Journal für International und Interkulturell Vergleichende Erziehungswissenschaft
11. Jahrgang, 2/2005
International vergleichende Schulleistungsforschung - Anfragen an Verbreitung, Grundannahmen und politische Nutzung
Transnationalisierung als Herausforderung für die International und Interkulturell Vergleichende Erziehungswissenschaft
Developments and phenomena called ‘transnational’ have already largely been discussed in economics (e.g. transnational corporations) and in sociology (e.g. transnational migration), whereas they are as yet rather marginal in comparative education. It is supposed that the reason for this time lag is not due to a general backwardness of education, but lies in the predominance of the ‘nation-state paradigm’ in comparative educational research: Historically, nation-states have gained control over formal educa-tion by mechanisms such as compulsory education, state administration and public finance; no won-der, then, that the nation-state has become the leading unit of analysis in comparative research. – But at the fringes of this nation-state model ‘transnational’ developments and phenomena have occurred, which cut across national borders and which have to be researched as new educational realities with particular characteristics of their own, and in their relation to and possible impact on the nation-state model of education. The article analyses three different dimensions of transnationalisation as they have begun to be discussed in education: ‘transnational convergences’, ‘transnational education’ in the supply of higher education, and ‘transnational educational spaces’ in transmigrant communities. The author then proposes to take the latter as the umbrella term for further discussion and research on transnationalisation in comparative education, using ‘transnational’ educational spaces in their dis-tinctiveness as compared to ‘national’ as well as ‘international’ educational spaces.
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