Common Interests, Uncommon Goals: Histories of the World Council of Comparative Education Societies and Its Members

ISBN-13: 9781402069246 / Angielski / Twarda / 2008 / 386 str.

Vandra Masemann; Mark Bray; Maria Manzon

Opis

distinction Masters student at the University of Hong Kong, who then proceeded to her doctoral studies under the supervision of Mark Bray and myself. Her d- toral research field is closely linked to the subject of this book. The book also benefits greatly from the distinguished authorship of the - dividual chapters. The section on the WCCES itself has been written by former Presidents, some of whom have also had links with the University of Hong Kong either as visitors or, in one case (Anne Hickling-Hudson), as a Commonwealth Scholar. Most of the chapters on the individual societies have been written by Past Presidents of those societies, all distinguished figures in the field th- selves. The book shows that it is possible to talk of a global field of comparative education, of which one manifestation is the WCCES itself. At the same time, the emphases of the field are very different in, say, China, South Africa and France. These are among the factors that make the field so interesting and p- ductive. CERC is proud to make its own contribution to the field in multiple ways, including through the publication of this book. Mark Mason Editor CERC Studies in Comparative Education Series Director Comparative Education Research Centre The University of Hong Kong Introduction Mark BRAY, Maria MANZON & Vandra MASEMANN

Recenzje

From the reviews:

"The book is drawn from the many interests and goals (common interests, uncommon goals) that various persons and also societies held to be important. ... For those interested in the development of comparative education this book is a must read. ... For the research to be valid and reliable, certain standards of research should be observed." (T. Neville Postlethwaite, International Review of Education, Vol. 55, 2009)

Spis treści

List of Tables. List of Figures. Abbreviations. Acknowledgements. Series Editor’s Foreword; M. Mason. Introduction; M. Bray et al. Part I: The World Council of Comparative Education Societies (WCCES). 1. The World Council from 1970 to 1979; V. Masemann, E.H. Epstein. 2. The World Council at the Turn of the Turbulent 80s; E.H. Epstein. 3. From Würzburg to Rio: 1983-1987; M. Debeauvais. 4. The Long Road to Montreal and Beyond: 1987-1991; V. Masemann. 5. Turmoil and Progress: 1991-1996; W. Mitter. 6. From Sydney to Cape Town to Chungbuk: 1996-2001; D.N. Wilson. 7. Improving Transnational Networking for Social Justice: 2001-2004; A. Hickling-Hudson. 8. Expanding the Coverage and Hearing More Voices: 2004-2007; M. Bray. Part II: WCCES Member Societies. 9. The Comparative and International Education Society (CIES); E.S. Swing. 10. The Comparative Education Society in Europe (CESE); W. Mitter. 11. The Japan Comparative Education Society (JCES); A. Ninomiya. 12. The Section for International and Intercultural Comparative Education in the German Society for Education (SIIVEDGE); D. Waterkamp. 13. The British Association for International and Comparative Education (BAICE); M.B. Sutherland et al. 14. The Comparative and International Education Society of Canada (CIESC); S. Majhanovich, Zhang L. 15. The Korean Comparative Education Society (KCES); Lee B.-J., Kon D.-T. 16. The Francophone Association for Comparative Education (AFEC); M.B. Sutherland. 17. The Australian and New Zealand Comparative and International Education Society (ANZCIES); C. Fox. 18. The Dutch-speaking Society for Comparative Education (NGVO); S. van de Bunt-Kokhuis, H. van Daele. 19. The Spanish Comparative Education Society (SEEC), L.M. Naya & F. Ferrer. 20. The Chinese Comparative Education Society (CCES); Gu M., Gui Q. 21. The Brazilian Comparative Education Society (SBEC); M.L. Sisson de Castro. 22. The Comparative Education Society of Hong Kong (CESHK); Wong S.-Y., G.P.Fairbrother. 23. The Comparative Education Section of the Czech Pedagogical Society (CES-CPS); E. Walterová. 24. The Bulgarian Comparative Education Society (BCES); N. Popov. 25. The Polish Comparative Education Society (PCES); J. Kuzma. 26. The Southern African Comparative and History of Education Society (SACHES); C. Soudien. 27. The Greek Comparative Education Society (GCES); D. Mattheou. 28. The Russian Council of Comparative Education (RCCE); N. Borevskaya. 29. The Comparative Education Society of Asia (CESA); K. Mochida. 30. Completing the Family Picture; M. Manzon, M. Bray. Hungarian Pedagogical Society (Comparative Education Section) (HPS-CES). Chinese Comparative Education Society-Taipei (CCES-T). Comparative Education Society of India (CESI). Sezione Italiana della CESE (SICESE). Israel Comparative Education Society (ICES). Egyptian Comparative Education and Educational Administration Society (ECEEAS). Nordic Comparative and International Education Society (NOCIES). Asociación de Pedagogos de Cuba (Sección de Educación Comparada) (APC-SEC). Association française pour le développement de l’éducation comparée et des échanges (AFDECE). Sociedad Argentina de Estudios Comparados en Educación (SAECE). Comparative Education Society of the Philippines (CESP). Sociedad Mexicana de Educación Comparada (SOMEC). Mediterranean Society of Comparative Education (MESCE). Council on Comparative Education in Kazakhstan (CCEK). Turkish Comparative Education Society (TCES). Part III: Lessons from the Histories. 31. Comparing the Comparers: Patterns, Themes and Interpretations; M. Manzon, M. Bray. Notes on the Authors. Index.

Blurb

The World Council of Comparative Education Societies (WCCES) was established in 1970 as an umbrella body which brought together five national and regional comparative education societies. Over the decades it greatly expanded, and now embraces three dozen societies.

This book presents histories of the WCCES and its member societies. It shows ways in which the field has changed over the decades, and the forces which have shaped it in different parts of the world. The book demonstrates that while comparative education can be seen as a single global field, it has different characteristics in different countries and cultures. In this sense, the book presents a comparison of comparisons.