Review of the Review: Constructing the Identity of Comparative Education
Review of the Review: Constructing the Identity of Comparative Education
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回顾回顾：构建比较教育的身份
DOI：
10.2304/rcie.2008.3.4.323
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发表时间：
2008
影响因子：
2.1
通讯作者：
C. C. Wolhuter
中科院分区：
文献类型：
--
作者：
C. C. Wolhuter
本文的目的是通过对《比较教育评论》创刊50年来发表的文章进行期刊分析，阐明比较教育的身份，并对其进行批判性反思。对1157篇文章进行了分析，包括文章的分析层次、文章所涵盖的单位数量、文章涉及作者的地理区域、数量、国家和机构关系、研究方法、范式关系、教育文章的覆盖阶段、教育文章涉及的模式、分析揭示了两个同样强烈的趋势--在扩大的范围内有着惊人的弹性/稳定性。例如，解释学范式仍然是最常见的范式，尽管最近范式出现了显著的多样化。比较教育仍然具有“黑箱”的特征，即教育机构以外的事物（即教育的形成力量和教育的社会影响）比教育机构内部发生的更多。这项研究表明，比较教育沿着新的路线有很大的扩展空间。其中一些被指出。
The aim of this article is the explication of the identity of Comparative Education and a critical reflection thereon, by means of a journal analysis of articles published in the Comparative Education Review during the first 50 years of its existence. The 1157 articles were analyzed under the following rubrics: levels of analysis of articles; number of units covered by articles; geographical area which articles deal with authors: numbers, countries and institutional affiliation; research methods; paradigmatic affiliations; phase of education articles cover; mode of education articles deal with; and themes/topics focused on. The analysis revealed two equally strong trends – a remarkable resilience/constancy amidst a broadening. For example, the hermeneutic paradigm continues to be the most frequent paradigm, although there has been a significant diversification of paradigms recently. Comparative Education still has the ‘black box’ character, whereby things outside educational institutions (i.e. shaping forces of education and societal effects of education) are studied more than that which takes place inside educational institutions. The study suggests that there is much scope for the expansion of Comparative Education along new lines. Some of these are pointed out.