The SAGE Handbook for Research in Education stimulates and encourages students, faculty, and educational practitioners, including individuals in education, government, and the private sector who conduct applied and policy-oriented educational research, to place the pursuit of ideas at the epicentre of their research-from framing meaningful problems to identifying and addressing key challenges to the reporting and dissemination of their findings.
Chapter 16: Comparative EDucation: An Approach to Educational Inquiry
Comparative EDucation: An Approach to Educational Inquiry
Comparing is inherent in human thinking.
The making of comparisons is fundamental to intellectual inquiry. A common ground between various investigators in the field of education—whatever their particular focus—has been the task of making comparisons, of examining features of educational provision in different contexts alongside each other and reaching conclusions (judgments) about the nature of those features and the degree to which they are instructive. The work of comparativists is distinguishable from that of other educationists inasmuch as the former are concerned essentially with other countries and their cultures. This focus on education “elsewhere”—on “the other”—means that they must be concerned with appropriate methods to facilitate comparison. Otherwise, comparativists use the ...