| Description |
288 pages : 1 illustration (black and white) ; 24 cm |
| Series |
Oxford studies in comparative education, 0961-2149 ; Volume 27, Number 1 |
|
Oxford studies in comparative education. 0961-2149 ; Volume 27, Number 1
|
| Contents |
PART 1. Introduction: Chapter 1. Knowledge traditions in the study of education / John Furlong & Geoff Whitty -- PART 2. Studies from six jurisdictions: Chapter 2. From science to sciences de l' EÌducation in France: past and present in the construction of a discipline / ReÌgis Malet ; Chapter 3. Between the philosopher of self-cultivation and empirical research: educational studies in Germany / JuÌrgen Schriewer ; Chapter 4. Pedagoģija and educational sciences: competing traditions in the study of education in Latvia / IreÌna ZÌogla ; Chapter 5. The study of education in Australia: shifting knowledge interests / Susan Groundwater-Smith & Nicole Mockler ; Chapter 6. The development and characteristics of educational studies in China / Wen Wen & Xie Weihe ; Chapter 7. Framing education: cautionary tales from USA of the relationship between education studies and teacher education / Lynn Paine -- PART 3. Conceptualising and realising education as a field of study: Chapter 8. Bernstein's sociology of knowledge and education(al) studies / Jim Hordern ; Chapter 9. Education: an applied multidisciplinary field? The English experience / Gary McCulloch ; Chapter 10. Teachers' knowledge in England and Germany: the conceptual background / Dina Kuhlee & Christopher Winch ; Chapter 11. The configuration of teacher education as a professional field of practice: a comparative study of mathematics education / Maria teresa Tatto & Jim Hordern -- PART 4. Afterword: Chapter 12. Futures in the field of education / David F. Labaree |
| Summary |
This book, which is based on a project that explored how the study of Education is configured in different countries, makes visible the different knowledge traditions that inform university teaching and research in Education around the world. The extent to which these are related to the training of teachers is shown to vary historically and comparatively. The book consists of a substantial introduction by the editors, which identifies 12 major knowledge traditions in the study of education, and classifies these as Academic Knowledge Traditions (such as Sciences de lâÃducation), Practical Knowledge Traditions (like that practised in Normal Colleges) and Integrated Knowledge Traditions (including the currently fashionable concept of Research-informed Clinical Practice). This introduction is followed by contributions on the nature of Education as a field of study in six countries â Australia, China, France, Germany, Latvia and the USA â authored by established experts from each of those jurisdictions. There are also chapters that provide useful conceptual frameworks for understanding the dimensions on which the various traditions in the study of Education differ, as well as those that compare the nature of Education along specific dimensions in different countries. The book concludes with a discussion, in the light of these contributions, of future prospects for the field of Education.[Publishers website, ed] |
| Analysis |
Australia |
|
China |
|
France |
|
Germany |
|
Latvia |
|
United States |
| Notes |
Includes bibliographical references |
| Bibliography |
Includes bibliographical references |
| Notes |
In English |
| Subject |
Education and state -- Congresses.
|
|
Education and state.
|
|
Education -- Study and teaching (Higher)
|
|
Education -- Study and teaching (Higher) -- Congresses.
|
|
Teachers -- Training of -- Congresses.
|
|
Teachers -- Training of.
|
| Genre/Form |
Conference papers and proceedings.
|
| Author |
Furlong, John, 1947- editor
|
|
Whitty, Geoff, editor
|
| ISSN |
0961-2149 |
| ISBN |
9781873927977 (paperback) |
|
