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Vulliamy, G. Lewin, K. and Stephens, D. (1990). Doing Educational Research in Developing Countries: Qualitative Strategies. London: Falmer Press. Warwick, D.P. (1983). “The Politics and Ethics of Field Research” in Bulmer, M. and Warwick, D.P. (eds.), Social Research in Developing Countries: Surveys and Censuses in the Third World. Chichester, Sussex: Wiley, pp.315-330. 86
從西方到東方再到巴黎 ──訪新任國際教育規劃研究所所長貝磊教授 From West to East, Thence to Paris: An Interview with Mark Bray 葉建源 Ip Kin-yuen Abstract Mark Bray, President of the World Council of Comparative Education Societies (WCCES) and a former President of CESHK, recently took a period of leave from his position as Professor of Comparative Education and Dean of the Faculty of Education at the University of Hong Kong to take up a new position as Director of UNESCO's International Institute of Educational Planning (IIEP) in Paris, France. In this interview with him, Mark Bray considers in each of its four sections, (1) his early years working and gaining experience around the world before settling in Hong Kong; (2) his accepting an academic position at the University of Hong Kong that reflected his interests in comparative education and in international educational development; (3) the IIEP and the role it plays in helping United Nations member countries work towards UNESCO's goals in Education For All; and (4) Hong Kong and UNESCO. 前言貝磊教授 (Professor Mark Bray) 曾任香港大學教育學院院長、香港比較教育學會會長,現任世界比較教育學會聯會會長,是比較教育界德高望重的學者。2006年,貝磊教授離開服務二十年的香港,前往巴黎接任國際教育規劃研究所 (International Institute for Educational Planning, IIEP) 的所長一職。本文作者在他離港前及抵達巴黎後分別訪問了貝磊教授,暢談他的經歷、香港、聯合國與國際關係研究所等等, 這裡刊出部分內容,以饗讀者。遊歷世界,定居香港葉:請簡單介紹您的經歷。貝:我在英國出生,曾經到過許多國家工作,例如非洲的肯尼亞、尼日利亞,然後是巴布亞-新畿內亞,教過書,做過學術研究,幹過行政工作,也當過專業顧問。後來就到了香港,在香港大學教育學院工作,二十年了,這麼長,連我也感到驚奇。葉:生在英國,為何對非洲感興趣? 貝:一來是年青,二來的家庭裡很自然就有這樣的機會,我只是追隨著兄長的足跡。最初我到肯尼亞去,為一個志願機構工作,這個機構 87
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The Comparative Education Society o
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Editorial: The Many Faces and Funct
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Goals (MDGs) and UNESCO’s Educati
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The Necessary and the Contingent: O
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the 1970s, the dominant paradigms i
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academic disciplines and fields. On
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as the ‘actual’ form and focus
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more than one discipline. … These
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which derive from them, enrich our
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interact with knowledge and its soc
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larger system of education having e
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field and creative project”, Soci
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Ethical Responsibility in Comparati
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intuitions would be able to provide
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human freedom. For example, if we d
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experiences (Carroll, 1995). The st
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Challenges and Benefits of the Thir
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classifications that form the basis
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Page 51 and 52: China’s development model is very
Page 53 and 54: As noted above, China’s capacity
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Page 58 and 59: 定的路線發展;也是某些人
Page 60 and 61: 幸好,仍有個別師範生在反
Page 62 and 63: • • 我覺得較多的是將其
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Page 66 and 67: engaging them in decision making pr
Page 68 and 69: The recurrent expenditure for aided
Page 70 and 71: Education (Amendment) Bill 2002 The
Page 72 and 73: 2005 it filed a petition to the Hig
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Page 80 and 81: According to Cummings (1999), a ref
Page 82 and 83: found what they were really missing
Page 84 and 85: structured questions. It is not sur
Page 87 and 88: The Researcher as Insider and Outsi
Page 89: that the author should be highly se
Page 93 and 94: 前往巴黎之路葉:你是怎麼
Page 95 and 96: 書館還是被選中了成為其
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