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CERCular Vol.10, No.2, 2004 CERC’s Publications from the First 10 Years The publication of works on comparative studies in education is regarded as an important role of the Centre. CERC’s publications include the CERC Studies in Comparative Education series, the CERC Monograph series, CERCular, and various other publications. In 2003, CERC reached agreement with the renowned and respected international academic publisher, Kluwer Academic Publishers, to co-publish books in the series CERC Studies in Comparative Education. No.1 2001; 228pp. ISBN 962 8093 84 3 HK$200 / US$32 Education and Political Transition: Themes and Experiences in East Asia (Second edition) Edited by Mark Bray & W.O. Lee This book is the second edition of a volume published in 1997. It throws new light on the links between education and political transition in a dynamic part of the world. Themes addressed by the book include globalisation, internationalisation and localisation; democratisation and nationalisation; colonial and postcolonial transitions; and liberal versus democratic approaches. Individual chapters focus on mainland China, Hong Kong, Korea, Macau, Mongolia, Singapore and Taiwan. Reviewing the first edition, Philip Altbach commented in the Asia Pacific Journal of Education (Vol.18, No.2) that “these are very worthwhile essays that add significantly to our knowledge of … the region”. Readers will find the second edition an even stronger contribution to the field. Education and Political Transition: Implications of Hong Kong’s Change of Sovereignty Edited by Mark Bray & W.O. Lee This book presents a collection of articles on the implications for education of Hong Kong’s change of sovereignty in 1997. The articles were all written at the actual time of the change of sovereignty, by authors who had detailed knowledge not only of Hong Kong but also of other parts of the world. Among the themes addressed were educational administration, language, higher education, adult education, and the role of churches. The articles present important conceptual insights in a comparative framework. The book is a companion to the first in the series CERC Studies in Comparative Education (see above). No.3 1998; 312pp. ISBN 962 8093 88 6 HK$180 / US$30 10th Anniversary: Highlights from CERC’s first decade CERC Studies in Comparative Education Comparative Higher Education: Knowledge, the University, and Development Philip Altbach This book addresses a domain which is increasingly international. The issues that affect universities in any single country are important globally. Comparat ive Higher Education explores links between universities, noting the roles of foreign students, the impact of Western higher education ideas, and patterns of inequality among academic systems. Comparative Higher Education discusses the roles of professors and students in a comparative framework. The book concludes with a discussion of higher education development in the newly industrializing countries. Comparat ive Higher Education reflects over three decades of research, and places key elements in the globalisation of higher education in a conceptual framework. Worldwide examples are used to illustrate analyses of international exchanges, trends in university development, and the complex relationships among academic systems in industrialised and less developed countries. Young People and Careers: School Careers Guidance in Hong Kong, Shanghai and Edinburgh Zhang Weiyuan This is the first comparative work of its kind. The study involves 1,662 students in selected secondary schools, and 54 guidance teachers, careers officers and careers masters/mistresses in Shanghai, Edinburgh and Hong Kong. These three cities are instructive for their contrasts as much as for their similarities. One shows the legacy of socialism, while the other two have longstanding capitalist traditions. Two of the three are Chinese societies, while the third is European. Points of analysis include criteria for choosing a career, occupational preferences, people who influence students’ choice of careers, variables that influence students’ higher education and job expectations, and the changing process of students’ occupational aims during their secondary school years. The book also examines students’ careers guidance needs and the main careers guidance methods. It proposes a new theoretical basis for schools to set up careers guidance programmes. 4 No.2 1997; 169pp. ISBN 962 8093 90 8 ( Out of pri nt ) No.4 1998; 160pp. ISBN 962 8093 89 4 HK$180 / US$30
CERCular Vol.10, No.2, 2004 No.5 1998; 356pp. ISBN 962 8093 87 8 HK$250 / US$38 Doing Comparative Education: Three Decades of Collaboration Harold J. Noah & Max A. Eckstein The writings of Harold J. Noah and Max A. Eckstein are well known in the field of comparative education. For over three decades, they have worked and published collaboratively. Both separately and together, they have made major contributions to the field. This book brings together selections from their work, showing how their thinking, and that in the field as a whole, has evolved over the decades. The book makes available extracts from seminal works which had gone out of print, and places them between the covers of a single v olume. The book commences with a Foreword by Philip Foster, who is another distinguished figure in the field and who analyses the work of Noah and Eckstein in its historical context. Foster notes that Noah and Eckstein write with “clarity, felicity, and economy”. This collection has become a major reference work for new generations of scholars in the field of comparative education. International Studies of Educational Achievement: Methodological Issues T. Nev ille Postlethwaite This book presents in easily accessible form some of the insights which T. Neville Postlethwaite has gained during the course of his career. It introduces some of the problems faced by researchers who conduct comparative studies, and suggests ways in which those problems may be dealt with. The topics addressed in the book include large-scale survey design, item construction and analysis, response attrition, and missing data. Professor Postlethwaite does readers a great service by coaxing issues out of the shadows and forcing them onto centre-stage so that they can be scrutinised more fully. No.7 2004; 323pp. ISBN 962 8093 34 7 HK$200 / US$32 5 1999; 86pp. ISBN 962 8093 86 X HK$100 / US$20 Education and Society in Hong Kong and Macao: Comparative Perspectives on Continuity and Change (Second edition) Edited by Mark Bray & Ramsey Koo Hong Kong and Macao have much in common. The dominant populations in both territories are Cantonese-speaking Chinese; both are small in area; both are urban societies; both have been colonies of European powers; and both have undergone political transition to reunification with China. Yet in education, for reasons that are analysed in this book, they are very different. The patterns of similarities and differences in the two territories make a fascinating basis for comparative study. The overarching theme of the book, continuity and change, is particularly pertinent following the transition of the two societies to the postcolonial era. This thoroughly revised and expanded second edition builds on the widely acclaimed first edition. The work has been recognised as a significant contribution to the broad field of comparative education as well as to study of the specific societies which are its main focus. Education and the Politics of Language: Hegemony and Pragmatism in Cambodia 1979-1989 Thomas Clayton Language policies and practices are controversial in many parts of the world, and are an important focus for comparative study in the field of education. This book makes a major contribution to conceptual debates and understanding. The book is grounded in the broad international literature on this topic, and presents deep insights from the case of Cambodia during the decade from 1979. During this period, key elements of Cambodia’s governance were controlled by the authorities in neighbouring Vietnam. The type of linguistic and cultural dominance brought by this control was substantially different from that in most other parts of the world. As noted by Mark Ginsburg in the Foreword, Clayton’s analysis of hegemony and pragmatism will attract a broad audience in the fields of language policy studies and comparative education, as well as among scholars concerned specifically with Cambodia. No.9 2001; 260pp. ISBN 962 8093 70 3 HK$200 / US$32 10th Anniversary: Highlights from CERC’s first decade No.6 No.8 2000; 243pp. ISBN 962 8093 83 5 HK$200 / US$32 Education in China and Abroad: Perspectives from a Lifetime in Comparative Education Gu Mingyuan Gu Mingyuan is one of China’s most distinguished specialists in the field of comparative education. He is a long-serving President of the China Comparative Education Society, and in 2000 he was elected President of the Chinese Education Society. Yet because most of his works have been published only in Chinese, they have been little-known internationally. This book presents a collection of Professor Gu’s writings over a 20-year period from the early 1980s. Each chapter is a valuable piece in its own right; and, taken together, the chapters show the development both of Professor Gu’s thinking and of the field as a whole during a period of dramatic changes. The book commences with an Introduction to Professor Gu’s life and work by Ruth Hayhoe. She is a Past-President of the Comparative & International Education Society, and has made seminal contributions to the study of education in China from a comparative perspective.
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