uu.seUppsala University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The Contingent Sense-Making of Contingency: Epistemologies of Change in Comparative Education
Univ Tampere, Fac Educ, Tampere, Finland.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.ORCID iD: 0000-0003-3699-8610
2018 (English)In: Comparative Education Review, ISSN 0010-4086, E-ISSN 1545-701X, Vol. 62, no 2, p. 157-177Article in journal (Refereed) Published
Abstract [en]

In this article we set out to broaden the scope of comparative education in relation to change. Following what various scholars have already shown, we argue that the world we are exploring is contingent, as too is comparative research, reflecting particular epistemological perspectives. We use this dual focus on contingency and analyze the differences among epistemological understandings of change in a strategic sample of three theoretical traditions in comparative education: borrowing and lending (specifically cross-national attraction), the world culture approach, and the functional-cum-configurational model. We argue that the borderlines of the different traditions emerge from their different epistemological starting points, relating to how they cope with complexity and resulting in different methodological consequences. We conclude that comparative education should both be more aware of the contingency of its sense-making and bolder in theorizing complex contexts.

Place, publisher, year, edition, pages
UNIV CHICAGO PRESS , 2018. Vol. 62, no 2, p. 157-177
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:uu:diva-352564DOI: 10.1086/696819ISI: 000430151000001OAI: oai:DiVA.org:uu-352564DiVA, id: diva2:1237259
Funder
Swedish Research Council, 2015-01448Available from: 2018-08-08 Created: 2018-08-08 Last updated: 2018-08-08Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Authority records BETA

Wermke, Wieland

Search in DiVA

By author/editor
Wermke, Wieland
By organisation
Department of Education
In the same journal
Comparative Education Review
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 14 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf