Comparative Education

Exploring Issues in
International Context
Kubow & Fossum
Prepared by Carla Piper, Ed.D.
 Difference between Texts
Kubow & Fossum Mazurek & Winzer
Focus on issues or Survey of 16
important themes in educational systems -
education curricula, programs,
Issues seen as lessons learned,
dilemmas not strengths, challenges
problems Examine the nature of
Issues are looked at as interdisciplinary field
cross-cultural Appreciate value of
Uses analytic other countrys systems
framework to view Understand how
issues comparative studies are
Broaden ones conducted
perspective in light of Encyclopedic resource
differing cultural, social,
and political contexts in
each country
 Countries Examined in Each Text
Kubow & Fossum Mazurek & Winzer
US Mexico
Brazil US
South Africa Brazil
Japan South Africa
England Japan
Germany France
Hong Kong England
Israel Russia
Poland
Germany
Australia
South Korea
China
Australia
Palestine
Pakistan
India
 Educational Concerns
Egalitarian need for equality and
opportunity for all
Economic prepare for future

competency and skill in the

workplace
Civic educate citizens who can

participate in public life

Humanistic develop the whole

person for lifelong education

(Kubow & Fossum, p. 3)
 Technology and Mass
Communication
Challenges national boundaries
Changes economic relationships

Fosters great interdependence

Challenges citizens to reconsider

their loyalites and identities

(Kubow & Fossum, p. 4)

Rationale for Studying Comparative
Education
Broaden ones perspective and
sharpen ones focus
Understand issues from different
perspectives in different contexts:
Cultural
Social
Political
Need to understand the theoretical
and philosophical assumptions of each
country
Can then begin to understand each
countrys educational practices.
(Kubow & Fossum, p. 5)
 What is Comparative Education?
Draws on multiple disciplines:
Sociology
Political Science
Psychology
Anthropology
Examine the role education plays in the
individual and national development
Examine how societal values influence
attitudes about how we educate

(Kubow & Fossum, p. 6)

What is the Purpose of Education?
Is education a benevolent
agent of change?
Is education a mirror of the

larger society, manifesting

through its structure,
curriculum, and pedagogy
inherent inequalities?
Do educational practices

maintain social status quo?

(Kubow & Fossum, p. 6)
 Education and Culture
Education plays an important role in
national progress and globalization
Comparative education provides an
opportunity to study foreign cultures
and their educational systems
Comparative education allows you to
examine and appraise your own culture
and educational system
Analyze home cultures/systems and
compare with others

(Kubow & Fossum, p. 6)

 Comparative Education as a Field
Comparative education is a field not a
discipline
Discipline dedicated to a specific set of rules
and standards
Field draws on varous disciplines to understand
the complexity
Extends and deepens our understanding of
the world
Helps educators decide
What issues are important?
What factors should be considered to improve
education?
(Kubow & Fossum, p. 7)
 Historical Stages of Development
Travelers tales observatons of cultural
practices and customs
Educational borrowing 19th Century
Observations of foreign school systems
Identify useful techniques/practices
Systematic scientific study 20th Century
Examine forces shaping foreign educational
systems
Use quantitative methods to explain education
Period of international cooperation today
Necessary for world harmony
Improve the quality of citizens lives
(Kubow & Fossum, p. 9)
 A Multidisciplinary Field of Inquiry
Anthropology concept of culture
How do cultural values of ethnically diverse
students mediate against the dominant values
within the school?
Sociology - group affiliation and
subcultures, social norms and mores
How do the conformists differ from non-
conformists in a school setting?
Political science
Which student groups are in power and which
ones are not?

(Kubow & Fossum, pp. 19-20)

 A Multidisciplinary Field of Inquiry
Philosophical commitment to school and
society
How does schooling develop democratic values
and allow student participation?
Economic perspective class, markets,
human resources
How do schools prepare students for work and
financial reward?
Historical - interpreting the past
How have schools changed?
Psychology mind-sets and values of
society
How do we counteract school violence?
(Kubow & Fossum, pp. 19-20)
 Perspectives
Interpretive
Focus on concepts and theories
Explain educational phenomena by considering
cultural, philosophical, and historical context
Normative
Examine differing value positions
Develop own values about education
Critical
Develop ability to question contradictions and
inconsistencies in educational beliefs, policies,
and practices.
(Kubow & Fossum, p. 21)
 Issues Approach
Group projects for this course will
be based on
issues/tensions/dilemmas
presented in the Kubow & Fossum
Issues Addressed in Textbook

Purpose of Schooling
Educational Access and Opportunity
Education Accountability and
authority
Teacher Professionalism
(Kubow & Fossum, pp. 22-23)
 Comparative Perspective Taking
Expand understanding beyond own
localized perspective
Cross-cultural investigation
Make sense out of the new or unknown by
comparing to own frame of reference
Multiple interpretation of the issues
Avoid dichotomous thinking
Widen conceptual lenses
Develop the critical thinking skills of a
global citizen
Systematic critique and reflection must
accompany curiousity
(Kubow & Fossum, pp. 26-27)
Value of Comparative Education
Alerts students to enduring social
questions
Helps teachers function as citizens of the
U.S. as well as citizens of a global society
Encourage a sprit of exploration
transcending local boundaries
Awareness that educators in different
parts of the world are wrestling with
similar issues
Educators are part of a global professional
community
(Kubow & Fossum, pp. 26-27)
 Benefits
View educaton from
multiple perspectives
Contribute to social

change and educational

process
Foster international

understanding
Opportunity for global

cooperation and critique

(Kubow & Fossum, p. 27)