Robert Cowen
Datos Biográficos
| ID | 2268228 |
|---|---|
| NOMBRE | Robert Cowen |
| NOMBRES | Robert |
| APELLIDO | Cowen |
| FIRMA | COWEN R |
| AFILIACIONES | University of London |
| VERIFICADO | No |
| TOTAL DE OBRAS | 38 |
| TOTAL DE CITAS | 241 |
| TOTAL COMO AUTOR | 36 |
| TOTAL COMO EDITOR | 2 |
| PRIMER AÑO DE PUBLICACIÓN | 1961 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 7 |
Comparative education
This article suggests that, as a field of study, we have accumulated too many routinised ways to legitimate our academic identity; that it is time to step away from comfortable clichés about our past; and to notice that the future is, at least metaphorically, now and urgent. However, while it is easy to illustrate the banalities we use to define our academic identity, it is difficult to turn the metaphor of ‘the future is now’ into a coherent per…
Comparative education and intercultural education
In comparative education, words like ‘culture’ and ‘foreign’ are used often early on to determine issues, but they soon become subjected to individual national contexts. The world is then professionally sliced into bits of ‘area expertise’. Wonderment at the multiple cultures of the world diminishes. In the post-war reconstruction period especially after 1950, theoretical work in comparative education did not retain the potentials of ‘multicultur…
Higher education in market-oriented socialist Vietnam
Higher education in market-oriented socialist Vietnam: new players, discourses, and practices." Comparative Education, 57(2), pp. 297–298
North American scholars of comparative education
This text is of major importance as a contribution to understanding the history of comparative education and to sharpening contemporary debates. The book – probably along with other books in the Se
Professor emeritus Dr. Philos. Thyge Winther-Jensen
Changing comparative education
This note is an invited post-scriptum where the ‘script’ is the articles in this volume. No effort will be made to summarise the articles. The intent is contemplative: to mull over how comparative education changes and, within that broad motif, to think about the role of ‘our’ foreigners. The mulling is self-indulgent, somewhat under-referenced – precisely because it is a mulling; but it is not inchoate. One theme that is visible in all the paper…
Professor Emeritus Dr. Philos. Thyge Winther-Jensen
At the Conference of the Comparative Education Society in Europe—in Italy in May 2020—it had been intended to honor Thyge Winther-Jensen; who had died, after a short illness, in December 2019. Howe
Reflections on Comparative Education
Emphasizing the important role of “history” within comparative education is the classic way, much celebrated in the writings of Andreas Kazamias, to treat this theme. This article uses a different perspective. The argument is that “comparative education” and “history” use two words as professional identifiers of a way of thinking and working. Metaphorically, they are wizard words, magical claims that mark off different epistemic territories: “con…
Teaching comparative education
It would be odd indeed if a specialist journal in comparative education did not accept a book with such a title for review. Many of the readers of Comparative Education – if downloads of the journa
The design of the university
The design of the university: German, American, and ‘world class’." Comparative Education, 53(4), pp. 600–601
Embodied comparative education
One way to look at some of the scholars in English-language comparative education in the 1960s is to see them as being concerned with ‘methods’. They themselves emphasised that they were re-thinking ‘method’ in comparative education. Victories were won and courses were rewritten. That ‘historic’ moment is taught (if it is taught at all nowadays, because history can be made to disappear) as if all that was at stake is mistakes in method. The gener…
Elite education
Elite education: international perspectives; Elites, privilege and excellence: the national and global redefinition of educational advantage: world yearbook of education 2015." Comparative Education, 52(4), pp. 556–557
Education in the United Kingdom; Education in the European Union pre-2003 member states; Education in Australia, New Zealand and the Pacific; Education in Eastern Europe and Eurasia; Education in Nort…
It is a proper courtesy to start the list of the five books under review not with the book on Australia and then track through the titles until the UK; but with the name of Colin Brock, because the
Internationalization of education policy
Both of these books are based on research; both emphasise work from authors who are, mainly, based in universities in continental Europe; and both books manage (more or less) to do without the word
Ways of knowing, outcomes and ‘comparative education’
Comparative education as a field of study in universities (and ‘comparative education’ as practised by nineteenth-century administrators of education in Canada, England, France and the USA) has always addressed the theme of ‘transfer’: that is, the movement of educational ideas, principles and practices, and institutions and policies from one place to another. The first very explicit statement of this way of thinking about ‘comparative education’…
Comparative education
This article tries to look forward and backward simultaneously – the normal uncomfortable perspective used within articles written for anniversary issues. The theme of the paper is the need for some academic housekeeping. The main motif is that ‘comparative education’ does not have an essential identity but that earlier debates which struggled to assert one have left a number of blockages to rethinking comparative education. This academic rubble …
International educational governance
Notes1 I judge that this chapter is a reprint of this remarkable article which was first published in Comparative Education, Volume 39 (4), November 2003.
Globalization and international education
In comparative education, what is a textbook – and by what criteria should we value textbooks?The normal assumption is that a textbook will outline the basics of an academic field, preferably in a
Pisa under Examination
The exemplary, the exotic and the exact in comparative and intercultural education
This article suggests some new ways to think about comparative education and intercultural education. The examples and narratives used are drawn mainly from comparative education – the speciality of the author. However, it is hoped that the questions asked will link with, or contradict, thinking by colleagues who specialise in intercultural education. The article takes up C Wright Mills’ injunction to make sense of relations between individual bi…
World yearbook of education 2012
edited by Gita Steiner-Khamsi and Florian Waldow, London and New York, Routledge, Taylor and Francis Group, 2012, 443 pp., £85 (hardback), ISBN 9780415615242 The (World) Yearbooks of Education – an
American post‐conflict educational reform
Post-socialism is not dead
Cese News
International Handbook of Comparative Education
The transfer, translation and transformation of educational processes
This article revisits a topic central to the past and the present of comparative education: the theme of 'transfer'. It outlines four ideas. First, that comparative education as a field of study, having begun in the study of 'mobilities', became diverted by other anxieties. Second, the article notes that the theme of 'transfer' is far broader than just exporting a quality assurance process or some other 'fix-it' educational technique to another c…
Comparing Futures or Comparing Pasts
This article, firstly and briefly, suggests that there is no single or unified 'comparative education' but that there are multiple comparative educations. How may such a variety of comparative educations be distinguished? Rather more importantly and secondly, what might an 'interesting' comparative education constructed in universities look like, and on what criteria would it be interesting? The specific suggestion offered here is that at least o…
Last Past the Post
Comparative education, as a university field of study, has been late in addressing issues of post-modernity. The first argument, through an analysis of the history of comparative education, indicates why this is so. The second argument, construed through ideal-typical models of 'modern' and 'late-modern' educational systems, suggests one way to think about changing patterns of formal education in a globalising world. The third argument, notably t…
Performativity, Post-modernity and the University
The article identifies, comparatively, the crisis of the contemporary university as both government policies, in several countries, and the post-modern critique, notably Lyotard's, highlight the reconstruction of university systems around 'performativity' in an increasingly competitive international economic world. The comparative motif of the article is sustained less around concepts of 'mass' and 'elite' higher education systems than around the…
Ways of knowing, outcomes and ‘comparative education’
Comparative education as a field of study in universities (and ‘comparative education’ as practised by nineteenth-century administrators of education in Canada, England, France and the USA) has always addressed the theme of ‘transfer’: that is, the movement of educational ideas, principles and practices, and institutions and policies from one place to another. The first very explicit statement of this way of thinking about ‘comparative education’…
Embodied comparative education
One way to look at some of the scholars in English-language comparative education in the 1960s is to see them as being concerned with ‘methods’. They themselves emphasised that they were re-thinking ‘method’ in comparative education. Victories were won and courses were rewritten. That ‘historic’ moment is taught (if it is taught at all nowadays, because history can be made to disappear) as if all that was at stake is mistakes in method. The gener…
Comparative education
This article tries to look forward and backward simultaneously – the normal uncomfortable perspective used within articles written for anniversary issues. The theme of the paper is the need for some academic housekeeping. The main motif is that ‘comparative education’ does not have an essential identity but that earlier debates which struggled to assert one have left a number of blockages to rethinking comparative education. This academic rubble …
Comparative education
This article suggests that, as a field of study, we have accumulated too many routinised ways to legitimate our academic identity; that it is time to step away from comfortable clichés about our past; and to notice that the future is, at least metaphorically, now and urgent. However, while it is easy to illustrate the banalities we use to define our academic identity, it is difficult to turn the metaphor of ‘the future is now’ into a coherent per…
North American scholars of comparative education
This text is of major importance as a contribution to understanding the history of comparative education and to sharpening contemporary debates. The book – probably along with other books in the Se
Comparative education and intercultural education
In comparative education, words like ‘culture’ and ‘foreign’ are used often early on to determine issues, but they soon become subjected to individual national contexts. The world is then professionally sliced into bits of ‘area expertise’. Wonderment at the multiple cultures of the world diminishes. In the post-war reconstruction period especially after 1950, theoretical work in comparative education did not retain the potentials of ‘multicultur…
Internationalization of education policy
Both of these books are based on research; both emphasise work from authors who are, mainly, based in universities in continental Europe; and both books manage (more or less) to do without the word
World yearbook of education 2012
edited by Gita Steiner-Khamsi and Florian Waldow, London and New York, Routledge, Taylor and Francis Group, 2012, 443 pp., £85 (hardback), ISBN 9780415615242 The (World) Yearbooks of Education – an
The American school of education and the Third World in the twentieth century
Globalization and international education
In comparative education, what is a textbook – and by what criteria should we value textbooks?The normal assumption is that a textbook will outline the basics of an academic field, preferably in a
Sociological analysis and comparative education
The design of the university
The design of the university: German, American, and ‘world class’." Comparative Education, 53(4), pp. 600–601
The Management and Evaluation of the Entrepreneurial University
Changing comparative education
This note is an invited post-scriptum where the ‘script’ is the articles in this volume. No effort will be made to summarise the articles. The intent is contemplative: to mull over how comparative education changes and, within that broad motif, to think about the role of ‘our’ foreigners. The mulling is self-indulgent, somewhat under-referenced – precisely because it is a mulling; but it is not inchoate. One theme that is visible in all the paper…
Post-socialism is not dead
Agendas of attention
We see in the work of Ninnes and Burnett a thoughtful analysis of an emerging agenda in comparative education. At the same time we are also seeing (in draft articles and book proposals) the emergence of a new hot topic in comparative education: the relationship between terrorism and comparative education. We are still, in Harold Noah's whaling terminology, harpooning some 'loose fish'-topics that do not belong to others (Noah, 1974); though this …
Frontiers of the Sea
Changing American Elementary Education
Curriculum Issues, 1970‐1990
(1981). Curriculum Issues, 1970‐1990: contents, policies and practices in the USA. Compare: A Journal of Comparative and International Education: Vol. 11, No. 1, pp. 45-57
Sociological analysis and comparative education
The American school of education and the Third World in the twentieth century
Educational Excellence
The Management and Evaluation of the Entrepreneurial University
Last Past the Post
Comparative education, as a university field of study, has been late in addressing issues of post-modernity. The first argument, through an analysis of the history of comparative education, indicates why this is so. The second argument, construed through ideal-typical models of 'modern' and 'late-modern' educational systems, suggests one way to think about changing patterns of formal education in a globalising world. The third argument, notably t…
Performativity, Post-modernity and the University
The article identifies, comparatively, the crisis of the contemporary university as both government policies, in several countries, and the post-modern critique, notably Lyotard's, highlight the reconstruction of university systems around 'performativity' in an increasingly competitive international economic world. The comparative motif of the article is sustained less around concepts of 'mass' and 'elite' higher education systems than around the…
Nigel Grant and Plato
Dans cet article, l'auteur sans vouloir evaluer le caractere democratique de certains systemes educatifs, reprend des recits et des concepts appartenant a la litterature de l'education comparee pour les commenter et etablir une reflexion sur les termes d'education et de democratie
Comparing Futures or Comparing Pasts
This article, firstly and briefly, suggests that there is no single or unified 'comparative education' but that there are multiple comparative educations. How may such a variety of comparative educations be distinguished? Rather more importantly and secondly, what might an 'interesting' comparative education constructed in universities look like, and on what criteria would it be interesting? The specific suggestion offered here is that at least o…
Agendas of attention
We see in the work of Ninnes and Burnett a thoughtful analysis of an emerging agenda in comparative education. At the same time we are also seeing (in draft articles and book proposals) the emergence of a new hot topic in comparative education: the relationship between terrorism and comparative education. We are still, in Harold Noah's whaling terminology, harpooning some 'loose fish'-topics that do not belong to others (Noah, 1974); though this …
International Handbook of Comparative Education
The transfer, translation and transformation of educational processes
This article revisits a topic central to the past and the present of comparative education: the theme of 'transfer'. It outlines four ideas. First, that comparative education as a field of study, having begun in the study of 'mobilities', became diverted by other anxieties. Second, the article notes that the theme of 'transfer' is far broader than just exporting a quality assurance process or some other 'fix-it' educational technique to another c…
American post‐conflict educational reform
Post-socialism is not dead
Cese News
Pisa under Examination
The exemplary, the exotic and the exact in comparative and intercultural education
This article suggests some new ways to think about comparative education and intercultural education. The examples and narratives used are drawn mainly from comparative education – the speciality of the author. However, it is hoped that the questions asked will link with, or contradict, thinking by colleagues who specialise in intercultural education. The article takes up C Wright Mills’ injunction to make sense of relations between individual bi…
World yearbook of education 2012
edited by Gita Steiner-Khamsi and Florian Waldow, London and New York, Routledge, Taylor and Francis Group, 2012, 443 pp., £85 (hardback), ISBN 9780415615242 The (World) Yearbooks of Education – an
Globalization and international education
In comparative education, what is a textbook – and by what criteria should we value textbooks?The normal assumption is that a textbook will outline the basics of an academic field, preferably in a
Ways of knowing, outcomes and ‘comparative education’
Comparative education as a field of study in universities (and ‘comparative education’ as practised by nineteenth-century administrators of education in Canada, England, France and the USA) has always addressed the theme of ‘transfer’: that is, the movement of educational ideas, principles and practices, and institutions and policies from one place to another. The first very explicit statement of this way of thinking about ‘comparative education’…
Comparative education
This article tries to look forward and backward simultaneously – the normal uncomfortable perspective used within articles written for anniversary issues. The theme of the paper is the need for some academic housekeeping. The main motif is that ‘comparative education’ does not have an essential identity but that earlier debates which struggled to assert one have left a number of blockages to rethinking comparative education. This academic rubble …
International educational governance
Notes1 I judge that this chapter is a reprint of this remarkable article which was first published in Comparative Education, Volume 39 (4), November 2003.
Education in the United Kingdom; Education in the European Union pre-2003 member states; Education in Australia, New Zealand and the Pacific; Education in Eastern Europe and Eurasia; Education in Nort…
It is a proper courtesy to start the list of the five books under review not with the book on Australia and then track through the titles until the UK; but with the name of Colin Brock, because the
Sociology (33 obras) · Political science (30 obras) · Global Education and Multiculturalism (26 obras) · Global Educational Policies and Reforms (25 obras) · Higher education (22 obras) · Law (22 obras) · Law (21 obras) · Comparative education (18 obras) · Social science (17 obras) · Economics (13 obras)