Tertium Comparationis, Vol. 10 (2004), No. 1

Innovationen in der Bildung durch Migration und Globalisierung
– Folge, Versprechen, Herausforderung?

Editor: Norbert Wenning

Contents

• Editorial
• Klaus Seitz: Die ganze Welt an einem Ort. Die Globalisierungs- und Weltgesellschaftsforschung als Herausforderung für die Erziehungswissenschaft
• Sabine Hornberg: Innovationen durch Globalisierung in der europäischen Schulentwicklung: zum Beispiel die Interkulturelle Pädagogik, Europa- und Internationale Schulen
• Dietmar Waterkamp: Das Versprechen auf Innovation im Bildungswesen mittels organisatorischer Verfahren – ein Thema der Vergleichenden Erziehungswissenschaft
• Jens Naumann: TIMSS, PISA, IGLU und das untere Leistungsspektrum in der Weltgesellschaft
• Knut Schwippert und Hanno Frey: Schulevaluation: ein Beispiel aus England
• Stefan Neubert: Eine neue Allgemeinbildung? Herausforderung durch die 'Cultural Studies'
• Raf Vanderstraeten: Communication patterns in educational science: an analysis of scientific journal publishing in the Netherlands
• Verzeichnis der Autoren
• Berichte und Notizen
• Rezensionen

Klaus Seitz

Die ganze Welt an einem Ort. Die Globalisierungs- und Weltgesellschaftsforschung als Herausforderung für die Erziehungswissenschaft

The impact of globalisation on education is universally felt. Globalisation is perceived as a challenge to the contents and objectives of education as well as to the structures of the educational sector. Notwithstanding the interrelationships between sociology of globalisation and educational discourse still are very weak. This essay attempts to show that it would be useful for both comparative education and educational theory to take notice of the outcomes of sociological research on globalisation and world society. In comparative education discourse the reception of social theories of globalisation is focused on neoinstitutionalist conceptions and the world system theory. It is argued, that these models emphasize a macrosociological approach that fails the microsociological character of education. The author shows that beyond these dominant theory traditions there is a multiplicity of elaborate conceptions of global society and of the process of globalisation, that could satisfy the specific pretensions of educational analysis. It is recommended to use the 'glocalisation approach' – focusing on the local-globalnexus and thereby bridging the micro and the macro – as a new framework for the educational analysis of the challenges, which have grown out of the emergence of world society.

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Sabine Hornberg

Innovationen durch Globalisierung in der europäischen Schulentwicklung: zum Beispiel die Interkulturelle Pädagogik, Europa- und Internationale Schulen

Innovations in European educational systems generally demand time, especially if they are to take place across national borders. Against this background and from the perspective of Comparative and Multicultural Education this paper identifies and critically discusses three examples of educational innovations. The questions raised here are a) whether inter- or multicultural education, 'Europaschulen' (not to be confused with European schools, which are run by the European Union in several member states) and International Schools represent pedagogical reactions towards globalisation, b) which imply a productive manner of coping with globalisation, and c) what kinds of inclusion and exclusion with respect to these innovations can be identified.

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Dietmar Waterkamp

Das Versprechen auf Innovation im Bildungswesen mittels organisatorischer Verfahren – ein Thema der Vergleichenden Erziehungswissenschaft

The article exposes the topic 'Procedures of organisation in education systems' as a research field for the scholarly discipline of comparative education. It reflects the more extensive explication of this approach, which was represented in a book from the year 2000 (Waterkamp, 2000).

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Jens Naumann

TIMSS, PISA, IGLU und das untere Leistungsspektrum in der Weltgesellschaft

So far, the discussion about the meaning and relevance of the results of the latest wave of (high quality, advanced) internationally comparative empirical competence surveys in the IEA-tradition (TIMSS, PISA, PIRLS) has been heavily biased in favor of the small group of rich, industrialized OECDcountries and – among them – the even smaller group of countries with medium to top average competence levels. However, the surveys also include a number of non-European, non-OECD, poorer countries and their number is scheduled to increase in future survey rounds.
This article draws attention to the fact that most of the poor and middle-income countries exhibit rather poor to extremely poor average competence levels, with large minorities (if not majorities) of their pupils performing (often much) below the analytically accepted minimum 'competence level I'. It is argued that – based on increasing empirical evidence from many technically less sophisticated, but still similar studies – these poor to very poor results are typical for the pupils in most poorer countries of the world.
The article discusses some major theoretical, conceptual, analytical and political problems of accommodating this discomforting finding against the background of some important paradigms of the educational and social sciences orienting educational and development policies (especially so: 'propoor-strategies'). In particular, it is argued that

• with regard to learning outcomes/school-based competence achievements the crucial link between 'language of instruction' and 'language of origin' of the pupils has not been sufficiently taken into account, both in research and in politics and practice;
• while international educational cooperation and development aid has been important in influencing the emergence of the modern world-system (in education as much as in any other realm), its structural organization remains poor and its level of intensity is disturbingly uneven (much too low on average), especially so with regard to 'Education-for-all'/pro-poor-strategies.

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Knut Schwippert und Hanno Frey

Schulevaluation: ein Beispiel aus England

During the last years, effective evaluation has become one of the key-processes for school development. Not surprisingly, the two most important methods within this area, internal and external evaluation, are being discussed – mostly in a controversial way. This is especially true for Germany, where school evaluation has only just started to gain public attention. In the article, however, the authors argue that internal and external evaluation are not necessarily to be understood as opposing strategies but that parts of both can, instead, be combined to a positive end. In order to sustain their thesis they relate to a topical example which illustrates that a combined method is highly effective; namely evaluation in private schools in England by the Independent School Inspectorate. The article, furthermore, discusses the benefits that can be drawn from an adoption of this method as well as certain risks it may contain.

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Stefan Neubert

Eine neue Allgemeinbildung? Herausforderung durch die 'Cultural Studies'

The author discusses challenges and implications of some theoretical perspectives developed by leading representatives of present-day Anglo-American cultural studies for German discourses on education in postmodernity. The main focus is on the German concept of Bildung. The author first raises the question of whether it is both necessary and possible to reconstruct the essentially modern concept of Bildung with a view to the challenges of the postmodern situation. Secondly, he makes a constructivist proposal for outlining viable perspectives of a theory of Bildung in postmodernity. Thirdly, he elaborates on how certain important theoretical strands of contemporary cultural studies provide suggestions for rethinking and furthering constructivist discourses on Bildung in postmodernity. This involves a discussion of crucial problems of multiculturalism and questions of intercultural education.

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Raf Vanderstraeten

Communication patterns in educational science: an analysis of scientific journal publishing in the Netherlands

In the modern scientific disciplines, scholarly journals fulfil a key role. Journals both secure the shared values of a scientific community and endorse what that community takes to be certified knowledge. Publications in scholarly journals have become the basic units of scientific communication in a discipline. Against this background, I analyse in this paper the evolution of the leading scholarly journal in the field of education in the Netherlands, viz. Paedagogische Studiën [Studies in Education]. I pay particular attention to the changing role of the editorial board of the journal, and to the use of citations in this journal in the period 1920–1975. Because of the close relationship between journal and discipline, this analysis highlights basic characteristics of the patterns of communication in educational science in the Netherlands.

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