This Handbook analyzes the origins, contributions, and interpretations of international education. The authors identify approaches to research that will enhance our knowledge and understanding of the field, and extend and even redraw it, on the basis of the research evidence presented. Key features includes a historical overview of the ways in which the term "international education" has been interpreted; the theoretical interpretation of international education in its current context; international education in practice: exploration of the issues in terms of students, curricula, pedagogies, and organizing formal institutions; and conceptual challenges for international education in the future.

Investigating Educational Policy Transfer

Investigating educational policy transfer

There was a time – in the 1970s and 1980s -when it became the fashion in comparative education to talk of ‘convergence theory’. Education systems in the Western world were said to be moving closer together in terms of form and content. The most obvious manifestation of the trend was the move towards the common secondary school, towards a ‘comprehensive’ system of secondary schooling which was replacing traditionally differentiated forms in many countries, but there were many other dimensions to the phenomenon. There was much discussion too of ‘equivalences’, of ways in which syllabuses and curricula could be compared so that qualifications might be recognized from one country to another, the assumption being that there were increasingly identifiable ...

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