Ausgabe 1/2015, 21. Jahrgang S. 105–129
Das Potenzial der Vergleichenden Erziehungswissenschaft zwischen elaborierter Vergleichsmethodik und praktischer Bedeutsamkeit
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Comparative Education (CE) applies a methodologically controlled comparison of education and training in different countries and cultures and reflects their practical significance for educational practice and policy. The article focuses on the one hand on the ever more elaborate methodology of comparison, as illustrated by comparative research designs and large-scale empirical statistical analyses (such as PISA or IGLU/PIRLS; Global Monitoring Reports of UNESCO; theoryoriented educational research in the world polity approach à la J.W. Meyer et al.). Thus, CE is compatible with methodological standards in the general empirical research of the Social and Educational Sciences. On the other hand, the practical relevance of CE has also increased: global migration and internationalization processes are influencing fields of educational practice (e.g. intercultural or global education) as well as international educational policy and also cross-border educational transfers. Reforms in Higher Education such as the Bologna process foster new study programmes including practical professional references (e.g. by declaring ‘intercultural competence’ as a key skill of the 21st century). In this perspective, CE is confronted with the specific task of training future teachers and other pedagogical personnel for international and intercultural fields of action within schools and/or in various extracurricular professional areas. All these trends may be interpreted as adding to the potential of CE as an academic discipline in Higher Education. In this perspective the following article aims at promoting the renaissance of CE in Germany by especially focusing contributions from among the German speaking academia.