The state of the art in comparative education and WCCES at a crossroads in the 21st Century

Detalhes bibliográficos
Autor(a) principal: Torres, Carlos Alberto
Data de Publicação: 2018
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10437/9343
Resumo: The focus of this work is the potential contributions and emerging challenges in comparative education. Globalization has brought a heterogeneous world globalization, having the global capitalism mostly as an expression, whereas there has been place enough for dissent. Limited theory and empirical research defeat the purpose of comparative education as an intellectual field for the analysis of globalization and antiglobalization. The author, based on the journey of a critical theorist as WCCES president, establishes a brief historical perspective of comparative and international education. Regarding the latter not as a discipline, but as an interdisciplinary field, he states that in this period we learned to work in three broad orientations: scientific, pragmatic and an international dimension of education, eminently global. However, the best contributions of comparative and international education have not taken place in WCCES. Therefore, this work concludes with proposals for the Council. The most important are the adoption of the positions of the Incheon Meeting, as well as to assume that our commitment remains firm in favour of equity transformational projects.
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spelling The state of the art in comparative education and WCCES at a crossroads in the 21st CenturyEDUCAÇÃOEDUCAÇÃO COMPARADAGLOBALIZAÇÃOCAPITALISMOEDUCATIONCOMPARATIVE EDUCATIONGLOBALISATIONCAPITALISMThe focus of this work is the potential contributions and emerging challenges in comparative education. Globalization has brought a heterogeneous world globalization, having the global capitalism mostly as an expression, whereas there has been place enough for dissent. Limited theory and empirical research defeat the purpose of comparative education as an intellectual field for the analysis of globalization and antiglobalization. The author, based on the journey of a critical theorist as WCCES president, establishes a brief historical perspective of comparative and international education. Regarding the latter not as a discipline, but as an interdisciplinary field, he states that in this period we learned to work in three broad orientations: scientific, pragmatic and an international dimension of education, eminently global. However, the best contributions of comparative and international education have not taken place in WCCES. Therefore, this work concludes with proposals for the Council. The most important are the adoption of the positions of the Incheon Meeting, as well as to assume that our commitment remains firm in favour of equity transformational projects.Ce travail analyse les contributions potentielles et les défis émergents de l’Éducation comparée. La mondialisation a modelé un processus hétérogène ayant le capitalisme global pour expression. En même temps, il ouvre un espace pour les divergences. La théorie et la recherche de terrain limitée constituent un obstacle au but de l’Éducation comparée en vue de s’affirmer comme un domaine intellectuel pour l’analyse de la mondialisation et de l’antimondialisation. L’auteur, se basant sur sa carrière de théoricien critique et sur son expérience en tant que Président du Conseil précité, dresse une brève perspective historique de l’Éducation comparée et internationale. Considérant cette dernière non pas comme une discipline mais plutôt comme un domaine interdisciplinaire, il soutient que nous apprenons actuellement à travailler à l’aide de trois grandes orientations: la scientifique, la pragmatique et la dimension internationale de l’éducation, éminemment mondiale. Toutefois, les meilleures contributions de l’Éducation comparée et internationale n’ont pas encore émergées au sein du Conseil. Partant, ce travail conclut par des propositions pour la continuité de cette tâche. Les plus importantes passent par l’adoption des positions de la Conférence d’Incheon, et par la réaffirmation d’un ferme engagement à oeuvrer dans le sens de projets d’égalité et de transformations.El foco de este trabajo es el de las potenciales contribuciones y desafíos emergentes de la educación comparada. La globalización modeló una globalización heterogénea del mundo, cuya mayor expresión es el capitalismo global, mientras hay local suficiente para la disensión. Limitadas teorías e investigaciones son obstáculos al propósito de la Education comparada como campo intelectual para el análisis de la globalización y la anti-globalización. El autor, basado en su carrera de teórico crítico y presidente del Consejo Mundial de las Sociedades de Educación Comparada, diseña una breve perspectiva histórica de la educación comparada e internacional. Considerando esta no como una disciplina, pero como un área interdisciplinaria, afirma que en este periodo hemos aprendido tres amplias orientaciones: científica, pragmática y una dimensión internacional de la educación, eminentemente global. Sin embargo, las mejores contribuciones no florecieron en el Consejo. Así, este trabajo concluye con proposiciones para este órgano. Las más importantes son la adopción de las posiciones de la Conferencia de Incheon y asumir que nuestro firme compromiso se queda con proyectos de igualdad y transformación.O foco deste trabalho situa-se nas potenciais contribuições e desafios emergentes da educação comparada. A globalização trouxe uma globalização heterogênea do mundo, tendo como maior expressão o capitalismo mundial, deixando espaço aberto para as divergências. Teoria e pesquisa de campo limitadas constituem obstáculo ao propósito da educação comparada como campo intelectual para a análise da globalização e da antiglobalização. O autor, baseado em sua carreira de teórico crítico e sua experiência como presidente do referido Conselho, desenha uma breve perspectiva histórica da educação comparada e internacional. Considerando esta última não como disciplina e, sim, uma área interdisciplinar, afirma que, neste período, aprendemos a trabalhar com três amplas orientações: científica, pragmática e uma dimensão internacional da educação, eminentemente global. Todavia, as melhores contribuições da educação comparada e internacional não floresceram no Conselho. Assim, o trabalho conclui com proposições para a continuidade da sua trajetória. As mais importantes são a adoção das posições da Conferência de Incheon, bem como assumir que nosso firme compromisso se mantém com projetos de igualdade e transformações.Edições Universitárias Lusófonas2019-01-18T16:28:10Z2018-01-01T00:00:00Z2018info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10437/9343eng1646-401XTorres, Carlos Albertoinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-08T01:32:52Zoai:recil.ensinolusofona.pt:10437/9343Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T02:37:03.707862Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv The state of the art in comparative education and WCCES at a crossroads in the 21st Century
title The state of the art in comparative education and WCCES at a crossroads in the 21st Century
spellingShingle The state of the art in comparative education and WCCES at a crossroads in the 21st Century
Torres, Carlos Alberto
EDUCAÇÃO
EDUCAÇÃO COMPARADA
GLOBALIZAÇÃO
CAPITALISMO
EDUCATION
COMPARATIVE EDUCATION
GLOBALISATION
CAPITALISM
title_short The state of the art in comparative education and WCCES at a crossroads in the 21st Century
title_full The state of the art in comparative education and WCCES at a crossroads in the 21st Century
title_fullStr The state of the art in comparative education and WCCES at a crossroads in the 21st Century
title_full_unstemmed The state of the art in comparative education and WCCES at a crossroads in the 21st Century
title_sort The state of the art in comparative education and WCCES at a crossroads in the 21st Century
author Torres, Carlos Alberto
author_facet Torres, Carlos Alberto
author_role author
dc.contributor.author.fl_str_mv Torres, Carlos Alberto
dc.subject.por.fl_str_mv EDUCAÇÃO
EDUCAÇÃO COMPARADA
GLOBALIZAÇÃO
CAPITALISMO
EDUCATION
COMPARATIVE EDUCATION
GLOBALISATION
CAPITALISM
topic EDUCAÇÃO
EDUCAÇÃO COMPARADA
GLOBALIZAÇÃO
CAPITALISMO
EDUCATION
COMPARATIVE EDUCATION
GLOBALISATION
CAPITALISM
description The focus of this work is the potential contributions and emerging challenges in comparative education. Globalization has brought a heterogeneous world globalization, having the global capitalism mostly as an expression, whereas there has been place enough for dissent. Limited theory and empirical research defeat the purpose of comparative education as an intellectual field for the analysis of globalization and antiglobalization. The author, based on the journey of a critical theorist as WCCES president, establishes a brief historical perspective of comparative and international education. Regarding the latter not as a discipline, but as an interdisciplinary field, he states that in this period we learned to work in three broad orientations: scientific, pragmatic and an international dimension of education, eminently global. However, the best contributions of comparative and international education have not taken place in WCCES. Therefore, this work concludes with proposals for the Council. The most important are the adoption of the positions of the Incheon Meeting, as well as to assume that our commitment remains firm in favour of equity transformational projects.
publishDate 2018
dc.date.none.fl_str_mv 2018-01-01T00:00:00Z
2018
2019-01-18T16:28:10Z
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dc.publisher.none.fl_str_mv Edições Universitárias Lusófonas
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