Revisiting insider–outsider research in comparative and international education
Revisiting insider–outsider research in comparative and international education
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重新审视比较和国际教育的内部-外部研究
DOI：
10.1080/03050068.2016.1208497
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发表时间：
2016
影响因子：
3.3
通讯作者：
S. Carney
中科院分区：
文献类型：
--
作者：
S. Carney
和非洲因此，“空间”是由国家和一些大陆，例如，非洲和亚洲，由空间的文化统一“英语”和“欧洲”定义的。“欧洲”变成了“斯堪的纳维亚”（挪威和瑞典），然后有关于德国和法国的章节--在“相似性和差异性”这一节的标题下有一个子主题。第三类空间是经济：“新兴金融大国”，即中国、尼日利亚、巴西和阿根廷。换句话说，国际视角是通过并列来创造的：这是一种经典的比较教育技术，通常会导致“相似性和差异性”的记录。假设本书着眼于“如何最好地将精英教育概念化为一个更全球化的现象，而不是一个国家范围内的现象”（3），并置和“相似性和差异性”的主题意味着理论是在章节结束时的文章和结论中创建的。WYB中的空间概念不是漂浮的;它是流动的。不那么神秘：是的，一些国家空间也是章节空间，例如，法国、美国、巴西、德国、中国、印度、英国（以及英国和布宜诺斯艾利斯）。然而，WYB做了一些其他的事情，影响了人们对空间的看法。它将空间关系理论化。正是这种理论定义了战略问题：塑造精英和教育优势的社会空间之间的联系和渗透性。本书提供了一种“全球的阅读”，它构建了精英的主题，尽管有针对具体国家的章节，但它摆脱了传统的“相似性和差异性”的认识论。我们很少有两本关于一个老话题的好新书，它们重新创造了这个话题;两本新书在不同的理论波长上工作--因为它们的理论差异而仍然值得阅读;两本新书通过编辑介绍和结论很好地结合在一起。在某些日子里，作为一个评论家是一种乐趣和特权。
and Africa. Thus ‘space’ is defined by countries and some continents, for example, Africa and Asia; by culturalist unifications of space ‘Anglophone’ and ‘European’. The ‘European’ becomes ‘Scandinavia’ (which becomes Norway and Sweden) and then there are chapters on Germany and France – with the sub-motif in the section title of ‘similarities and differences’. The third categorisation of space is economic: ‘emerging financial powers’ which are taken to be China, Nigeria, Brazil and Argentina. In other words, the international perspectives are to be created-by-juxtaposition: a classic comparative education technique that normally leads to documentation of ‘similarities and differences’ (3). Granted that this book has an eye to ‘how best to conceptualise elite education as a more global, than a nationally bounded phenomenon’ (3), the theme of juxtaposition and ‘similarities and differences’ means that the theorisations are created in the end-of-section essays and in the Conclusion. The concept of space in the WYB does not float; it flows. Less cryptically: yes, some countryspaces are also chapter-spaces, for example, France, the USA, Brazil, Germany, China, India, England (and Britain and Buenos Aires). However the WYB does something else which affects the way space is thought about. It theorises the relations of spaces. It is this theorisation which defines the strategic problematic: the links between and the permeabilties of the social spaces which shape elites and educational advantage. This WYB offers a ‘reading of the global’ that frames the theme of elites and which, despite the country-specific chapters, gets it away from the traditional epistemology of ‘similarities and differences’. It is not often that we get two good new books on an old topic, which re-create the topic; two new books that work to different theoretical wavelengths – and remain worth reading for their theoretical differences; and two new books well held together by editorial introductions and conclusions. On some days, being a reviewer is a pleasure and a privilege.