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CERCular Vol.10, No.2, 2004 10th Anniversary: Highlights from CERC’s first decade Highlights from CERC’s Seminar Series These are some of the seminars that have been presented by visitors to CERC over the past ten years: 8 April 2002 Comparative Frameworks for Examining Identity and Conflict Lynn Davies Professor of International Education, Director for the Centre for International Education and Research, University of Birmingham In this seminar Lynn Davies explores some of the work she has been doing in the Centre for International Education and Research to look at the relationship between education and conflict and violence in different countries. This obviously relates to the role of education in perpetuating conflict as well as the potential for alleviating it. A key underpinning to this which she is proposing is that of identity: how we learn various identities (religious, community, gender, ethnicity etc) and how they may become ‘essentialised’ or stereotyped. The school could be crucial in how they construct themselves and therefore how they construct ‘others’, and whether they see identities as fixed or fluid. Her thesis is that countries and systems which present religious and other identities as fixed and unchallengeable are ironically those most likely to generate individuals and groups which instigate challenging behaviour to others. 12 December 2002 Multicultural Education and the Postcolonial Turn Anne Hickling-Hudson Professor, Faculty of Education Queensland University of Technology, Australia President, World Council of Comparative Education Societies (WCCES) The assumptions of the educational system inherited from the era of European colonialism, and modified during the era of decolonisation, are currently facing postcolonial challenges. In this paper, I consider how multicultural education and postcolonial rethinking might lead educators and students to change traditional school contexts and curricula. The issues that I discuss focus on Australia, but also apply more broadly to countries with culturally diverse populations. My paper starts by briefly outlining the demographics of cultural diversity in Australia and by considering critically where school cultures can be placed along a continuum. At one end of the continuum is the model of what I refer to as the culturally problematic school. Schools can absorb changes in their cultural policies, which move them further along the continuum towards academic and educational practices involved in what I call the interculturally proactive school. The paper suggests that postcolonial perspectives would have significant implications for challenging traditional cultural policy in schools and colleges, and for contributing to changing them. 14 4 December 2002 International Issues in Education and Social Mobility for Under- Privileged Groups Robert Arnove Chancellor’s Professor Emeritus of Educational Leadership & Policy Studies, Indiana University, USA Recent Past President, Comparative & International Education Society (CIES), 2000-2001 Children of lower socioeconomic groups tend to perform worse in school than upper socioeconomic groups, and they tend to stay in school for a shorter time. In addition, these children tend to be under-represented in higher education. This presentation examines the universality of these observations. It also discusses exceptions to these general tendencies and promising interventions that enable children of lower socioeconomic groups to overcome barriers to progress in school. 10 June 2003 Comparative Education: Ancestors and Heroes Peter Ninnes School of Education, University of New England President of the Australia and New Zealand Comparative and International Education Society (ANZCIES) In this seminar we will explore how the field of comparative education produces and re-produces itself. In particular we will look at the stories that comparative educators of the 20 th century told about the precursors, founders, and ‘great persons’ of the field. The research draws on the work of Michel Foucault on the discursive constitution of academic fields and disciplines. The argument is that academic fields arise through a range of discursive and non-discursive practices, but it is particularly through discourse that the boundaries of the field are policed. That is, the scope and direction of the field is constrained by the ways in which comparative educators speak, write and think about the field. Analysing the discursive struggles in the field provides important insights into processes of change in academic fields and the tensions and power relations entwined in processes of knowledge construction and validation in academic fields such as comparative education. By understanding how we currently speak, write and think about academic fields, we can begin to imagine new ways of conceptualising the field and hence ensure that the field remains dynamic and open to contemporary developments in social theorising.
CERCular Vol.10, No.2, 2004 07/11/96 Max Eckstein The History of Comparativ e Education: Reflections of a Methodologist 28/11/96 Anthony Welch Strategies for International- ising Higher Education - An Institutional Re sponse 10th Anniversary: Highlights from CERC’s first decade 3 September 2003 11 December 2003 Education Systems and Educational Spaces in a Shift of Paradigm Wolfgang Mitter Director, German Institute for International Educational Research If by “education system” we understand institutional units, provided with “educational sovereignty” consisting of common legal provisions, organisational structures, curricular goals and value foundations as its constitutive components, the current period signals their decline. This shift of paradigm is included in the decline of the modern nation state, as the latter has characterised the political map of Europe for three hundred years and gradually expanded to the other continents. Therefore education systems in their “state-bound” constitution must be identified as a category of “organised space” within a given historical period – and not as a perpetual phenomenon. The understanding of the current “education systems” points the way to the concept of “educational spaces” in periods preceding the modern nation state and helping to identify the current stages of transition, indicated by the emergence of regional “educational spaces” in their different structures and ranges according to historical and territorial dimensions. Furthermore, the expansion of private sectors and, finally, the invasion of the globalising markets into the “knowledge society” come into the picture when this shift of paradigm is discussed. 18/06/97 David Post The Social Consequences of Colo- nial Education in Hong Kong 02/01/98 Philip Altbach World Trends in the Interna- tionalization of higher Education 05/10/98 Wolfgang Mitter New Perspectiv es of Com- parative Education in the Light of the Tension between Globalisation and Cultural Pluralism 03/11/98 Patricial Potts Human Rights and Inclusiv e Education in China: A western Perspective on Comparative Understanding 10/12/98 Gu Mingyuan Reflections on my life in Compa- rative Education 14/12/98 Ference Marton Conceptions of Formal and Informal Learning held by First Year Aboriginal and Torres Strait Islander University Students 25/01/99 Patricia Broadfoot Stones from Other Hills May Serve to Polish the Jade of This one: Learn- ing from Comparing 08/02/99 Ivor Goodson Crisis of Educational Change 01/11/99 Nina Borevskaya Educational Legacies and Modern Reforms: A Comparison of Experiences in China and Russia 15 Is the World Keeping Its Promises? Monitoring progress towards the UN Millennium Development Goals in education in the Asia-Pacific Region Victor Ordonez Senior Education Fellow, East-West Center During the historic Millennium Summit of 2000, the governments of the world, many represented by their heads of state, expressed their resolve to shape a better world for the coming century. They committed themselves to a landmark document resolving to reduce poverty, illiteracy, disease, environmental degration, and the like. What was remarkable about the document were the specific and timebound targets that were set to achieve these goals. This presentation reviews these goals and the progress made towards them, particularly the education goals, and particularly in the Asia and Pacific region. It draws upon data and reports that have attempted to measure this progress, and draws out of the data a few lessons that can be learned from experience in various country settings as they made good progress in some cases, and poor progress in others. 24/01/00 Neville Postlethwaite The History, Evolution and Impacts of the IEA 17/04/00 Peter Fensham Didaktik vs Curriculum: Aspects of Two Traditions in Education and their Impli- cations for Teacher Education and Curriculum 05/12/00 Michael Crossley Continuity, Challenges and Change in Comparativ e and International Education 01/11/01 Angela Little Development Studies and Compa- rative Education: Context, Content, Compari- son and Contributions 12/11/01 Robert Arnove Comparative Education: The Dialectic of the Global and the Local 10/12/01 Rosemary Preston Global Influences on Re- search in International & Comparative Educa- tion 18/02/02 Carole Hahn Comparative Perspectives on Civ- ic Education 29/04/02 Robert LeVine The Anthropology of Educa- tional Processes 24/10/02 Carol Coombe Managing the Impact of HIV/ AIDS on the Provision of Education: Lessons from South Afirca and China 02/04/02 Johan Muller What knowledge is most needed for the twenty-first contury? 04/02/04 Joseph Zajda Globalisation, Policy and Compa- rative Education: Changing Paradigms
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