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Tertium Comparationis, Vol. 5 (1999), No. 2

Editor: Marianne Krüger-Potratz

Contents

Wolfgang Hörner

Historische und gegenwartsbezogene Vergleichsstudien - Konzeptionelle Probleme und politischer Nutzen angesichts der Internationalisierung der Erziehungswissenschaft

The paper starts by giving a synthesis of the most important conceptual problems of Comparative Education (concerning both historical studies and studies about current problems). The conceptual problems are identified as being the questions about the functions of Comparative Education (including the polarity of practical and systematic interest in comparative research) on the one hand and the questions about the real object of the discipline on the other hand (is it the method of comparison or the special content of the investigation that makes the essence of the discipline?). In the very center of the paper the different significations of the notion of "internationalization of educational studies" are examined including a short reflection about world system theory. Stress is laid particularly on internationalization of educational studies as a result of international cooperation in educational research. It is pointed out that it is an error to think that the mere cooperation with foreign partners makes superfluous the role of Comparative Education as an own discipline. The remaining medial task of Comparative Education is mainly given in the methodological competency of the comparativist, more necessary than ever in order to avoid superficial misunderstanding.

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Wilfried Bos

Empirisch-vergleichende Forschung - Konzeptionelle Probleme und politischer Nutzen

In this article the relation of practice, theory and metatheory is discussed for comparative education. Subsequently examples of quantitatively orientated empirical research methods within the scope of comparative education are given. Thereby the value of empirical research methods is revealed for national studies as well as for the transcultural testing of theories. However, the author constantly points out that empirical educational research in the scope of comparative education does not replace historical hermeneutic research but to complement it.

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Helma Lutz

State of the Art: Zum Stand der Interkulturellen Pädagogik

This article aims at summarizing the stages of Intercultural Education in Germany. Retrospectively, the different phases, developing from "Ausländerpädagogik" (education for foreigners) to multi-perspective and inclusive education are recapitulated. It is assumed that paradigms of German politics, such as the statement that Germany is a non-immigration country, are often mirrored in the curricula. For many years, Intercultural Education has been understood as a form of "special education", directed at minority children. Later, the multi-ethnic reality of the classroom urged educationalists and teachers to react and develop Intercultural Education in a more inclusive way. Over the last decade the debate about "difference" which emerged in several disciplines and research branches simultane-ously, such as Intercultural Education, Gender Education or Education for the Disabled, has helped to move the intercultural perspective into the mainstream of education. It is, however, still to be seen that Intercultural Education will be integrated as part of the General Curriculum.

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Hans Bühler, Asit Datta und Jacob Sovoessi

Grenzen des Forschens zwischen dem Norden und dem Süden

Our paper presents four steps by means of which we want to challenge - once more - the international scientific community to stop unjustice within the worldwide scientific system: At first we remind to the impacts of the ongoing globalization for education especially in school-systems. Then we focus on the still prevalent unjustice in terms of working-conditions, socio-economic and political security and cultural, post-colonial discrimination which exist for the majority of our colleagues in the South as raw-material for our basic hypothesis. Evidence is given through data which are collected by means of open interviews with three colleagues in West-Africa and in Palestine. The basic hypothesis can be drawn from this second step, which is, that social and cultural discrimination does still exist, when colleagues from the North and from the South meet in research efforts. We therefore try to analyze three documentations about research in the South, which have been conducted from national and German educationalists. Traces of this first hypothesis can be identified which are to be summarized as: "Northerners" in our sample tend to be more interested in cross-cultural understanding (urgently being needed to settle misunderstandings with their national colleagues in the South) whereas "Southerners" in our (really very small sample) claim more solidarity to enter together into common efforts towards a world-wide liberating pedagogy. The paper is completed by an annex - a pretty normative one - which summarizes some of the key-points which should be taken into consideration for North-South-cooperation in the field of educational research. These propositions are based as well on our long-term and diversified experience in the South as well as on our different cultural back-grounds in Benin (J. Sovoessi), Germany (H. Bühler) and India/Germany (A. Datta).

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Cristina Allemann-Ghionda

Bildungsreform und Reformpädagogik unter dem italienischen Faschismus: Antagonismus oder Synthese?

The author describes the main points of the education reform of 1923 in Italy, ordered by fascist dictator Benito Mussolini. The intellectual leader of the reform was the idealist philosopher Giovanni Gentile. Throughout the different phases of the reform, several educationalists who considered themselves (and who are considered today) as representatives of the Italian and international "éducation nouvelle", acted as counsellors; some of them overtly supported the regime. The main argument in this paper is that the fascist education reform (an extremely conservative, elitist and state-strengthening "innovation") is not something entirely distinct from the movement of the éducation nouvelle (which claimed to be a revolutionary, child-centred and emancipative approach to education). Many elements of personal, political and ideological nature provide evidence for this critique. Similar investigations in other national contexts might lead to a similar conclusion.

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Armin Bernhard

Bildung und Erziehung im Konzept kultureller Hegemonie - Gramscis Kritik der italienischen Schulreform und der internationalen Reformpädagogik und sein Modell einer humanistischen Einheitsschule

The work of Antonio Gramsci up to now primarily has been considered under philosophical, political and cultural-historical points of view. Beyond it Antonio Gramsci carried out an analysis of educational questions grappling with ideas of the progressive educational movement. Result of his efforts is the drawing up of a draft, which Gramsci characterized as "scuola unita umanesima" The following essay outlines the educational ideas of Antonio Gramsci and describes the basic ideas of his unitary school.

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