Michael Crossley Professor of Comparative and International Education Research Centre for International and Comparative Studies Graduate School of Education. Rethinking Context in Comparative and International Education. Aims of the presentation.
Michael CrossleyProfessor of Comparative and International EducationResearch Centre for International and Comparative StudiesGraduate School of Education
Rethinking Context in Comparative and International Education
‘… participating countries contribute more towards the shaping of such studies to meet their own needs. The power relations inherent in cross-national research also deserve greater recognition, and mechanism need to be set in place to help diminish these differentials. Information derived from multi-country studies needs more careful analyses if it is to be relevant to specific local contexts … and it is also important for the culture of the international organisations that promote and co-ordinate such work to change so that they can better accommodate the implications of different experiences and contexts.’
V J Reddy (2005: 76) ‘Cross-national achievement studies: learning from South Africa’s participation in the Trends in International Mathematics and Science Study (TIMSS)’, Compare 35(1) 63-77
We cannot wander at pleasure among the educational systems of the world, like a child strolling through a garden, and pick off a flower from one bush and some leaves from another, and then expect that if we stick what we have gathered into the soil at home, we shall have a living plant …
(Sadler 1900: 49)
Two examples drawing upon my own research and that of colleagues working in both the North and the South.
Pioneered such collaborative strategies and influenced development principles underpinning ongoing DFID/RPC initiatives led by colleagues in Bristol.
The Belize Primary Education Development Project (1994-1999)
The Kenyan Primary School Management Project (1996-2000 & 2001-2005)
Globalisation and Skills for Development in Rwanda and Tanzania (2000-2002)
All projects were funded and supported by the UK Department for International Development
Main Partnership Organisations
University of Bristol; Belize Ministry of Education; Belize Teachers’ College; University College, Belize; National Curriculum Development Unit; district education offices; participating schools
University of Bristol; Kenyan Ministry of Education Science & Technology; Kenyatta University; Centre for British Teachers; participating schools; other private research agencies and consultants
University of Bristol; University of Bath; University of Dar es Salaam; Kigali Institute of Education, Rwanda