Tracked educational systems, such as many European systems for secondary education, are frequently associated with higher levels of educational inequity compared with comprehensive systems. ‘Tracking’, in education, refers to the placement of... [...]
Comparative and International Education
Comparative and International Education is a vast, rich, and growing field of inquiry that is concerned with the academic study of a wide range of key educational issues and themes across a range of cultures, countries and regions. Comparativists come from a range of disciplinary backgrounds and therefore come to the field with different subject expertise and ideas about how best to conduct research in the field. There has been much debate over the theoretical, epistemological and methodological frameworks and tools that should be used when carrying out research in comparative and international education as well as discussions over the future directions of the field. The SIG welcomes interest and contributions on these important debates.
Examples of issues that have been researched by our SIG members include (but are not at all limited to): EU education policy; citizenship and human rights education; global education policy; students’ and teachers’ identities; learning and teaching; assessment and achievement; effects of gender, race and social class on learning and achievement; textbook research; parental choice; international schools and intercultural education; education in developing countries.
Evidently, much of our research fits in comfortably with other SIGs, but what we are all essentially concerned with as Comparativists is exploring similarities and differences between the structures, processes, dynamics, policies and practices of different education systems. Much of the work we do is also international in nature. We strongly encourage BERA members whose work fits in to this field to join the SIG and contribute to knowledge exchange, especially through submitting abstracts to BERA conferences. We stress the importance of learning from comparing and remind members of the important words stated by Robert Edward Hughes (1901: 52) in his seminal text ‘Schools at Home and Abroad’ that ‘the basis of all knowledge is comparison’.
- to provide a forum within BERA for academics, practitioners and students from a range of disciplines who are involved in research in comparative and international education to engage in dialogue and debate, share theoretical and empirical research, and exchange knowledge and ideas
- to raise the profile of comparative and international education through the annual conference and by hosting seminars
- to encourage the publication of high quality research papers within BERJ and other journals
Latest SIG Content
The BERA Blog editors are pleased to announce the launch of a new series of publications: BERA Bites, edited collections of selected articles on key topics in education published on the BERA Blog. Presented in an easily printable and accessible... [...]
Do value-added measures of school and teacher performance reflect genetic differences between students?
Metrics of school and teacher performance are increasingly used by policymakers and in the UK education systems to determine, for example, performance-related pay and positions in school league tables. A commonly used form of metrics are... [...]
The BERA Bites series presents selected articles from the BERA Blog on key topics in education, presented in an easily printable and digestible format to serve as teaching and learning resources for students and professionals in education. Each... [...]
A response to Komatsu and Rappleye: What if east Asia’s high achievement is not the result of long hours of study, cram schools, and exam pressure?
In their recent BERA Blog article (10 August), Komatsu and Rappleye raise the idea that the high achievement of Asian education systems – and specifically Japan’s educational achievements – have been ignored because of cultural bias and a... [...]
What if east Asia’s high achievement is not the result of longer hours of study, cram schools, and exam pressure?
Since the inception of international comparative tests in the 1960s, Japanese students, like most students around east Asia, have consistently outscored their Anglo-American peers (that is, the United Kingdom, the United States and Australia).... [...]