International study at the University of Brighton

Comparative Education

Level: 4
Credit rating: 20
Module type: Taught
Semester offered: 1
Pre-requisites: None
Aims:

The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 5 study.

This module is designed to develop students’ understanding of comparative education, to provide them with a broad and balanced understanding of education processes in a wide variety of contexts. The module will make students aware of the potential of comparative studies of education to increase our understanding of the complexities of educational processes and for the need for the study of education to recognise the significance of culture, context and difference.

In particular, the module will focus on comparative perspectives’ capacity to ‘make the familiar strange’ and their engagement with diversity and subjectivity. The module will also develop students’ skills in comparative education analysis.

This module relates predominately, although not exclusively, to the course strand contexts for education and learning (CEL).
Learning outcomes:

In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 5 study, by the end of the module students should be able to:

  1. comprehend key theoretical perspectives and frameworks underpinning comparative education, in particular different units of analysis;
  2. evaluate the limitations and potential of comparative perspectives on education;
  3. describe a range of approaches to comparative education;
  4. illustrate a range of analytical skills used in comparative education;
  5. demonstrate an understanding of the role of aid in the development of education in one or more national contexts.
Content:

This will include:

  • The history and development of comparative, international education and development studies;
  • The role of culture and globalisation in comparative and international education;
  • An understanding of different units of analysis both intra- and cross-national;
  • Examples of key theorists and practitioners in comparative education;
  • An understanding of the role of aid in comparative education;
  • Comparative education for the 21st Century;
  • Skills used in comparative education analysis.
Learning and teaching strategies:

Peer / group learning:

Lectures, seminars and workshops

Independent learning:

Self-supported study
Learning support:

Books:

Alexander, R., Broadfoot, P. and Phillips, D.  (1999)  Learning from Comparing: New Directions in Comparative Educational Research Volumes 1 & 2  Oxford: Symposium Books

Bray, M., Adamson, B. & Mason, M. (2007)  Comparative Education Research: Approaches and Methods Hong Kong: University of Hong Kong

Comparative Education Special Edition “Comparative Education for the 21st Century” Volume 36, No3, 2000

Crossley, M. (1999) ‘Reconceptualising comparative and international education’ in Compare, 29, pp. 249 -267.

Crossley, M. & Watson, K. (2003) Comparative and International Research in Education Oxford: Routledge

Stephens, D. (2007) Culture in Education and Development: Principles, Practice and Policy Oxford: Symposium Books

Journals:

British Journal of Educational Studies

Comparative Education

Compare

International Journal of Educational Development

Electronic sources: (Accessed July 2010)

Dept for International Development  www.dfid.gov.uk/aboutdfid

Quality of Basic Education  http://unesdoc.unesco.org/images/0014/001469/146968e.pdf

The World Bank  www.worldbank.org

Unicef  www.unicef.org

Other:

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