with International Data: Lessons from the Sociology of Education," Sociology of Education 69 (Extra Issue 1996): 123-30.
45. Stephen Nickell and Brian Bell, "Changes in Distribution of Wages and Unemployed in OECD Countries," American Economic Review, Papers and Proceedings 80, no. 2 (1990): 302-14; Stephen Nickell, "Unemployment and Labour Market Rigidities: Europe versus North America," Journal of Economic Perspectives 11, no. 3 (1997): 55-74; also see Paul Hirst and Grahame Thompson, Globalization in Question: The International Economy and the Possibilities of Governance, 2d ed. (Cambridge, 1999), esp. pp. 113-14, 132.
46. Stephen Nickell and Brian Bell, "Changes in Distribution of Wages and Unemployed in OECD Countries," American Economic Review, Papers and Proceedings 80, no. 2 (1990): 302-14; Stephen Nickell, "Unemployment and Labour Market Rigidities: Europe versus North America," Journal of Economic Perspectives 11, no. 3 (1997): 55-74; also see Paul Hirst and Grahame Thompson, Globalization in Question: The International Economy and the Possibilities of Governance, 2d ed. (Cambridge, 1999), esp. pp. 113-14, 132.
47. Stephen Nickell and Brian Bell, "Changes in Distribution of Wages and Unemployed in OECD Countries," American Economic Review, Papers and Proceedings 80, no. 2 (1990): 302-14; Stephen Nickell, "Unemployment and Labour Market Rigidities: Europe versus North America," Journal of Economic Perspectives 11, no. 3 (1997): 55-74; also see Paul Hirst and Grahame Thompson, Globalization in Question: The International Economy and the Possibilities of Governance, 2d ed. (Cambridge, 1999), esp. pp. 113-14, 132.
48. Bradley Levinson, We Are All Equal: Student Culture at a Mexican Secondary School, 1988-1998 (Durham, N.C.: Duke University Press, 2001).
49. The classic essay on this topic is Michael Sadler, "How Far Can We Learn Anything of Practical Value from the Study of Foreign Systems of Education," in Selections from Michael Sadler: Studies in World Citizenship, ed. J. H. Higginson (1900; reprint, Liverpool: Dejalle & Meyorre, 1979).
50. David Phillips, "Introduction," in Learning from Comparing: New Directions in Comparative Education Research, vol. 2, Policy, Professionals and Development, ed. Robin Alexander, Marilyn Osborn, and David Phillips (Oxford: Symposium Books, 2000), pp. 11-12.
51. Philip. G. Altbach, "The University as Center and Periphery," in his Comparative Higher Education (Norwood, N.J.: Ablex, 1998), pp. 19-36. Also see David Phillips, who does not like what he calls the "simplistic notion of 'borrowing' . . . since it literally implies a temporary arrangement." Instead, he argues that "weighing of evidence from other countries in such a way as to inform and influence policy developments at home should be a very natural part of any efforts to introduce change." See his "On Comparing," in Learning from Comparing: New Directions in Comparative Educational Research, vol. 1, Contexts, Classrooms and Outcomes, ed. Robin Alexander, Patricia Broadfoot, and David Phillips (Oxford: Symposium Books, 1999), p. 18.
52. Philip. G. Altbach, "The University as Center and Periphery," in his Comparative Higher Education (Norwood, N.J.: Ablex, 1998), pp. 19-36. Also see David Phillips, who does not like what he calls the "simplistic notion of 'borrowing' . . . since it literally implies a temporary arrangement." Instead, he argues that "weighing of evidence from other countries in such a way as to inform and influence policy developments at home should be a very natural part of any efforts to introduce change." See his "On Comparing," in Learning from Comparing: New Directions in Comparative Educational Research, vol. 1, Contexts, Classrooms and Outcomes, ed. Robin Alexander, Patricia Broadfoot, and David Phillips (Oxford: Symposium Books, 1999), p. 18.
53. Gita Steiner-Khamsi and Hubert O. Quist, "The Politics of Educational Borrowing: Reopening the Case of Achimota in British Ghana," Comparative Education Review 44 (August 2000): 272-99. Also see Jürgen Schriewer, "The Method of Comparison and the Need for Externalization: Methodological Criteria and Sociological Concepts," in Theories and Methods in Comparative Education, ed. Jürgen Schriewer in cooperation with Brian Holmes (Frankfurt: Peter Lang, 1990), pp. 25-83; and Niklas Luhmann, Essays on Self-Reference (New York: Columbia University Press, 1990).
54. Gita Steiner-Khamsi and Hubert O. Quist, "The Politics of Educational Borrowing: Reopening the Case of Achimota in British Ghana," Comparative Education Review 44 (August 2000): 272-99. Also see Jürgen Schriewer, "The Method of Comparison and the Need for Externalization: Methodological Criteria and Sociological Concepts," in Theories and Methods in Comparative Education, ed. Jürgen Schriewer in cooperation with Brian Holmes (Frankfurt: Peter Lang, 1990), pp. 25-83; and Niklas Luhmann, Essays on Self-Reference (New York: Columbia University Press, 1990).
55. Gita Steiner-Khamsi and Hubert O. Quist, "The Politics of Educational Borrowing: Reopening the Case of Achimota in British Ghana," Comparative Education Review 44 (August 2000): 272-99. Also see Jürgen Schriewer, "The Method of Comparison and the Need for Externalization: Methodological Criteria and Sociological Concepts," in Theories and Methods in Comparative Education, ed. Jürgen Schriewer in cooperation with Brian Holmes (Frankfurt: Peter Lang, 1990), pp. 25-83; and Niklas Luhmann, Essays on Self-Reference (New York: Columbia University Press, 1990).
56. Harold J. Noah (n. 16 above).
57. Lyle V. Jones, "National Tests and Education Reform: Are They Compatible?" William H. Angoff Memorial Lecture Series, April 20, 1998, available on the World Wide Web at: http://www.ets.org/ research/pic/jones.html, p. 8.
58. Ibid., p. 6.
59. See, e.g., Gerald W. Bracey, "Tinkering with TIMSS," Phi Delta Kappan 80, no. 1 (September 1998): 32-35, and "The Eighth Bracey Report on the Condition of Public Education," Phi Delta Kappan 80, no. 2 (October 1998): 112-31; also David C. Berliner and Bruce J. Biddle, The Manufactured Crisis: Myths, Fraud, and the Attack on America's Public Schools (Reading, Mass.: Addison-Wesley, 1995).
60. See, e.g., Gerald W. Bracey, "Tinkering with TIMSS," Phi Delta Kappan 80, no. 1 (September 1998): 32-35, and "The Eighth Bracey Report on the Condition of Public Education," Phi Delta Kappan 80, no. 2 (October 1998): 112-31; also David C. Berliner and Bruce J. Biddle, The Manufactured Crisis: Myths, Fraud, and the Attack on America's Public Schools (Reading, Mass.: Addison-Wesley, 1995).
61. See, e.g., Gerald W. Bracey, "Tinkering with TIMSS," Phi Delta Kappan 80, no. 1 (September 1998): 32-35, and "The Eighth Bracey Report on the Condition of Public Education," Phi Delta Kappan 80, no. 2 (October 1998): 112-31; also David C. Berliner and Bruce J. Biddle, The Manufactured Crisis: Myths, Fraud, and the Attack on America's Public Schools (Reading, Mass.: Addison-Wesley, 1995).
62. Harold J. Noah, "Fast-Fish and Loose-Fish in Comparative Education," Comparative Education Review 18 (October 1974): 341-47; the references to different types of fish is drawn from Herman Melville's Moby Dick.
63. UNESCO-OREAL, Primer estudio internacional comparativo sobre lenguaje, matemática y factores asociados en tercero y cuarto grado (First international comparative study on language and mathematics and associated factors in third and fourth grade) (Santiago de Chile: Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación, 1998).
64. Gerald L. Gutek, American Education in a Global Society: Internationalizing Teacher Education (White Plains, N.Y.: Longman, 1993), pp. 20-23. Also see Margaret Sutton, "Global Education and National Interest: The Last Fifty Years," International Journal of Social Education 13 (Fall/Winter 1998-99): 6-28.
65. Gerald L. Gutek, American Education in a Global Society: Internationalizing Teacher Education (White Plains, N.Y.: Longman, 1993), pp. 20-23. Also see Margaret Sutton, "Global Education and National Interest: The Last Fifty Years," International Journal of Social Education 13 (Fall/Winter 1998-99): 6-28.
66. See Stewart Fraser, Jullien's Plan for Comparative Education, 1816-1817 (New York: Columbia University, Teachers College, 1964).
67. Erwin Epstein, "Editorial," Comparative Education Review 36 (November 1992): 409-16, quote on 414.
68. David N. Wilson, "Comparative and International Education: Fraternal or Siamese Twins? A Preliminary Genealogy of Our Twin Fields," Comparative Education Review 38 (November 1994): 449-86.
69. Heyneman, "Quantity, Quality, and Source" (n. 19 above), p. 387.
70. Michael Crossley, "Research, Education and Development: Setting the Scene," in Alexander, Osborn, and Phillips, eds. (n. 35 above), p. 75.
71. Gutek, p. 29.
72. Chadwick F. Alger and James E. Harf, Global Education: Why? For Whom? About What? (Columbus: Ohio State University, 1986). ERIC Document EN 265107. Although I accept the distinctions they make between international and global education, it is certainly possible for international education to comprehend the various aspects of the Alger and Harf definition.
73. Robert Hanvey, An Attainable Global Perspective (Denver: Denver University, Center for Teaching International Relations/New York Friends Group Center for War/Peace Studies, 1975).
74. Barbara Piscitelli, "Culture, Curriculum, and Young Children's Art: Directions for Further Research," Journal of Cognitive Education 6, no. 1 (1997): 27-39, and "Children's Art Exhibitions and Exchanges: Assessing the Impact," in SEA News 4 (1997): 1.
75. Barbara Piscitelli, "Culture, Curriculum, and Young Children's Art: Directions for Further Research," Journal of Cognitive Education 6, no. 1 (1997): 27-39, and "Children's Art Exhibitions and Exchanges: Assessing the Impact," in SEA News 4 (1997): 1.
76. Uma Narayan, "The Project of Feminist Epistemology: Perspectives from a Non-Western Feminist," in Gender Body/Knowledge: Feminist Reconstructions of Being and Knowing, ed. Alison M. Jaggar and Susan R. Bordo (New Brunswick, N.J.: Rutgers University Press, 1989), pp. 256-69.
77. Fazal Rizvi, "International Education and the Production of Global Imagination," in Burbules and Torres, eds., pp. 205-26.
78. Thomas Klak, "Thirteen Theses on Globalization and Neoliberalism," in his edited collection, Globalization and Neoliberalism: The Caribbean Context (Boulder, Colo.: Rowman & Littlefield, 1998), pp. 3-23, quote on p. 3; and S. Gill, "Economic Globalization and the Internationalization of Authority: Limits and Contradictions," Geoforum 12, no. 3 (1992): 269-83, cited in Klak, p. 13.
79. Thomas Klak, "Thirteen Theses on Globalization and Neoliberalism," in his edited collection, Globalization and Neoliberalism: The Caribbean Context (Boulder, Colo.: Rowman & Littlefield, 1998), pp. 3-23, quote on p. 3; and S. Gill, "Economic Globalization and the Internationalization of Authority: Limits and Contradictions," Geoforum 12, no. 3 (1992): 269-83, cited in Klak, p. 13.
80. Joel Samoff, "No Teacher Guide, No Textbooks, No Chairs: Contending with Crisis in African Education," in Comparative Education: The Dialectic of the Global and the Local, ed. Robert F. Arnove and Carlos Alberto Torres (Boulder, Colo.: Rowman & Littlefield, 1999), pp. 393-432; N-Dri Therese Assie-Lumumba, "Educational and Economic Reforms, Gender Equity and Access to Schooling in Africa," International Journal of Comparative Sociology 41, no. 1 (2000): 39-120, corecipient of the CIES Joyce Cain Award; Fernando Reimers, Unequal Schools, Unequal Chances: The Challenges to Equal Opportunity in the Americas (Cambridge, Mass.: Harvard University Press, 2000); and Marie Bucur and Ben Eklof, "Russia and Eastern Europe," in Arnove and Torres, eds., pp. 371-92.
81. Joel Samoff, "No Teacher Guide, No Textbooks, No Chairs: Contending with Crisis in African Education," in Comparative Education: The Dialectic of the Global and the Local, ed. Robert F. Arnove and Carlos Alberto Torres (Boulder, Colo.: Rowman & Littlefield, 1999), pp. 393-432; N-Dri Therese Assie-Lumumba, "Educational and Economic Reforms, Gender Equity and Access to Schooling in Africa," International Journal of Comparative Sociology 41, no. 1 (2000): 39-120, corecipient of the CIES Joyce Cain Award; Fernando Reimers, Unequal Schools, Unequal Chances: The Challenges to Equal Opportunity in the Americas (Cambridge, Mass.: Harvard University Press, 2000); and Marie Bucur and Ben Eklof, "Russia and Eastern Europe," in Arnove and Torres, eds., pp. 371-92.
82. Joel Samoff, "No Teacher Guide, No Textbooks, No Chairs: Contending with Crisis in African Education," in Comparative Education: The Dialectic of the Global and the Local, ed. Robert F. Arnove and Carlos Alberto Torres (Boulder, Colo.: Rowman & Littlefield, 1999), pp. 393-432; N-Dri Therese Assie-Lumumba, "Educational and Economic Reforms, Gender Equity and Access to Schooling in Africa," International Journal of Comparative Sociology 41, no. 1 (2000): 39-120, corecipient of the CIES Joyce Cain Award; Fernando Reimers, Unequal Schools, Unequal Chances: The Challenges to Equal Opportunity in the Americas (Cambridge, Mass.: Harvard University Press, 2000); and Marie Bucur and Ben Eklof, "Russia and Eastern Europe," in Arnove and Torres, eds., pp. 371-92.
83. Epstein, "Editorial" (n. 46 above), pp. 411, 413.
84. Information about the number of associations that belong to the World Congress of Comparative Education Societies and their current status was provided in e-mail messages of December 30, 2000, and March 1, 2001, by Mark Bray, secretary general of the WCCES. Also see Mark Bray, "Comparative Education Research in the Asian Region: Implications for the Field as a Whole," Comparative Education Bulletin (Comparative Education Society of Hong Kong) 2 (May 1998): 6-9.
85. Information provided by Julie Noblitt, publications manager, journals division, University of Chicago Press.
86. Information provided by Andrea Brewster, managing editor, Comparative Education Review, University of California, Los Angeles.
87. Barbara Wallraff, "What Global Language?" Atlantic Monthly (November 2000), digital edition available at: www.theatlantic.com/issues/2000/11/wallraff.htm.
88. Bray, p. 9.
89. Elizabeth Sherman Swing, "From Eurocentrism to Post-colonialism: A Bibliographic Perspective" (paper presented at the annual conference of CIES, Mexico City, 1997); Vandra Masemann, "Recent Directions in Comparative Education" (paper presented at the annual conference of CIES, Mexico City, 1997); Bray; and Abdeljalil Akkari and Soledad Perez, "Educational Research in Latin America: Review and Perspectives," Educational Policy Analysis Archives 6 (March 1998).
90. Elizabeth Sherman Swing, "From Eurocentrism to Post-colonialism: A Bibliographic Perspective" (paper presented at the annual conference of CIES, Mexico City, 1997); Vandra Masemann, "Recent Directions in Comparative Education" (paper presented at the annual conference of CIES, Mexico City, 1997); Bray; and Abdeljalil Akkari and Soledad Perez, "Educational Research in Latin America: Review and Perspectives," Educational Policy Analysis Archives 6 (March 1998).
91. Elizabeth Sherman Swing, "From Eurocentrism to Post-colonialism: A Bibliographic Perspective" (paper presented at the annual conference of CIES, Mexico City, 1997); Vandra Masemann, "Recent Directions in Comparative Education" (paper presented at the annual conference of CIES, Mexico City, 1997); Bray; and Abdeljalil Akkari and Soledad Perez, "Educational Research in Latin America: Review and Perspectives," Educational Policy Analysis Archives 6 (March 1998).
92. Lynn Webster Paine, "The Teacher as Virtuoso: A Chinese Model for Teaching," Teacher College Record 91 (Fall 1990): 49-81; Allan Mackinnon, "Learning to Teach at the Elbows: The Tao of Teaching," Teaching and Teacher Education 12 (November 1996): 633-64; Robert Tremmel, "Zen and the Art of Reflective Practice in Teacher Education," Harvard Educational Review 63 (Winter 1993): 434-58; Melanie Davenport, "Asian Conceptions of the Teacher Internship: Implications for American Art Education," (unpublished manuscript, Indiana University, School of Education, May 1998).
93. Lynn Webster Paine, "The Teacher as Virtuoso: A Chinese Model for Teaching," Teacher College Record 91 (Fall 1990): 49-81; Allan Mackinnon, "Learning to Teach at the Elbows: The Tao of Teaching," Teaching and Teacher Education 12 (November 1996): 633-64; Robert Tremmel, "Zen and the Art of Reflective Practice in Teacher Education," Harvard Educational Review 63 (Winter 1993): 434-58; Melanie Davenport, "Asian Conceptions of the Teacher Internship: Implications for American Art Education," (unpublished manuscript, Indiana University, School of Education, May 1998).
94. Lynn Webster Paine, "The Teacher as Virtuoso: A Chinese Model for Teaching," Teacher College Record 91 (Fall 1990): 49-81; Allan Mackinnon, "Learning to Teach at the Elbows: The Tao of Teaching," Teaching and Teacher Education 12 (November 1996): 633-64; Robert Tremmel, "Zen and the Art of Reflective Practice in Teacher Education," Harvard Educational Review 63 (Winter 1993): 434-58; Melanie Davenport, "Asian Conceptions of the Teacher Internship: Implications for American Art Education," (unpublished manuscript, Indiana University, School of Education, May 1998).
95. Lynn Webster Paine, "The Teacher as Virtuoso: A Chinese Model for Teaching," Teacher College Record 91 (Fall 1990): 49-81; Allan Mackinnon, "Learning to Teach at the Elbows: The Tao of Teaching," Teaching and Teacher Education 12 (November 1996): 633-64; Robert Tremmel, "Zen and the Art of Reflective Practice in Teacher Education," Harvard Educational Review 63 (Winter 1993): 434-58; Melanie Davenport, "Asian Conceptions of the Teacher Internship: Implications for American Art Education," (unpublished manuscript, Indiana University, School of Education, May 1998).
96. See, e.g., Reitumese Obakeng Mabokela and Kimberly Leanese King, eds., Apartheid No More: Case Studies of Southern African Universities in the Process of Transformation (Westport, Conn.: Bergin & Garvey, 2001).
97. Hayhoe (n. 4 above), p. 429.
98. See Gail P. Kelly, "Debates and Trends in Comparative Education," in Emergent Issues in Education: Comparative Perspectives, ed. Robert F. Arnove, Philip G. Altbach, and Gail P. Kelly (Albany: State University of New York Press, 1992), pp. 13-22; and Philip G. Altbach, Robert F. Arnove, and Gail P. Kelly, "Trends in Comparative Education: A Critical Analysis," in their Comparative Education (New York: Macmillan, 1982), pp. 505-33. Also see Paulston (n. 17 above).
99. See Gail P. Kelly, "Debates and Trends in Comparative Education," in Emergent Issues in Education: Comparative Perspectives, ed. Robert F. Arnove, Philip G. Altbach, and Gail P. Kelly (Albany: State University of New York Press, 1992), pp. 13-22; and Philip G. Altbach, Robert F. Arnove, and Gail P. Kelly, "Trends in Comparative Education: A Critical Analysis," in their Comparative Education (New York: Macmillan, 1982), pp. 505-33. Also see Paulston (n. 17 above).
100. For further discussion of these critical theories, see Carlos Alberto Torres and Theodore R. Mitchell, eds., Sociology of Education: Emerging Perspectives (Albany: State University of New York Press, 1998).
101. Val Rust et al., "Research Strategies in Comparative Education," Comparative Education Review 43 (February 1999): 86-109, 101, 105, 107. Although some would question whether these qualitative case studies are of a largely nonpositivistic nature, I would argue that these studies are much more contextually and historically situated and of an interpretive nature than "variable-oriented" studies, as described by Charles C. Ragin, The Comparative Method: Moving Beyond Qualitative and Quantitative Strategies (Berkeley: University of California Press, 1987); for discussion of the value of variable-oriented research for theory building, see Max A. Eckstein and Harold J. Noah, Toward a Science of Comparative Education (New York: MacMillan, 1968). The recipients of the Gail P. Kelly Award exemplify the move toward revealing the insiders' view of the world and the social construction of reality.
102. Val Rust et al., "Research Strategies in Comparative Education," Comparative Education Review 43 (February 1999): 86-109, 101, 105, 107. Although some would question whether these qualitative case studies are of a largely nonpositivistic nature, I would argue that these studies are much more contextually and historically situated and of an interpretive nature than "variable-oriented" studies, as described by Charles C. Ragin, The Comparative Method: Moving Beyond Qualitative and Quantitative Strategies (Berkeley: University of California Press, 1987); for discussion of the value of variable-oriented research for theory building, see Max A. Eckstein and Harold J. Noah, Toward a Science of Comparative Education (New York: MacMillan, 1968). The recipients of the Gail P. Kelly Award exemplify the move toward revealing the insiders' view of the world and the social construction of reality.
103. Val Rust et al., "Research Strategies in Comparative Education," Comparative Education Review 43 (February 1999): 86-109, 101, 105, 107. Although some would question whether these qualitative case studies are of a largely nonpositivistic nature, I would argue that these studies are much more contextually and historically situated and of an interpretive nature than "variable-oriented" studies, as described by Charles C. Ragin, The Comparative Method: Moving Beyond Qualitative and Quantitative Strategies (Berkeley: University of California Press, 1987); for discussion of the value of variable-oriented research for theory building, see Max A. Eckstein and Harold J. Noah, Toward a Science of Comparative Education (New York: MacMillan, 1968). The recipients of the Gail P. Kelly Award exemplify the move toward revealing the insiders' view of the world and the social construction of reality.
104. Ragin, p. 16.
105. York Bradshaw and Michael Wallace, "Informing Generality and Explaining Uniqueness: The Place of Case Studies in Comparative Research," International Journal of Comparative Sociology 21 (January-April 1991): 154-71.
106. Martin Carnoy, "Structural Adjustment and the Changing Face of Education," International Labour Review 134, no. 6 (1995): 654-73; and the team report he chaired, Impact of Structural Adjustment on the Employment and Training of Teachers (Geneva: International Labor Office, 1996); also see Paula Razquin, "The Attractiveness of Teaching in Argentina, Chile, and Uruguay: How Has Seniority Been Rewarded Compared to Other Selected Occupations?" and Lucrecia Santibanez, "Relative Teacher Salaries in Mexico: Wage Premiums and Other Considerations" (both papers were presented as part of the panel on "What Do We Know about Teachers' Salaries in Latin America?" at the 44th annual meeting of CIES, San Antonio, Texas, March 8, 2000).
107. Martin Carnoy, "Structural Adjustment and the Changing Face of Education," International Labour Review 134, no. 6 (1995): 654-73; and the team report he chaired, Impact of Structural Adjustment on the Employment and Training of Teachers (Geneva: International Labor Office, 1996); also see Paula Razquin, "The Attractiveness of Teaching in Argentina, Chile, and Uruguay: How Has Seniority Been Rewarded Compared to Other Selected Occupations?" and Lucrecia Santibanez, "Relative Teacher Salaries in Mexico: Wage Premiums and Other Considerations" (both papers were presented as part of the panel on "What Do We Know about Teachers' Salaries in Latin America?" at the 44th annual meeting of CIES, San Antonio, Texas, March 8, 2000).
108. Martin Carnoy, "Structural Adjustment and the Changing Face of Education," International Labour Review 134, no. 6 (1995): 654-73; and the team report he chaired, Impact of Structural Adjustment on the Employment and Training of Teachers (Geneva: International Labor Office, 1996); also see Paula Razquin, "The Attractiveness of Teaching in Argentina, Chile, and Uruguay: How Has Seniority Been Rewarded Compared to Other Selected Occupations?" and Lucrecia Santibanez, "Relative Teacher Salaries in Mexico: Wage Premiums and Other Considerations" (both papers were presented as part of the panel on "What Do We Know about Teachers' Salaries in Latin America?" at the 44th annual meeting of CIES, San Antonio, Texas, March 8, 2000).
109. Martin Carnoy, "Structural Adjustment and the Changing Face of Education," International Labour Review 134, no. 6 (1995): 654-73; and the team report he chaired, Impact of Structural Adjustment on the Employment and Training of Teachers (Geneva: International Labor Office, 1996); also see Paula Razquin, "The Attractiveness of Teaching in Argentina, Chile, and Uruguay: How Has Seniority Been Rewarded Compared to Other Selected Occupations?" and Lucrecia Santibanez, "Relative Teacher Salaries in Mexico: Wage Premiums and Other Considerations" (both papers were presented as part of the panel on "What Do We Know about Teachers' Salaries in Latin America?" at the 44th annual meeting of CIES, San Antonio, Texas, March 8, 2000).
110. Tosten Husén, "Policy Impact of IEA Research," Comparative Education Review 31 (February 1987): 29-46, in the special issues on the second IEA study; also see David A. Walker with C. Arnold Anderson and Richard M. Wolfe, The IEA Six Subject Survey: An Empirical Study of Education in Twenty-One Countries (Stockholm: Alquist & Wiksell, 1976); T. Neville Postlethwaite and David E. Wiley et al., The IEA Study of Science II: Science Achievement in Twenty-Three Countries, 1st ed. (Oxford: Pergamon, 1992); and Meyer and Baker (n. 31 above).
111. Tosten Husén, "Policy Impact of IEA Research," Comparative Education Review 31 (February 1987): 29-46, in the special issues on the second IEA study; also see David A. Walker with C. Arnold Anderson and Richard M. Wolfe, The IEA Six Subject Survey: An Empirical Study of Education in Twenty-One Countries (Stockholm: Alquist & Wiksell, 1976); T. Neville Postlethwaite and David E. Wiley et al., The IEA Study of Science II: Science Achievement in Twenty-Three Countries, 1st ed. (Oxford: Pergamon, 1992); and Meyer and Baker (n. 31 above).
112. Tosten Husén, "Policy Impact of IEA Research," Comparative Education Review 31 (February 1987): 29-46, in the special issues on the second IEA study; also see David A. Walker with C. Arnold Anderson and Richard M. Wolfe, The IEA Six Subject Survey: An Empirical Study of Education in Twenty-One Countries (Stockholm: Alquist & Wiksell, 1976); T. Neville Postlethwaite and David E. Wiley et al., The IEA Study of Science II: Science Achievement in Twenty-Three Countries, 1st ed. (Oxford: Pergamon, 1992); and Meyer and Baker (n. 31 above).
113. Abigail J. Stewart and David G. Winter, "The Nature and Causes of Female Suppression," Signs: Journal of Women in Culture and Society 2 (Winter 1977): 531-55; Warwick B. Elley, ed., The IEA Study of Reading Literacy: Achievement and Instruction in Thirty-Two School Systems, 1st ed. (Oxford: Pergamon, 1997). Also important are case studies, such as those of Brian V. Street, "Literacy and Social Change: The Significance of Social Context in the Development of Literacy Programmes," in The Future of Literacy in a Changing World, ed. Daniel Wagner (Oxford: Pergamon, 1987), pp. 48-64; and Stephen M. Reder, "Comparative Aspects of Functional Literacy Development: Three Ethnic American Communities," in Wagner, ed., 1:250-70.
114. Abigail J. Stewart and David G. Winter, "The Nature and Causes of Female Suppression," Signs: Journal of Women in Culture and Society 2 (Winter 1977): 531-55; Warwick B. Elley, ed., The IEA Study of Reading Literacy: Achievement and Instruction in Thirty-Two School Systems, 1st ed. (Oxford: Pergamon, 1997). Also important are case studies, such as those of Brian V. Street, "Literacy and Social Change: The Significance of Social Context in the Development of Literacy Programmes," in The Future of Literacy in a Changing World, ed. Daniel Wagner (Oxford: Pergamon, 1987), pp. 48-64; and Stephen M. Reder, "Comparative Aspects of Functional Literacy Development: Three Ethnic American Communities," in Wagner, ed., 1:250-70.
115. Abigail J. Stewart and David G. Winter, "The Nature and Causes of Female Suppression," Signs: Journal of Women in Culture and Society 2 (Winter 1977): 531-55; Warwick B. Elley, ed., The IEA Study of Reading Literacy: Achievement and Instruction in Thirty-Two School Systems, 1st ed. (Oxford: Pergamon, 1997). Also important are case studies, such as those of Brian V. Street, "Literacy and Social Change: The Significance of Social Context in the Development of Literacy Programmes," in The Future of Literacy in a Changing World, ed. Daniel Wagner (Oxford: Pergamon, 1987), pp. 48-64; and Stephen M. Reder, "Comparative Aspects of Functional Literacy Development: Three Ethnic American Communities," in Wagner, ed., 1:250-70.
116. Abigail J. Stewart and David G. Winter, "The Nature and Causes of Female Suppression," Signs: Journal of Women in Culture and Society 2 (Winter 1977): 531-55; Warwick B. Elley, ed., The IEA Study of Reading Literacy: Achievement and Instruction in Thirty-Two School Systems, 1st ed. (Oxford: Pergamon, 1997). Also important are case studies, such as those of Brian V. Street, "Literacy and Social Change: The Significance of Social Context in the Development of Literacy Programmes," in The Future of Literacy in a Changing World, ed. Daniel Wagner (Oxford: Pergamon, 1987), pp. 48-64; and Stephen M. Reder, "Comparative Aspects of Functional Literacy Development: Three Ethnic American Communities," in Wagner, ed., 1:250-70.
117. Gary L. Theisen, Paul P. W. Achola, and Francis Musa Boakari, "The Underachievement of Cross-National Studies of Achievement," Comparative Education Review 27 (February 1983): 46-68.
118. See, e.g., Heyneman, "Quantity, Quality, and Source" (n. 19 above), pp. 383-84; Rust et al., p. 107; and Erwin H. Epstein, "Currents Left and Right: Ideology in Comparative Education," Comparative Education Review 27 (February 1983): 3-29. See Arnove, Altbach, and Kelly, eds. Also see Crossley (n. 49 above), p. 77; Val D. Rust, "Education Policy Studies and Comparative Education," in Alexander, Osborn, and Philips, eds. (n. 35 above), p. 26; and Dorothy M. Gilford, ed., A Collaborative Agenda for Improving International (Comparative Studies in Education: How Can International Comparative Studies Be Improved? (Washington, D.C.: Commission on Behavioral and Social Sciences and Education and National Research Council, National Academy Press, 1995), especially the section on "Qualitative Studies and Large-Scale Surveys." Earlier advocates of drawing on different research approaches to understand education-society relations and solve policy problems include Isaac Kandel, Comparative Education (Boston: Houghton Mifflin, 1933), as cited in Rust et al., p. 89; C. Arnold Anderson, "Comparative Education over a Quarter Century: Maturity and Challenges," Comparative Education Review 21 (June/October 1977): 405-16; Brian Holmes, "Paradigm Shifts in Comparative Education," Comparative Education Review 28 (November 1984): 584-604.
119. See, e.g., Heyneman, "Quantity, Quality, and Source" (n. 19 above), pp. 383-84; Rust et al., p. 107; and Erwin H. Epstein, "Currents Left and Right: Ideology in Comparative Education," Comparative Education Review 27 (February 1983): 3-29. See Arnove, Altbach, and Kelly, eds. Also see Crossley (n. 49 above), p. 77; Val D. Rust, "Education Policy Studies and Comparative Education," in Alexander, Osborn, and Philips, eds. (n. 35 above), p. 26; and Dorothy M. Gilford, ed., A Collaborative Agenda for Improving International (Comparative Studies in Education: How Can International Comparative Studies Be Improved? (Washington, D.C.: Commission on Behavioral and Social Sciences and Education and National Research Council, National Academy Press, 1995), especially the section on "Qualitative Studies and Large-Scale Surveys." Earlier advocates of drawing on different research approaches to understand education-society relations and solve policy problems include Isaac Kandel, Comparative Education (Boston: Houghton Mifflin, 1933), as cited in Rust et al., p. 89; C. Arnold Anderson, "Comparative Education over a Quarter Century: Maturity and Challenges," Comparative Education Review 21 (June/October 1977): 405-16; Brian Holmes, "Paradigm Shifts in Comparative Education," Comparative Education Review 28 (November 1984): 584-604.
120. See, e.g., Heyneman, "Quantity, Quality, and Source" (n. 19 above), pp. 383-84; Rust et al., p. 107; and Erwin H. Epstein, "Currents Left and Right: Ideology in Comparative Education," Comparative Education Review 27 (February 1983): 3-29. See Arnove, Altbach, and Kelly, eds. Also see Crossley (n. 49 above), p. 77; Val D. Rust, "Education Policy Studies and Comparative Education," in Alexander, Osborn, and Philips, eds. (n. 35 above), p. 26; and Dorothy M. Gilford, ed., A Collaborative Agenda for Improving International (Comparative Studies in Education: How Can International Comparative Studies Be Improved? (Washington, D.C.: Commission on Behavioral and Social Sciences and Education and National Research Council, National Academy Press, 1995), especially the section on "Qualitative Studies and Large-Scale Surveys." Earlier advocates of drawing on different research approaches to understand education-society relations and solve policy problems include Isaac Kandel, Comparative Education (Boston: Houghton Mifflin, 1933), as cited in Rust et al., p. 89; C. Arnold Anderson, "Comparative Education over a Quarter Century: Maturity and Challenges," Comparative Education Review 21 (June/October 1977): 405-16; Brian Holmes, "Paradigm Shifts in Comparative Education," Comparative Education Review 28 (November 1984): 584-604.
121. See, e.g., Heyneman, "Quantity, Quality, and Source" (n. 19 above), pp. 383-84; Rust et al., p. 107; and Erwin H. Epstein, "Currents Left and Right: Ideology in Comparative Education," Comparative Education Review 27 (February 1983): 3-29. See Arnove, Altbach, and Kelly, eds. Also see Crossley (n. 49 above), p. 77; Val D. Rust, "Education Policy Studies and Comparative Education," in Alexander, Osborn, and Philips, eds. (n. 35 above), p. 26; and Dorothy M. Gilford, ed., A Collaborative Agenda for Improving International (Comparative Studies in Education: How Can International Comparative Studies Be Improved? (Washington, D.C.: Commission on Behavioral and Social Sciences and Education and National Research Council, National Academy Press, 1995), especially the section on "Qualitative Studies and Large-Scale Surveys." Earlier advocates of drawing on different research approaches to understand education-society relations and solve policy problems include Isaac Kandel, Comparative Education (Boston: Houghton Mifflin, 1933), as cited in Rust et al., p. 89; C. Arnold Anderson, "Comparative Education over a Quarter Century: Maturity and Challenges," Comparative Education Review 21 (June/October 1977): 405-16; Brian Holmes, "Paradigm Shifts in Comparative Education," Comparative Education Review 28 (November 1984): 584-604.
122. See, e.g., Heyneman, "Quantity, Quality, and Source" (n. 19 above), pp. 383-84; Rust et al., p. 107; and Erwin H. Epstein, "Currents Left and Right: Ideology in Comparative Education," Comparative Education Review 27 (February 1983): 3-29. See Arnove, Altbach, and Kelly, eds. Also see Crossley (n. 49 above), p. 77; Val D. Rust, "Education Policy Studies and Comparative Education," in Alexander, Osborn, and Philips, eds. (n. 35 above), p. 26; and Dorothy M. Gilford, ed., A Collaborative Agenda for Improving International (Comparative Studies in Education: How Can International Comparative Studies Be Improved? (Washington, D.C.: Commission on Behavioral and Social Sciences and Education and National Research Council, National Academy Press, 1995), especially the section on "Qualitative Studies and Large-Scale Surveys." Earlier advocates of drawing on different research approaches to understand education-society relations and solve policy problems include Isaac Kandel, Comparative Education (Boston: Houghton Mifflin, 1933), as cited in Rust et al., p. 89; C. Arnold Anderson, "Comparative Education over a Quarter Century: Maturity and Challenges," Comparative Education Review 21 (June/October 1977): 405-16; Brian Holmes, "Paradigm Shifts in Comparative Education," Comparative Education Review 28 (November 1984): 584-604.
123. See, e.g., Heyneman, "Quantity, Quality, and Source" (n. 19 above), pp. 383-84; Rust et al., p. 107; and Erwin H. Epstein, "Currents Left and Right: Ideology in Comparative Education," Comparative Education Review 27 (February 1983): 3-29. See Arnove, Altbach, and Kelly, eds. Also see Crossley (n. 49 above), p. 77; Val D. Rust, "Education Policy Studies and Comparative Education," in Alexander, Osborn, and Philips, eds. (n. 35 above), p. 26; and Dorothy M. Gilford, ed., A Collaborative Agenda for Improving International (Comparative Studies in Education: How Can International Comparative Studies Be Improved? (Washington, D.C.: Commission on Behavioral and Social Sciences and Education and National Research Council, National Academy Press, 1995), especially the section on "Qualitative Studies and Large-Scale Surveys." Earlier advocates of drawing on different research approaches to understand education-society relations and solve policy problems include Isaac Kandel, Comparative Education (Boston: Houghton Mifflin, 1933), as cited in Rust et al., p. 89; C. Arnold Anderson, "Comparative Education over a Quarter Century: Maturity and Challenges," Comparative Education Review 21 (June/October 1977): 405-16; Brian Holmes, "Paradigm Shifts in Comparative Education," Comparative Education Review 28 (November 1984): 584-604.
124. See, e.g., Heyneman, "Quantity, Quality, and Source" (n. 19 above), pp. 383-84; Rust et al., p. 107; and Erwin H. Epstein, "Currents Left and Right: Ideology in Comparative Education," Comparative Education Review 27 (February 1983): 3-29. See Arnove, Altbach, and Kelly, eds. Also see Crossley (n. 49 above), p. 77; Val D. Rust, "Education Policy Studies and Comparative Education," in Alexander, Osborn, and Philips, eds. (n. 35 above), p. 26; and Dorothy M. Gilford, ed., A Collaborative Agenda for Improving International (Comparative Studies in Education: How Can International Comparative Studies Be Improved? (Washington, D.C.: Commission on Behavioral and Social Sciences and Education and National Research Council, National Academy Press, 1995), especially the section on "Qualitative Studies and Large-Scale Surveys." Earlier advocates of drawing on different research approaches to understand education-society relations and solve policy problems include Isaac Kandel, Comparative Education (Boston: Houghton Mifflin, 1933), as cited in Rust et al., p. 89; C. Arnold Anderson, "Comparative Education over a Quarter Century: Maturity and Challenges," Comparative Education Review 21 (June/October 1977): 405-16; Brian Holmes, "Paradigm Shifts in Comparative Education," Comparative Education Review 28 (November 1984): 584-604.
125. See, e.g., Heyneman, "Quantity, Quality, and Source" (n. 19 above), pp. 383-84; Rust et al., p. 107; and Erwin H. Epstein, "Currents Left and Right: Ideology in Comparative Education," Comparative Education Review 27 (February 1983): 3-29. See Arnove, Altbach, and Kelly, eds. Also see Crossley (n. 49 above), p. 77; Val D. Rust, "Education Policy Studies and Comparative Education," in Alexander, Osborn, and Philips, eds. (n. 35 above), p. 26; and Dorothy M. Gilford, ed., A Collaborative Agenda for Improving International (Comparative Studies in Education: How Can International Comparative Studies Be Improved? (Washington, D.C.: Commission on Behavioral and Social Sciences and Education and National Research Council, National Academy Press, 1995), especially the section on "Qualitative Studies and Large-Scale Surveys." Earlier advocates of drawing on different research approaches to understand education-society relations and solve policy problems include Isaac Kandel, Comparative Education (Boston: Houghton Mifflin, 1933), as cited in Rust et al., p. 89; C. Arnold Anderson, "Comparative Education over a Quarter Century: Maturity and Challenges," Comparative Education Review 21 (June/October 1977): 405-16; Brian Holmes, "Paradigm Shifts in Comparative Education," Comparative Education Review 28 (November 1984): 584-604.
126. See, e.g., Heyneman, "Quantity, Quality, and Source" (n. 19 above), pp. 383-84; Rust et al., p. 107; and Erwin H. Epstein, "Currents Left and Right: Ideology in Comparative Education," Comparative Education Review 27 (February 1983): 3-29. See Arnove, Altbach, and Kelly, eds. Also see Crossley (n. 49 above), p. 77; Val D. Rust, "Education Policy Studies and Comparative Education," in Alexander, Osborn, and Philips, eds. (n. 35 above), p. 26; and Dorothy M. Gilford, ed., A Collaborative Agenda for Improving International (Comparative Studies in Education: How Can International Comparative Studies Be Improved? (Washington, D.C.: Commission on Behavioral and Social Sciences and Education and National Research Council, National Academy Press, 1995), especially the section on "Qualitative Studies and Large-Scale Surveys." Earlier advocates of drawing on different research approaches to understand education-society relations and solve policy problems include Isaac Kandel, Comparative Education (Boston: Houghton Mifflin, 1933), as cited in Rust et al., p. 89; C. Arnold Anderson, "Comparative Education over a Quarter Century: Maturity and Challenges," Comparative Education Review 21 (June/October 1977): 405-16; Brian Holmes, "Paradigm Shifts in Comparative Education," Comparative Education Review 28 (November 1984): 584-604.
127. Heyneman, "Quantity, Quality, and Source," p. 385.
128. Wilson (n. 47 above), p. 449.
129. On Nelly Stromquist, see, e.g., her presidential address, "Romancing the State: Gender and Power in Education," Comparative Education Review 39 (November 1995): 423-54, and "The Institutionalisation of Gender and Its Impact on Education Policy," Comparative Education 34 (1998): 85-100. Although I have selected Stromquist's work, virtually all past CIES presidents of the 1990s have carried out important staff functions or consulting activities with major international and binational donor and technical assistance and exchange agencies such as the World Bank, the International Labor Organization, USAID and the Canadian International Development Agency, and the Institute of International Education, as well as transnational and local NGOs, national ministries of education, and local education authorities. See Robert G. Myers, The Twelve Who Survive: Strengthening Programs of Early Childhood Development in the World, 2d ed. (Ypsilanti, Mich.: High Scope, 1995). See Christine Fox, "The Question of Identity from a Comparative Education Perspective"; and Anne Hickling-Hudson, "Beyond Schooling: Adult Education in Post-colonial Societies," both in Arnove and Torres, eds. (n. 57 above), pp. 179-205 and pp. 233-55, respectively. See Birgit Brock-Utne, "The Language Question in Namibian Schools," International Review of Education 43, no. 2/3 (1997): 241-60; and Jonathan D. Jansen, "Understanding Social Transition through the Lens of Curriculum Policy: Namibia/South Africa," Journal of Curriculum Studies 27, no. 3 (1995): 245-61. See, e.g., Rosa Maria Torres, One Decade of Education for All: The Challenge Ahead (Buenos Aires: International Institute of Education Planning, 2000). See Sheryl L. Lutjens, The State, Bureaucracy, and the Cuban Schools: Power and Participation (Boulder, Colo.: Westview, 1996). See Mark B. Ginsburg, "Educators/Politics," Comparative Education Review 36 (November 1992): 417-45.
130. On Nelly Stromquist, see, e.g., her presidential address, "Romancing the State: Gender and Power in Education," Comparative Education Review 39 (November 1995): 423-54, and "The Institutionalisation of Gender and Its Impact on Education Policy," Comparative Education 34 (1998): 85-100. Although I have selected Stromquist's work, virtually all past CIES presidents of the 1990s have carried out important staff functions or consulting activities with major international and binational donor and technical assistance and exchange agencies such as the World Bank, the International Labor Organization, USAID and the Canadian International Development Agency, and the Institute of International Education, as well as transnational and local NGOs, national ministries of education, and local education authorities. See Robert G. Myers, The Twelve Who Survive: Strengthening Programs of Early Childhood Development in the World, 2d ed. (Ypsilanti, Mich.: High Scope, 1995). See Christine Fox, "The Question of Identity from a Comparative Education Perspective"; and Anne Hickling-Hudson, "Beyond Schooling: Adult Education in Post-colonial Societies," both in Arnove and Torres, eds. (n. 57 above), pp. 179-205 and pp. 233-55, respectively. See Birgit Brock-Utne, "The Language Question in Namibian Schools," International Review of Education 43, no. 2/3 (1997): 241-60; and Jonathan D. Jansen, "Understanding Social Transition through the Lens of Curriculum Policy: Namibia/South Africa," Journal of Curriculum Studies 27, no. 3 (1995): 245-61. See, e.g., Rosa Maria Torres, One Decade of Education for All: The Challenge Ahead (Buenos Aires: International Institute of Education Planning, 2000). See Sheryl L. Lutjens, The State, Bureaucracy, and the Cuban Schools: Power and Participation (Boulder, Colo.: Westview, 1996). See Mark B. Ginsburg, "Educators/Politics," Comparative Education Review 36 (November 1992): 417-45.
131. On Nelly Stromquist, see, e.g., her presidential address, "Romancing the State: Gender and Power in Education," Comparative Education Review 39 (November 1995): 423-54, and "The Institutionalisation of Gender and Its Impact on Education Policy," Comparative Education 34 (1998): 85-100. Although I have selected Stromquist's work, virtually all past CIES presidents of the 1990s have carried out important staff functions or consulting activities with major international and binational donor and technical assistance and exchange agencies such as the World Bank, the International Labor Organization, USAID and the Canadian International Development Agency, and the Institute of International Education, as well as transnational and local NGOs, national ministries of education, and local education authorities. See Robert G. Myers, The Twelve Who Survive: Strengthening Programs of Early Childhood Development in the World, 2d ed. (Ypsilanti, Mich.: High Scope, 1995). See Christine Fox, "The Question of Identity from a Comparative Education Perspective"; and Anne Hickling-Hudson, "Beyond Schooling: Adult Education in Post-colonial Societies," both in Arnove and Torres, eds. (n. 57 above), pp. 179-205 and pp. 233-55, respectively. See Birgit Brock-Utne, "The Language Question in Namibian Schools," International Review of Education 43, no. 2/3 (1997): 241-60; and Jonathan D. Jansen, "Understanding Social Transition through the Lens of Curriculum Policy: Namibia/South Africa," Journal of Curriculum Studies 27, no. 3 (1995): 245-61. See, e.g., Rosa Maria Torres, One Decade of Education for All: The Challenge Ahead (Buenos Aires: International Institute of Education Planning, 2000). See Sheryl L. Lutjens, The State, Bureaucracy, and the Cuban Schools: Power and Participation (Boulder, Colo.: Westview, 1996). See Mark B. Ginsburg, "Educators/Politics," Comparative Education Review 36 (November 1992): 417-45.
132. On Nelly Stromquist, see, e.g., her presidential address, "Romancing the State: Gender and Power in Education," Comparative Education Review 39 (November 1995): 423-54, and "The Institutionalisation of Gender and Its Impact on Education Policy," Comparative Education 34 (1998): 85-100. Although I have selected Stromquist's work, virtually all past CIES presidents of the 1990s have carried out important staff functions or consulting activities with major international and binational donor and technical assistance and exchange agencies such as the World Bank, the International Labor Organization, USAID and the Canadian International Development Agency, and the Institute of International Education, as well as transnational and local NGOs, national ministries of education, and local education authorities. See Robert G. Myers, The Twelve Who Survive: Strengthening Programs of Early Childhood Development in the World, 2d ed. (Ypsilanti, Mich.: High Scope, 1995). See Christine Fox, "The Question of Identity from a Comparative Education Perspective"; and Anne Hickling-Hudson, "Beyond Schooling: Adult Education in Post-colonial Societies," both in Arnove and Torres, eds. (n. 57 above), pp. 179-205 and pp. 233-55, respectively. See Birgit Brock-Utne, "The Language Question in Namibian Schools," International Review of Education 43, no. 2/3 (1997): 241-60; and Jonathan D. Jansen, "Understanding Social Transition through the Lens of Curriculum Policy: Namibia/South Africa," Journal of Curriculum Studies 27, no. 3 (1995): 245-61. See, e.g., Rosa Maria Torres, One Decade of Education for All: The Challenge Ahead (Buenos Aires: International Institute of Education Planning, 2000). See Sheryl L. Lutjens, The State, Bureaucracy, and the Cuban Schools: Power and Participation (Boulder, Colo.: Westview, 1996). See Mark B. Ginsburg, "Educators/Politics," Comparative Education Review 36 (November 1992): 417-45.
133. On Nelly Stromquist, see, e.g., her presidential address, "Romancing the State: Gender and Power in Education," Comparative Education Review 39 (November 1995): 423-54, and "The Institutionalisation of Gender and Its Impact on Education Policy," Comparative Education 34 (1998): 85-100. Although I have selected Stromquist's work, virtually all past CIES presidents of the 1990s have carried out important staff functions or consulting activities with major international and binational donor and technical assistance and exchange agencies such as the World Bank, the International Labor Organization, USAID and the Canadian International Development Agency, and the Institute of International Education, as well as transnational and local NGOs, national ministries of education, and local education authorities. See Robert G. Myers, The Twelve Who Survive: Strengthening Programs of Early Childhood Development in the World, 2d ed. (Ypsilanti, Mich.: High Scope, 1995). See Christine Fox, "The Question of Identity from a Comparative Education Perspective"; and Anne Hickling-Hudson, "Beyond Schooling: Adult Education in Post-colonial Societies," both in Arnove and Torres, eds. (n. 57 above), pp. 179-205 and pp. 233-55, respectively. See Birgit Brock-Utne, "The Language Question in Namibian Schools," International Review of Education 43, no. 2/3 (1997): 241-60; and Jonathan D. Jansen, "Understanding Social Transition through the Lens of Curriculum Policy: Namibia/South Africa," Journal of Curriculum Studies 27, no. 3 (1995): 245-61. See, e.g., Rosa Maria Torres, One Decade of Education for All: The Challenge Ahead (Buenos Aires: International Institute of Education Planning, 2000). See Sheryl L. Lutjens, The State, Bureaucracy, and the Cuban Schools: Power and Participation (Boulder, Colo.: Westview, 1996). See Mark B. Ginsburg, "Educators/Politics," Comparative Education Review 36 (November 1992): 417-45.
134. On Nelly Stromquist, see, e.g., her presidential address, "Romancing the State: Gender and Power in Education," Comparative Education Review 39 (November 1995): 423-54, and "The Institutionalisation of Gender and Its Impact on Education Policy," Comparative Education 34 (1998): 85-100. Although I have selected Stromquist's work, virtually all past CIES presidents of the 1990s have carried out important staff functions or consulting activities with major international and binational donor and technical assistance and exchange agencies such as the World Bank, the International Labor Organization, USAID and the Canadian International Development Agency, and the Institute of International Education, as well as transnational and local NGOs, national ministries of education, and local education authorities. See Robert G. Myers, The Twelve Who Survive: Strengthening Programs of Early Childhood Development in the World, 2d ed. (Ypsilanti, Mich.: High Scope, 1995). See Christine Fox, "The Question of Identity from a Comparative Education Perspective"; and Anne Hickling-Hudson, "Beyond Schooling: Adult Education in Post-colonial Societies," both in Arnove and Torres, eds. (n. 57 above), pp. 179-205 and pp. 233-55, respectively. See Birgit Brock-Utne, "The Language Question in Namibian Schools," International Review of Education 43, no. 2/3 (1997): 241-60; and Jonathan D. Jansen, "Understanding Social Transition through the Lens of Curriculum Policy: Namibia/South Africa," Journal of Curriculum Studies 27, no. 3 (1995): 245-61. See, e.g., Rosa Maria Torres, One Decade of Education for All: The Challenge Ahead (Buenos Aires: International Institute of Education Planning, 2000). See Sheryl L. Lutjens, The State, Bureaucracy, and the Cuban Schools: Power and Participation (Boulder, Colo.: Westview, 1996). See Mark B. Ginsburg, "Educators/Politics," Comparative Education Review 36 (November 1992): 417-45.
135. On Nelly Stromquist, see, e.g., her presidential address, "Romancing the State: Gender and Power in Education," Comparative Education Review 39 (November 1995): 423-54, and "The Institutionalisation of Gender and Its Impact on Education Policy," Comparative Education 34 (1998): 85-100. Although I have selected Stromquist's work, virtually all past CIES presidents of the 1990s have carried out important staff functions or consulting activities with major international and binational donor and technical assistance and exchange agencies such as the World Bank, the International Labor Organization, USAID and the Canadian International Development Agency, and the Institute of International Education, as well as transnational and local NGOs, national ministries of education, and local education authorities. See Robert G. Myers, The Twelve Who Survive: Strengthening Programs of Early Childhood Development in the World, 2d ed. (Ypsilanti, Mich.: High Scope, 1995). See Christine Fox, "The Question of Identity from a Comparative Education Perspective"; and Anne Hickling-Hudson, "Beyond Schooling: Adult Education in Post-colonial Societies," both in Arnove and Torres, eds. (n. 57 above), pp. 179-205 and pp. 233-55, respectively. See Birgit Brock-Utne, "The Language Question in Namibian Schools," International Review of Education 43, no. 2/3 (1997): 241-60; and Jonathan D. Jansen, "Understanding Social Transition through the Lens of Curriculum Policy: Namibia/South Africa," Journal of Curriculum Studies 27, no. 3 (1995): 245-61. See, e.g., Rosa Maria Torres, One Decade of Education for All: The Challenge Ahead (Buenos Aires: International Institute of Education Planning, 2000). See Sheryl L. Lutjens, The State, Bureaucracy, and the Cuban Schools: Power and Participation (Boulder, Colo.: Westview, 1996). See Mark B. Ginsburg, "Educators/Politics," Comparative Education Review 36 (November 1992): 417-45.
136. On Nelly Stromquist, see, e.g., her presidential address, "Romancing the State: Gender and Power in Education," Comparative Education Review 39 (November 1995): 423-54, and "The Institutionalisation of Gender and Its Impact on Education Policy," Comparative Education 34 (1998): 85-100. Although I have selected Stromquist's work, virtually all past CIES presidents of the 1990s have carried out important staff functions or consulting activities with major international and binational donor and technical assistance and exchange agencies such as the World Bank, the International Labor Organization, USAID and the Canadian International Development Agency, and the Institute of International Education, as well as transnational and local NGOs, national ministries of education, and local education authorities. See Robert G. Myers, The Twelve Who Survive: Strengthening Programs of Early Childhood Development in the World, 2d ed. (Ypsilanti, Mich.: High Scope, 1995). See Christine Fox, "The Question of Identity from a Comparative Education Perspective"; and Anne Hickling-Hudson, "Beyond Schooling: Adult Education in Post-colonial Societies," both in Arnove and Torres, eds. (n. 57 above), pp. 179-205 and pp. 233-55, respectively. See Birgit Brock-Utne, "The Language Question in Namibian Schools," International Review of Education 43, no. 2/3 (1997): 241-60; and Jonathan D. Jansen, "Understanding Social Transition through the Lens of Curriculum Policy: Namibia/South Africa," Journal of Curriculum Studies 27, no. 3 (1995): 245-61. See, e.g., Rosa Maria Torres, One Decade of Education for All: The Challenge Ahead (Buenos Aires: International Institute of Education Planning, 2000). See Sheryl L. Lutjens, The State, Bureaucracy, and the Cuban Schools: Power and Participation (Boulder, Colo.: Westview, 1996). See Mark B. Ginsburg, "Educators/Politics," Comparative Education Review 36 (November 1992): 417-45.
137. On Nelly Stromquist, see, e.g., her presidential address, "Romancing the State: Gender and Power in Education," Comparative Education Review 39 (November 1995): 423-54, and "The Institutionalisation of Gender and Its Impact on Education Policy," Comparative Education 34 (1998): 85-100. Although I have selected Stromquist's work, virtually all past CIES presidents of the 1990s have carried out important staff functions or consulting activities with major international and binational donor and technical assistance and exchange agencies such as the World Bank, the International Labor Organization, USAID and the Canadian International Development Agency, and the Institute of International Education, as well as transnational and local NGOs, national ministries of education, and local education authorities. See Robert G. Myers, The Twelve Who Survive: Strengthening Programs of Early Childhood Development in the World, 2d ed. (Ypsilanti, Mich.: High Scope, 1995). See Christine Fox, "The Question of Identity from a Comparative Education Perspective"; and Anne Hickling-Hudson, "Beyond Schooling: Adult Education in Post-colonial Societies," both in Arnove and Torres, eds. (n. 57 above), pp. 179-205 and pp. 233-55, respectively. See Birgit Brock-Utne, "The Language Question in Namibian Schools," International Review of Education 43, no. 2/3 (1997): 241-60; and Jonathan D. Jansen, "Understanding Social Transition through the Lens of Curriculum Policy: Namibia/South Africa," Journal of Curriculum Studies 27, no. 3 (1995): 245-61. See, e.g., Rosa Maria Torres, One Decade of Education for All: The Challenge Ahead (Buenos Aires: International Institute of Education Planning, 2000). See Sheryl L. Lutjens, The State, Bureaucracy, and the Cuban Schools: Power and Participation (Boulder, Colo.: Westview, 1996). See Mark B. Ginsburg, "Educators/Politics," Comparative Education Review 36 (November 1992): 417-45.
138. On Nelly Stromquist, see, e.g., her presidential address, "Romancing the State: Gender and Power in Education," Comparative Education Review 39 (November 1995): 423-54, and "The Institutionalisation of Gender and Its Impact on Education Policy," Comparative Education 34 (1998): 85-100. Although I have selected Stromquist's work, virtually all past CIES presidents of the 1990s have carried out important staff functions or consulting activities with major international and binational donor and technical assistance and exchange agencies such as the World Bank, the International Labor Organization, USAID and the Canadian International Development Agency, and the Institute of International Education, as well as transnational and local NGOs, national ministries of education, and local education authorities. See Robert G. Myers, The Twelve Who Survive: Strengthening Programs of Early Childhood Development in the World, 2d ed. (Ypsilanti, Mich.: High Scope, 1995). See Christine Fox, "The Question of Identity from a Comparative Education Perspective"; and Anne Hickling-Hudson, "Beyond Schooling: Adult Education in Post-colonial Societies," both in Arnove and Torres, eds. (n. 57 above), pp. 179-205 and pp. 233-55, respectively. See Birgit Brock-Utne, "The Language Question in Namibian Schools," International Review of Education 43, no. 2/3 (1997): 241-60; and Jonathan D. Jansen, "Understanding Social Transition through the Lens of Curriculum Policy: Namibia/South Africa," Journal of Curriculum Studies 27, no. 3 (1995): 245-61. See, e.g., Rosa Maria Torres, One Decade of Education for All: The Challenge Ahead (Buenos Aires: International Institute of Education Planning, 2000). See Sheryl L. Lutjens, The State, Bureaucracy, and the Cuban Schools: Power and Participation (Boulder, Colo.: Westview, 1996). See Mark B. Ginsburg, "Educators/Politics," Comparative Education Review 36 (November 1992): 417-45.
139. See, e.g., Heidi A. Ross, "Girls' Voices as Social Capital: A Call for Research That Supports Grassroots Globalization," CERCular (Hong Kong University) 2 (November 2000): 2-9, and "In the Moment - Discourses of Power, Narratives of Relationship: Framing Ethnography of Chinese Schooling, 1981-1997," in The Ethnographic Eye: An Interpretative Study of Education in China, ed. Judith Liu, Heidi A. Ross, and Donald P. Kelly (New York: Garland, 2000), pp. 123-52.
140. See, e.g., Heidi A. Ross, "Girls' Voices as Social Capital: A Call for Research That Supports Grassroots Globalization," CERCular (Hong Kong University) 2 (November 2000): 2-9, and "In the Moment - Discourses of Power, Narratives of Relationship: Framing Ethnography of Chinese Schooling, 1981-1997," in The Ethnographic Eye: An Interpretative Study of Education in China, ed. Judith Liu, Heidi A. Ross, and Donald P. Kelly (New York: Garland, 2000), pp. 123-52.
141. Rosemary Preston, "Integrating Paradigms in Educational Research: Issues of Quantity and Quality in Poor Countries," in Qualitative Educational Research in Developing Countries: Current Perspectives, ed. Michael Crossleyand Graham Vulliamy (New York: Garland, 1997), pp. 31-64;
142. Budd Hall, "Breaking the Monopoly of Knowledge: Research Methods, Participation and Development," in Creating Knowledge: A Monopoly? Participatory Research in Development, ed. Budd Hall, Arthur Gillette, and Rajest Tandon (Toronto: International Council for Adult Education, 1982), pp. 13-26.
143. Masemann, "Ways of Knowing" (D. 2 above), p. 466.
144. James A. Banks, "Citizenship Education and Diversity: Implications for Teacher Education," Journal of Teacher Education 52 (January/February 2001): 9;
145. and Carlos A. Diaz, Byron G. Massialas, and John A. Xanthopoulos, Global Perspectives for Educators (Boston: Allyn & Bacon, 1999).
146. The dissertation (Stanford University, 1969) was subsequently published as Student Alienation: A Venezuelan Study, Special Studies in International Economics and Development series (New York: Praeger, 1971).
147. G. W. Hegel, "1809 Address," in Nürnberger Schriften, ed. J. Hoffmeister (Leipzig: Felix Miner, 1938), p. 312; cited on pp. 6-7 in Luise McCarty, "On Internationalizing a Curriculum: Some Philosophical Considerations" (paper presented for Brescia College Professional Development Day, March 16, 1992) (available from Luise McCarty, School of Education, Indiana University, Bloomington, IN 47405), and also her "Out of Isolation: Philosophy, Hermeneutics, Multiculturalism," in Philosophy of Education 1993, ed. A. Thompson (Urbana, Ill.: Philosophy of Education Society, 1994), pp. 62-63, in which the Hegel statement is translated slightly differently to read, "I must recognize my own in the alien." It should be noted that Hegel gave this address while still a high school teacher.
148. G. W. Hegel, "1809 Address," in Nürnberger Schriften, ed. J. Hoffmeister (Leipzig: Felix Miner, 1938), p. 312; cited on pp. 6-7 in Luise McCarty, "On Internationalizing a Curriculum: Some Philosophical Considerations" (paper presented for Brescia College Professional Development Day, March 16, 1992) (available from Luise McCarty, School of Education, Indiana University, Bloomington, IN 47405), and also her "Out of Isolation: Philosophy, Hermeneutics, Multiculturalism," in Philosophy of Education 1993, ed. A. Thompson (Urbana, Ill.: Philosophy of Education Society, 1994), pp. 62-63, in which the Hegel statement is translated slightly differently to read, "I must recognize my own in the alien." It should be noted that Hegel gave this address while still a high school teacher.
149. G. W. Hegel, "1809 Address," in Nürnberger Schriften, ed. J. Hoffmeister (Leipzig: Felix Miner, 1938), p. 312; cited on pp. 6-7 in Luise McCarty, "On Internationalizing a Curriculum: Some Philosophical Considerations" (paper presented for Brescia College Professional Development Day, March 16, 1992) (available from Luise McCarty, School of Education, Indiana University, Bloomington, IN 47405), and also her "Out of Isolation: Philosophy, Hermeneutics, Multiculturalism," in Philosophy of Education 1993, ed. A. Thompson (Urbana, Ill.: Philosophy of Education Society, 1994), pp. 62-63, in which the Hegel statement is translated slightly differently to read, "I must recognize my own in the alien." It should be noted that Hegel gave this address while still a high school teacher.
150. McCarty, "Internationalizing."
151. See, e.g., William J. Clinton, "Memorandum for the Heads of Executive Departments and Agencies: International Education Policy," The White House (Office of the Press Secretary, Oklahoma City, Oklahoma, April 19, 2000); and Secretary of State Madeline K. Albright, "Statement on International Education Week (November 13-17, 2000)" (Office of the Spokesman, U.S. Department of State, Washington, D.C., September 26, 2000).
152. See, e.g., William J. Clinton, "Memorandum for the Heads of Executive Departments and Agencies: International Education Policy," The White House (Office of the Press Secretary, Oklahoma City, Oklahoma, April 19, 2000); and Secretary of State Madeline K. Albright, "Statement on International Education Week (November 13-17, 2000)" (Office of the Spokesman, U.S. Department of State, Washington, D.C., September 26, 2000).
153. McCarty, "Internationalizing," pp. 5-6.
154. Ibid.
155. Martha Nussbaum, Women and Human Development: The Capabilities Approach (New York: Cambridge University Press, 2000).
156. An excellent article by Jo Ann Wypjewski, in the February 12, 2001, issue of the Nation, "GE Brings Bad Things to Life: For Downsized Workers in Bloomington, It's Time to Start Thinking Globally," pp. 19-23, describes what is happening in my community of Bloomington, Indiana, as a result of major manufacturing plants closing down and moving their operations to Mexico, where workers are paid $2 an hour as compared with $16 plus benefits. The author concludes that Marx is alive and well not only in Soho, London, and New York, but in the old mill towns of Massachusetts and south-central Indiana.
157. (Reference to Marx is related to the performance of Howard Zinn's play, Marx in Soho, the preceding night of March 15, at the 45th annual meeting of the CIES in Washington, D.C.).
158. Robert F. Arnove, Philip G. Altbach, and Gail P. Kelly, "Introduction," in Emergent Issues (see n. 68 above), p. 1.