Postgraduate Course: Introduction to Comparative Education (EDUA11437)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||This course introduces students to Comparative Education by presenting its historical roots, its development as an academic field, and some of the key debates facing comparativists today. The syllabus is divided into two parts that allow students to critically explore the main theories, concepts and challenges of the field of Comparative Education. In mapping the changes in comparative education as a field, the course will highlight theoretical and epistemic shifts over time. The course is divided into two parts. Part I takes a historical journey that profiles comparisons in education from antiquity to contemporary globalisation. Part II introduces poignant critiques from marginalised scholars and theories (e.g., feminist, indigenous, post-colonial, Southern) then examines the role of international metrics in shaping education. This Course will be one of the main pillars of the MSc in CEID.
1) Academic description: This course introduces students to Comparative Education by presenting its historical roots, its development as an academic field, and some of the key debates facing comparativists today. In mapping the changes in comparative education as a field, the course will highlight theoretical and epistemic shifts over time and the changes in thought. it build on global authors and approaches, it will offer a variety of perspectives from different traditions in knowledge and practice.
2) Outline Content: The course presents materials over 10 weeks. The syllabus is divided into two parts that allow students to critically explore the main theories, concepts and challenges of the field of Comparative Education. Part I takes a historical journey that profiles comparisons in education from early antiquity to contemporary globalisation (Learning Outcomes 1 and 2). Part II introduces the current debates in the field and the critiques to the nature of knowledge production in Comparative Education. With a focus on Learning Outcomes 3, 4, and 5, Part II first emphasises selected key issues such as the role of context, the challenges of policy borrowing, gender and the role of international metrics in shaping education. Second, it offers poignant critiques from marginalised scholars and theories (e.g., feminist, indigenous, post-colonial, Southern).
3) Student Learning Experience: This Course will be one of the main pillars of the MSc in CEID. It will enable students to understand comparative education's purposes, relevance, and key challenges today. The historical and critical approaches aim to offer students the tools to construct their knowledge with criticality and autonomy. In addition, students will benefit from the background of the teaching staff who are researchers actively engaged with the field of Comparative Education.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2022/23, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Lecture Hours 11,
Seminar/Tutorial Hours 11,
Formative Assessment Hours 2,
Summative Assessment Hours 1,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Poster (30%, summative assessment) - In groups of 3, students will put together a poster to compare a contemporary issue in education using one of the approaches covered in the course. Posters will be presented toward the end of the course in an open forum. «br /»
Final paper (70%, formative and summative assessment) - Students will write an essay on one of the weekly topics (2,000 words). Formative feedback will be provided on essay outlines before the paper is due.
|No Exam Information
On completion of this course, the student will be able to:
- Demonstrate knowledge of the evolution of comparative education as a field along with its changing orientations (purposes and theories)
- Critically evaluate the principal theories, concepts and challenges in comparative education
- Demonstrate a critical awareness of the critiques of comparative education from alternative epistemologies (e.g., feminist, post-colonial, Indigenous, Southern)
- Have a reflective understanding of the role of context in comparative education research
- Apply knowledge, skills and understanding to analyse a case study of comparative research (summative assessment)
|Crossley, M., Broadfoot, P., & Schweisfurth, M. (Eds.). (2007). Changing educational contexts, issues and identities: 40 years of comparative education. New York: Routledge.|
R. Cowen & A. M. Kazamias (Eds.) (2009), International handbook of comparative education. New York: Springer.
Jules, T. D., Shields, R., & Thomas, M. A. M. (Eds.). (2021). The Bloomsbury handbook of theory in comparative and international education. New York: Bloomsbury.
Manzon, M. (2011). Comparative education: The construction of a field. London: Springer.
Takayama, K., Sriprakash, A., & Connell, R. (2017). Toward a postcolonial comparative and international education. Comparative Education Review, 61(S1), S1-S24.
|Graduate Attributes and Skills
|Keywords||Education,Comparative Education,International Education,Policy Borrowing,Epistemology
|Course organiser||Dr Aliandra Barlete
|Course secretary||Miss Mariana Duarte