Abusing ancestors: Historical functionalism and the postmodern deviation in comparative education

Comparative Education Review

Volumn 49, Issue 1, 2005, Pages 62-88

  Epstein, Erwin H ^a   Carroll, Katherine T ^a  

^a NONE

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EID: 15544361891     PISSN: 00104086     EISSN: None     Source Type: Journal    
DOI: 10.1086/426161     Document Type: Article

References (126)

1. Attributed to Leo Strauss by succeeding generations of students at the University of Chicago. The same thought in slightly different words is found in Leo Strauss, Natural Right and History (Chicago: University of Chicago Press, 1990), 2-3.
2. See Bradley J. Cook, Steven J. Hite, and Erwin H. Epstein, "Discerning Trends, Contours, and Boundaries in Comparative Education: A Survey of Comparativists and Their Literature," Comparative Education Review 48, no. 2 (2004): 123-49.
3. Ludwig Wittgenstein, Philosophical Investigations, trans. G. E. M. Anscombe, 3rd ed. (Englewood Cliffs, NJ: Simon & Schuster, 1958), v; Val D. Rust, "Postmodernism and Globalization: The State of the Debate," Eggertsen Lecture at the annual conference of the Comparative and International Education Society, Salt Lake City, UT, March 10, 2004, unpublished manuscript furnished by the author.
4. Ludwig Wittgenstein, Philosophical Investigations, trans. G. E. M. Anscombe, 3rd ed. (Englewood Cliffs, NJ: Simon & Schuster, 1958), v; Val D. Rust, "Postmodernism and Globalization: The State of the Debate," Eggertsen Lecture at the annual conference of the Comparative and International Education Society, Salt Lake City, UT, March 10, 2004, unpublished manuscript furnished by the author.
5. Rust, "Postmodernism and Globalization." Rust furnishes no reference for his quote of Farrell.
6. See Michael E. Sadler, How Far Can We Learn Anything of Practical Value from the Study of Foreign Systems of Education? (Guildford, 1900), 11. Sadler's original assertion was "we cannot wander at pleasure among the educational systems of the world, like a child strolling through a garden, and pick off a flower from one bush and some leaves from another, and then expect that if we stick what we have gathered into the soil at home, we shall have a living plant."
7. See, e.g., "Postmodernity in Comparative Education," special issue, Comparative Education, vol. 32, no. 2 (1996); and Peter Ninnes and Sonia Mehta, "Postpositivist Theorizing and Research: Challenges and Opportunities for Comparative Education," Comparative Education Review 44, no. 2 (2000): 205-12.
8. See, e.g., "Postmodernity in Comparative Education," special issue, Comparative Education, vol. 32, no. 2 (1996); and Peter Ninnes and Sonia Mehta, "Postpositivist Theorizing and Research: Challenges and Opportunities for Comparative Education," Comparative Education Review 44, no. 2 (2000): 205-12.
9. Erwin H. Epstein, "The Problematic Meaning of 'Comparison' in Comparative Education," in Theories and Methods in Comparative Education, ed. J. Schriewer and B. Holmes (Frankfurt: Peter Lang, 1988), esp. 11-16.
10. Val D. Rust, "Postmodernism and Its Comparative Education Implications," Comparative Education Review 35, no. 4 (1991): 610-26.
11. Peter Ninnes and Gregory Burnett, "Opening Comparative Education Research: Poststructuralist Possibilities," paper presented at the annual meeting of the Comparative and International Education Society, Washington, DC, March 2001.
12. "Postmodernity in Comparative Education."
13. Rolland Paulston, ed., Social Cartography: Mapping Ways of Seeing Social and Educational Change (New York: Garland, 1996); see also "Mapping Comparative Education after Postmodernity," Comparative Education Review 43, no. 4 (1999) : 438-63, and "Imagining Comparative Education: Past, Present, Future," Compare 30, no. 3 (2000): 353-67.
14. Rolland Paulston, ed., Social Cartography: Mapping Ways of Seeing Social and Educational Change (New York: Garland, 1996); see also "Mapping Comparative Education after Postmodernity," Comparative Education Review 43, no. 4 (1999) : 438-63, and "Imagining Comparative Education: Past, Present, Future," Compare 30, no. 3 (2000): 353-67.
15. Rolland Paulston, ed., Social Cartography: Mapping Ways of Seeing Social and Educational Change (New York: Garland, 1996); see also "Mapping Comparative Education after Postmodernity," Comparative Education Review 43, no. 4 (1999) : 438-63, and "Imagining Comparative Education: Past, Present, Future," Compare 30, no. 3 (2000): 353-67.
16. Most recendy, the twenty-first Comparative Education Society in Europe conference (June 27-July 1, 2004, Copenhagen) included as one of its seven subthemes and working groups, "Transformations and Belongings: Post-colonial, Post-socialism, Post-modernity; and Comparative Education."
17. Peter Ninnes and Sonia Mehta, Re-imagining Comparative Education: Postfoundational Ideas and Applications for Critical Times (New York: Routledge, 2004).
18. See esp. Vernon Mallinson, An Introduction to the Study of Comparative Education (London: Heinemann, 1975), chap. 1.
19. See notably Nicholas Hans, Comparative Education: A Study of Educational Factors and Traditions (London: Routledge & Kegan Paul, 1958), chap. 1.
20. An in-depth case study of some aspect of a particular country's education to shed light on a general, nomothetically discerned relationship relating to several countries would conform to a positivist epistemology.
21. See, among many others, Robert G. Templeton, "The Study of Comparative Education in the United States," Harvard Educational Review 24, no. 3 ( 1954) : 141-58. Philip Foster claims that "it would not be improper to regard Kandel as more responsible (in the English-speaking world at least) than any other scholar for the emergence of comparative education as a respectable teaching area," in "Teaching and Graduate Studies: Comparative Education," in The International Encyclopedia of Education, ed. T. Husén and T. N. Postlethwaite (New York: Pergamon, 1985), 9:5085.
22. See, among many others, Robert G. Templeton, "The Study of Comparative Education in the United States," Harvard Educational Review 24, no. 3 ( 1954) : 141-58. Philip Foster claims that "it would not be improper to regard Kandel as more responsible (in the English-speaking world at least) than any other scholar for the emergence of comparative education as a respectable teaching area," in "Teaching and Graduate Studies: Comparative Education," in The International Encyclopedia of Education, ed. T. Husén and T. N. Postlethwaite (New York: Pergamon, 1985), 9:5085.
23. Erwin Pollack, "Isaac Leon Kandel: 1885-1965," Prospects 23, nos. 3-4 (1993): 775, 781-83.
24. George Z. F. Bereday, "Memorial to Isaac Kandel, 1881-1965," Comparative Education 2, no. 3 (1966): 149.
25. See George Z. F. Bereday, Comparative Method in Education (New York: Holt, Rinehart & Winston, 1964), 7-8; Harold J. Noah and Max A. Eckstein, Doing Comparative Education: Three Decades of Collaboration (Hong Kong: University of Hong Kong, 1998), 17-18; Friedrich Schneider, Triebdräfte der Pädagogik der Volker: Eine Einfuhrung in die vergleichende Erziehungswissenschafl (Salzburg: Miller, 1947); Mallinson, An Introduction to the Study of Comparative Education; Hans, Comparative Education; Robert T. Clark Jr., Herder: His Life and Thought (Berkeley: University of California Press, 1955), 11, 16.
26. See George Z. F. Bereday, Comparative Method in Education (New York: Holt, Rinehart & Winston, 1964), 7-8; Harold J. Noah and Max A. Eckstein, Doing Comparative Education: Three Decades of Collaboration (Hong Kong: University of Hong Kong, 1998), 17-18; Friedrich Schneider, Triebdräfte der Pädagogik der Volker: Eine Einfuhrung in die vergleichende Erziehungswissenschafl (Salzburg: Miller, 1947); Mallinson, An Introduction to the Study of Comparative Education; Hans, Comparative Education; Robert T. Clark Jr., Herder: His Life and Thought (Berkeley: University of California Press, 1955), 11, 16.
27. See George Z. F. Bereday, Comparative Method in Education (New York: Holt, Rinehart & Winston, 1964), 7-8; Harold J. Noah and Max A. Eckstein, Doing Comparative Education: Three Decades of Collaboration (Hong Kong: University of Hong Kong, 1998), 17-18; Friedrich Schneider, Triebdräfte der Pädagogik der Volker: Eine Einfuhrung in die vergleichende Erziehungswissenschafl (Salzburg: Miller, 1947); Mallinson, An Introduction to the Study of Comparative Education; Hans, Comparative Education; Robert T. Clark Jr., Herder: His Life and Thought (Berkeley: University of California Press, 1955), 11, 16.
28. See George Z. F. Bereday, Comparative Method in Education (New York: Holt, Rinehart & Winston, 1964), 7-8; Harold J. Noah and Max A. Eckstein, Doing Comparative Education: Three Decades of Collaboration (Hong Kong: University of Hong Kong, 1998), 17-18; Friedrich Schneider, Triebdräfte der Pädagogik der Volker: Eine Einfuhrung in die vergleichende Erziehungswissenschafl (Salzburg: Miller, 1947); Mallinson, An Introduction to the Study of Comparative Education; Hans, Comparative Education; Robert T. Clark Jr., Herder: His Life and Thought (Berkeley: University of California Press, 1955), 11, 16.
29. See George Z. F. Bereday, Comparative Method in Education (New York: Holt, Rinehart & Winston, 1964), 7-8; Harold J. Noah and Max A. Eckstein, Doing Comparative Education: Three Decades of Collaboration (Hong Kong: University of Hong Kong, 1998), 17-18; Friedrich Schneider, Triebdräfte der Pädagogik der Volker: Eine Einfuhrung in die vergleichende Erziehungswissenschafl (Salzburg: Miller, 1947); Mallinson, An Introduction to the Study of Comparative Education; Hans, Comparative Education; Robert T. Clark Jr., Herder: His Life and Thought (Berkeley: University of California Press, 1955), 11, 16.
30. See George Z. F. Bereday, Comparative Method in Education (New York: Holt, Rinehart & Winston, 1964), 7-8; Harold J. Noah and Max A. Eckstein, Doing Comparative Education: Three Decades of Collaboration (Hong Kong: University of Hong Kong, 1998), 17-18; Friedrich Schneider, Triebdräfte der Pädagogik der Volker: Eine Einfuhrung in die vergleichende Erziehungswissenschafl (Salzburg: Miller, 1947); Mallinson, An Introduction to the Study of Comparative Education; Hans, Comparative Education; Robert T. Clark Jr., Herder: His Life and Thought (Berkeley: University of California Press, 1955), 11, 16.
31. See Friedrich Schneider, "The Immanent Evolution of Education: A Neglected Aspect of Comparative Education," Comparative Education Review 4, no. 3 (1961): 136-39.
32. I. L. Kandel, "The Study of Comparative Education," Educational Forum 20 (November 1955): 7.
33. I. L. Kandel, "Comparative Education," Review of Educational Research 6 (October 1936): 401.
34. Mallinson, An Introduction to the Study of Comparative Education, 1. See also Erwin H. Epstein, "Comparative and International Education: Overview and Historical Development," International Encyclopedia of Education, 2nd ed. (London: Pergamon, 1994), 918-23.
35. Mallinson, An Introduction to the Study of Comparative Education, 1. See also Erwin H. Epstein, "Comparative and International Education: Overview and Historical Development," International Encyclopedia of Education, 2nd ed. (London: Pergamon, 1994), 918-23.
36. Notable early examples of the positivist thrust in comparative education are Harold J. Noah, "Defining Comparative Education: Conceptions," in Relevant Methods in Comparative Education, ed. R. Edwards, B. Holmes, andj. Van de Graaf (Hamburg: UNESCO Institute of Education, 1973), 109-17; Bereday, Comparative Method in Education; Philip Foster, "Comparative Methodology and the Study of African Education," Comparative Education Review 4, no. 2 (1960): 110-17; C. Arnold Anderson, "Methodology of Comparative Education," International Review of Education 7, no. 1 (1961): 1-23.
37. Notable early examples of the positivist thrust in comparative education are Harold J. Noah, "Defining Comparative Education: Conceptions," in Relevant Methods in Comparative Education, ed. R. Edwards, B. Holmes, andj. Van de Graaf (Hamburg: UNESCO Institute of Education, 1973), 109-17; Bereday, Comparative Method in Education; Philip Foster, "Comparative Methodology and the Study of African Education," Comparative Education Review 4, no. 2 (1960): 110-17; C. Arnold Anderson, "Methodology of Comparative Education," International Review of Education 7, no. 1 (1961): 1-23.
38. Notable early examples of the positivist thrust in comparative education are Harold J. Noah, "Defining Comparative Education: Conceptions," in Relevant Methods in Comparative Education, ed. R. Edwards, B. Holmes, andj. Van de Graaf (Hamburg: UNESCO Institute of Education, 1973), 109-17; Bereday, Comparative Method in Education; Philip Foster, "Comparative Methodology and the Study of African Education," Comparative Education Review 4, no. 2 (1960): 110-17; C. Arnold Anderson, "Methodology of Comparative Education," International Review of Education 7, no. 1 (1961): 1-23.
39. Notable early examples of the positivist thrust in comparative education are Harold J. Noah, "Defining Comparative Education: Conceptions," in Relevant Methods in Comparative Education, ed. R. Edwards, B. Holmes, andj. Van de Graaf (Hamburg: UNESCO Institute of Education, 1973), 109-17; Bereday, Comparative Method in Education; Philip Foster, "Comparative Methodology and the Study of African Education," Comparative Education Review 4, no. 2 (1960): 110-17; C. Arnold Anderson, "Methodology of Comparative Education," International Review of Education 7, no. 1 (1961): 1-23.
40. See Stuart Brown, Dianne Collinson, and Robert Wilkinson, eds., One Hundred Twentieth-Century Philosophers (New York: Routledge, 1998), 208-41.
41. Norma Jackson and Peter Jackson, "Critical Analysis" (a review of recent publications by Henry A. Giroux), Educational Studies 26, no. 3 (1995): 218.
42. The ideas of Heidegger, Merleau-Ponty, and Michael Polanyi were central to the formulation of the "hidden epistemological and ideological assumptions" theory of Dwayne H. Heubner. Michael Apple, Heubner's student, advanced this theory in his writings on education. See William Pinar, ed., Curriculum Theorizing: The Reconceptualists (Berkeley: McCutcheon, 1975), 87, 89-131, 213-80.
43. The moderate relativism of historical functionalism is consistent with what is sometimes called "internal realism," "pragmatic realism," or "conceptual relativity." See Hilary Putnam, The Many Faces of Realism: The Paul Carus Lectures (LaSalle, IL: Open Court, 1987).
44. See Stanley Aronowitz and Henry A. Giroux, Postmodern Education: Politics, Culture, and Social Criticism (Minneapolis: University of Minnesota Press, 1991).
45. Kandel, "The Study of Comparative Education," 13-14; Pollack, "Isaac Leon Kandel."
46. Kandel, "The Study of Comparative Education," 13-14; Pollack, "Isaac Leon Kandel."
47. George Iggers, The German Conception of History: The National Tradition of Historical Thought from Herder to the Present (Hanover, NH: University Press of New England, 1988), 6; Isaiah Berlin, Three Critics of the Enlightenment; Vico, Hamann, and Herder (Princeton, NJ: Princeton University Press, 2000), 307; Peter C. Erb, Pietists: Selected Writings (New York: Paulist, 1983), 2.
48. George Iggers, The German Conception of History: The National Tradition of Historical Thought from Herder to the Present (Hanover, NH: University Press of New England, 1988), 6; Isaiah Berlin, Three Critics of the Enlightenment; Vico, Hamann, and Herder (Princeton, NJ: Princeton University Press, 2000), 307; Peter C. Erb, Pietists: Selected Writings (New York: Paulist, 1983), 2.
49. George Iggers, The German Conception of History: The National Tradition of Historical Thought from Herder to the Present (Hanover, NH: University Press of New England, 1988), 6; Isaiah Berlin, Three Critics of the Enlightenment; Vico, Hamann, and Herder (Princeton, NJ: Princeton University Press, 2000), 307; Peter C. Erb, Pietists: Selected Writings (New York: Paulist, 1983), 2.
50. Berlin, Three Critics of the Enlightenment, 188; see also 201.
51. Brown, Collinson, and Wilkinson, One Hundred Twentieth-Century Philosophers, 50. Dilthey claimed that his epistemology resolved the apparent dichotomy between thinking and being, subject and object that Kant had continued in his "metaphysics," and completed the insights begun by the Skeptics. See Wilhelm Dilthey, Introduction to the Human Science (Geisteswissenschaften): An Attempt to Lay a Foundation for the Study of Science and History, trans. Ramon J. Betanzos (Detroit: Wayne State University Press, 1988), 73, 156-67.
52. Brown, Collinson, and Wilkinson, One Hundred Twentieth-Century Philosophers, 50. Dilthey claimed that his epistemology resolved the apparent dichotomy between thinking and being, subject and object that Kant had continued in his "metaphysics," and completed the insights begun by the Skeptics. See Wilhelm Dilthey, Introduction to the Human Science (Geisteswissenschaften): An Attempt to Lay a Foundation for the Study of Science and History, trans. Ramon J. Betanzos (Detroit: Wayne State University Press, 1988), 73, 156-67.
53. Dilthey, Introduction to the Human Science, 225-27.
54. Ibid., 308-9, and 290, 314-16.
55. Ibid., 220.
56. See Hans Kohn, The Mind of Germany: The Education of a Nation (New York: Scribner, 1960), 20.
57. See Michael Friedman, A Parting of the Ways: Camap, Cassirer, and Heidegger (Chicago: Open Court, 2000).
58. Paulston, Social Cartography, xvii.
59. Rolland Paulston and Martin Liebman, "A New Metaphor Tool for Comparative Studies," in Paulston, Social Cartography, 9.
60. Ibid., 10, 24-25.
61. Brown, Collinson, and Wilkinson, One Hundred Twentieth-Century Philosophers, 91-92; and Edmund Husserl, The Crisis of European Science and Transcendental Philosophy, trans. David Carr (Evanston, IL: Northwestern University Press, 1970), 23-59, 256-57.
62. Brown, Collinson, and Wilkinson, One Hundred Twentieth-Century Philosophers, 91-92; and Edmund Husserl, The Crisis of European Science and Transcendental Philosophy, trans. David Carr (Evanston, IL: Northwestern University Press, 1970), 23-59, 256-57.
63. Martin Heidegger, Basic Writings, trans. David Farrell Krell (New York: Harper & Row, 1977), 387-89.
64. Brown, Collinson, and Wilkinson, One Hundred Twentieth-Century Philosophers, 50.
65. Hans-George Gadamer, Reason in the Age of Science, trans. Frederick G. Lawrence (Cambridge, MA: MIT Press, 1998), 160-63, 166-67.
66. Ibid., 56. See also Victor Farias, Heidegger and Nazism, ed. J. Margolis and T. Rockmore and trans. P. Burrell (Philadelphia: Temple University Press, 1989), 268-75.
67. Ibid., 56. See also Victor Farias, Heidegger and Nazism, ed. J. Margolis and T. Rockmore and trans. P. Burrell (Philadelphia: Temple University Press, 1989), 268-75.
68. Gadamer, Reason in the Age of Science, 56-57, 101-02.
69. Ibid., 67 n. 32.
70. Val D. Rust, "From Modern to Postmodern Ways of Seeing Social and Educational Change," in Paulston, Social Cartography, 29-30.
71. Douglas Kellner, Jean Baudrillard: From Marxism to Post-modernism and Beyond (Stanford, CA: Stanford University Press, 1989), 60-61, 158; Jean Baudrillard, "Simulacra and Simulations," in Jean Baudrillard: Selected Writings, ed. M. Poster (Stanford, CA: Stanford University Press, 1988), 179-81.
72. Douglas Kellner, Jean Baudrillard: From Marxism to Post-modernism and Beyond (Stanford, CA: Stanford University Press, 1989), 60-61, 158; Jean Baudrillard, "Simulacra and Simulations," in Jean Baudrillard: Selected Writings, ed. M. Poster (Stanford, CA: Stanford University Press, 1988), 179-81.
73. Jean-Francois Lyotard, The Postmodern Condition: A Report on Knowledge (Manchester: Manchester University Press, 1984), xxiii.
74. Rust, "From Modern to Postmodern Ways," 31-33.
75. Peter McLaren, "Critical Pedagogy, Political Agency, and the Pragmatics of Justice," Educational Theory 44, no. 3 (1994): 331.
76. Michel Foucault, Power, trans. R. Hurley (New York: New Press, 1994), 237, and "The Archeology of Knowledge," in Histories: French Reconstructions of the Past, ed. L. Hunt and J. Revel and trans. A. Goldhammer (New York: New Press, 1995), 1:202-17.
77. Michel Foucault, Power, trans. R. Hurley (New York: New Press, 1994), 237, and "The Archeology of Knowledge," in Histories: French Reconstructions of the Past, ed. L. Hunt and J. Revel and trans. A. Goldhammer (New York: New Press, 1995), 1:202-17.
78. Rust, "From Modern to Postmodern Ways," 31, 36.
79. ibid., 41.
80. Ibid., 41-44.
81. Ibid., 33-39, 49.
82. Ibid., 41.
83. Foucault, Power, 247, 252, 257.
84. M. Merleau-Ponty, The Primacy of Perception and Other Essays on Phenomenological Psychology, the Philosophy of Art, History, and Politics (Evanston, IL: Northwestern University Press, 1964), 30-35, 38, 110; on Brunschwicg's influence, see 20, 30, 35.
85. Foucault, Power, 229-30.
86. Ibid., 340-42.
87. Jacques Derrida, Spurs/Nistzche's Styles (Chicago: University of Chicago Press, 1979), 137.
88. Robert Young, "Fideistic Skepticism 2,200 Years Too Late," Educational Philosophy and Theory 32, no. 3 (2000): 295-301. See also Sextus Empiricus, Outlines of Pyrrhonism, vol. 1, trans. R. G. Bury (Cambridge, MA: Harvard University Press, 1955).
89. Robert Young, "Fideistic Skepticism 2,200 Years Too Late," Educational Philosophy and Theory 32, no. 3 (2000): 295-301. See also Sextus Empiricus, Outlines of Pyrrhonism, vol. 1, trans. R. G. Bury (Cambridge, MA: Harvard University Press, 1955).
90. Young, "Fideistic Skepticism"; Sextus Empiricus, Outlines of Pyrrhonism.
91. Young, "Fideistic Skepticism"; Sextus Empiricus, Outlines of Pyrrhonism.
92. Paulston, "Mapping Comparative Education," 445.
93. Paulston, "Imagining Comparative Education," 364.
94. For Marxist critiques of postmodern thought regarding education, see esp. Mike Cole, "Might It Be in the Practice That It Fails to Succeed: A Marxist Critique of Claims for Postmodernism and Poststructuralism as Forces for Social Change and Justice," British Journal of Sociology of Education 24, no. 4 (2003): 487-500; and D. Hill, "State Theory and the Neo-Liberal Reconstruction of Schooling and Teacher Education: A Structuralist Neo-Marxist Critique of Postmodernist, Quasi-Postmodernist, and Cultural Neo-Marxist Theory," British Journal of Sociology of Education 22, no. 1 (2001): 137-57.
95. For Marxist critiques of postmodern thought regarding education, see esp. Mike Cole, "Might It Be in the Practice That It Fails to Succeed: A Marxist Critique of Claims for Postmodernism and Poststructuralism as Forces for Social Change and Justice," British Journal of Sociology of Education 24, no. 4 (2003): 487-500; and D. Hill, "State Theory and the Neo-Liberal Reconstruction of Schooling and Teacher Education: A Structuralist Neo-Marxist Critique of Postmodernist, Quasi-Postmodernist, and Cultural Neo-Marxist Theory," British Journal of Sociology of Education 22, no. 1 (2001): 137-57.
96. Anne Sigismund Huff, "Ways of Mapping Strategic Thought," in Paulston, Social Cartography, 165-166.
97. Ibid., 171.
98. Ibid., 182-83.
99. Foucault, Power, 340-42.
100. Paulston, "Mapping Comparative Education," 456-57. Compare Epstein, "The Problematic Meaning of 'Comparison,'" 3-23.
101. Paulston, "Mapping Comparative Education," 456-57. Compare Epstein, "The Problematic Meaning of 'Comparison,'" 3-23.
102. Paulston, "Mapping Comparative Education," 459-60.
103. Michel Foucault, Religion and Culture, ed. J. Carrete (New York: Routledge, 1999), 161-62 n. 4. See also Hayden White, "Michel Foucault," in Structuralism and Since: From Levi-Strauss to Derrida, ed. J. Sturrock (Oxford: Oxford University Press, 1979), 81-115.
104. Michel Foucault, Religion and Culture, ed. J. Carrete (New York: Routledge, 1999), 161-62 n. 4. See also Hayden White, "Michel Foucault," in Structuralism and Since: From Levi-Strauss to Derrida, ed. J. Sturrock (Oxford: Oxford University Press, 1979), 81-115.
105. Peter Ninnes and Sonia Mehta, "Postmodernism Debates and Comparative Education: A Critical Discourse Analysis," Comparative Education Review 47, no. 2 (2003): 238-56.
106. Elizabeth St. Pierre, "The Call for Intelligibility in Educational Research," Educational Researcher 29, no. 5 (2000): 25-27.
107. Paulston, "Imagining Comparative Education," 363.
108. Ninnes and Burnett, "Opening Comparative Education Research."
109. See Harvey C. Mansfield, "Acceptance [of the Sidney Hook Memorial Award] Address: Harvard's Virtue," Academic Questions 15, no. 4 (2002): 15-20; Paul R. Gross and Norman Levitt, Higher Superstition: The Academic Left and Its Quarrels with Science (Baltimore: Johns Hopkins University Press, 1998).
110. See Harvey C. Mansfield, "Acceptance [of the Sidney Hook Memorial Award] Address: Harvard's Virtue," Academic Questions 15, no. 4 (2002): 15-20; Paul R. Gross and Norman Levitt, Higher Superstition: The Academic Left and Its Quarrels with Science (Baltimore: Johns Hopkins University Press, 1998).
111. Roberta Ahlquist, "Whose World Is It, Anyway? Multicultural Science from Diverse Perspectives," Comparative Education Review 44, no, 3 (2000): 359; Sandra Harding, Is Science Multicultural? Postcolonialisms, Feminisms, and Epistemologies (Bloomington: Indiana University Press, 1998). See also Kevin K. Kumashiro, "'Posts' Perspectives on Anti-oppressive Education in Social Studies, English, Mathematics, and Science Classrooms," Educational Researcher 30, no. 3 (2001): esp. 6.
112. Roberta Ahlquist, "Whose World Is It, Anyway? Multicultural Science from Diverse Perspectives," Comparative Education Review 44, no, 3 (2000): 359; Sandra Harding, Is Science Multicultural? Postcolonialisms, Feminisms, and Epistemologies (Bloomington: Indiana University Press, 1998). See also Kevin K. Kumashiro, "'Posts' Perspectives on Anti-oppressive Education in Social Studies, English, Mathematics, and Science Classrooms," Educational Researcher 30, no. 3 (2001): esp. 6.
113. Roberta Ahlquist, "Whose World Is It, Anyway? Multicultural Science from Diverse Perspectives," Comparative Education Review 44, no, 3 (2000): 359; Sandra Harding, Is Science Multicultural? Postcolonialisms, Feminisms, and Epistemologies (Bloomington: Indiana University Press, 1998). See also Kevin K. Kumashiro, "'Posts' Perspectives on Anti-oppressive Education in Social Studies, English, Mathematics, and Science Classrooms," Educational Researcher 30, no. 3 (2001): esp. 6.
114. See C. Behan McCullagh, "Bias in Historical Description, Interpretation and Explanation," History and Theory 39, no. 1 (2000): 41, 62.
115. Alan D. Sokal, "A Physicist Experiments with Cultural Studies," Lingua Franca 6, no. 4 (May-June 1996): 62-63.
116. John R. Searle, The Construction of Social Reality (New York: Free Press, 1995), 158. See also Steven I. Miller and Janet Fredericks, "Clarifying the 'Adequate Evidence Condition' in Educational Issues and Research: A Lakoffian View," Educational Theory 42, no. 4 (1992): 461-72.
117. John R. Searle, The Construction of Social Reality (New York: Free Press, 1995), 158. See also Steven I. Miller and Janet Fredericks, "Clarifying the 'Adequate Evidence Condition' in Educational Issues and Research: A Lakoffian View," Educational Theory 42, no. 4 (1992): 461-72.
118. Ann Oakley, Experiments in Knowing: Gender and Method in the Social Sciences (New York: New Press, 2000), 298, 306, 323.
119. Rust, "From Modern to Postmodern Ways," 36; Rolland Paulston, "Comparative Education as an Intellectual Field: Mapping the Theoretical Landscape," Compare 23, no. 2 (1992): 101-14.
120. Rust, "From Modern to Postmodern Ways," 36; Rolland Paulston, "Comparative Education as an Intellectual Field: Mapping the Theoretical Landscape," Compare 23, no. 2 (1992): 101-14.
121. For a discussion of a recent display of positivist triumphalism, see Erwin H. Epstein, review of Understanding Others, Educating Ourselves: Getting More from International Comparative Studies in Education, by Collette Chabbott and Emerson J. Elliot, Comparative Education Review 48, no. 3 (2004): 335-38. For an elaboration of the Darwinian tendency to eclipse disfavored approaches in comparative education, see Erwin H. Epstein, "Currents Left and Right: Ideology in Comparative Education," Comparative Education Review 27, no. 1 (1983): 3-29.
122. For a discussion of a recent display of positivist triumphalism, see Erwin H. Epstein, review of Understanding Others, Educating Ourselves: Getting More from International Comparative Studies in Education, by Collette Chabbott and Emerson J. Elliot, Comparative Education Review 48, no. 3 (2004): 335-38. For an elaboration of the Darwinian tendency to eclipse disfavored approaches in comparative education, see Erwin H. Epstein, "Currents Left and Right: Ideology in Comparative Education," Comparative Education Review 27, no. 1 (1983): 3-29.
123. For a discussion of a recent display of positivist triumphalism, see Erwin H. Epstein, review of Understanding Others, Educating Ourselves: Getting More from International Comparative Studies in Education, by Collette Chabbott and Emerson J. Elliot, Comparative Education Review 48, no. 3 (2004): 335-38. For an elaboration of the Darwinian tendency to eclipse disfavored approaches in comparative education, see Erwin H. Epstein, "Currents Left and Right: Ideology in Comparative Education," Comparative Education Review 27, no. 1 (1983): 3-29.
124. Rust, "From Modern to Postmodern Ways," 49-50 n. 2.
125. Paulston, "Comparative Education as an Intellectual Field."
126. Rust, "Postmodernism and Its Comparative Education Implications," 610.