Comparative Education and Human Development: Progress in the New Century

doi:10.16382/j.cnki.1000-5560.2024.09.005

Abstract

Abstract:

Under the common mission for human development, development study is based on the comparative study of education. The research takes the journal of “Comparative Education” as the main data source, combining the overall progress in the field of comparative education, analyzes its comparative context, scope, as well as emerging concepts and methodologies. The research found that in the new century, comparative education research has turn its focus on the Global South, and educational research on South America, Asia, and Africa has begun to increase, while the number of studies on Europe has slightly decreased. Comparative education has maintained a deep concern for the development of human society. The Global South and the Global North have been reconceptualized; new forms of governance have emerged in international organizations and they are involved in the construction of the future; globalization and localization have new connotations and relationships in theoretical dialogues; learning as an educational and social phenomenon caters to the development needs of different countries in terms of quality and discourse; metaphors and fluid identities in comparative education provide another perspective for knowledge production and practice; Methodologies in comparative studies gain further discussion and development. All of these encourage comparative education improve herself and contribute more wisdom to human development.

Key words: comparative education, context, type, theme, method, development

Wei Shen, Xinyue Zhou, Zhiwei Jiang. Comparative Education and Human Development: Progress in the New Century[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(9): 56-73.

Figures/Tables 5

References 0

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文章名	标签	大洲	南北	数量	特殊集合
Que Anh, D. （2013）. ASEM - the modern Silk Road: travelling ideas for education reforms and partnerships between Asia and Europe [Article].Comparative Education, 49（1）, 107-119	欧盟东盟	亚洲-欧洲	/	/	亚欧会议
Pang, D. （2005）. Educating for location? The policy context of 'becoming Asia-literate' in five western countries/regions in the 1990s [Article].Comparative Education, 41（2）, 171-198	澳大利亚新西兰加拿大美国欧盟	大洋洲- 北美洲-欧洲	北-北	5	/
Cook, B. J. （2000）. Egypt's national education debate [Article]. Comparative Education, 36（4）, 477-490	埃及	非洲	南	1	/
Green, A. （2000）. Converging paths or ships passing in the night? An 'English' critique of Japanese school reform [Article] .Comparative Education, 36（4）, 417-435	日本	亚洲	北	1	/

非洲	文章所提及的国家数量：25 涉及非洲国家的文章数量：66 非洲国家的总数：54	亚洲	文章所提及的国家数量：26 涉及亚洲国家的文章数量：170 亚洲国家的总数：48
埃及 1		阿富汗 1
埃塞俄比亚 2		阿拉伯联合酋长国 1
博茨瓦纳 1		阿曼 1
布基纳法索 1		巴基斯坦 4
佛得角 1		菲律宾 1
冈比亚 1		哈萨克斯坦 1
加纳 10		韩国 13
津巴布韦 1		黎巴嫩 1
喀麦隆 3		蒙古 4
肯尼亚 6		孟加拉国 6
莱索托 2		缅甸 1
利比里亚 1		尼泊尔 2
卢旺达 3		日本 20
马里 1		塞浦路斯 3
莫桑比克 4		沙特阿拉伯 1
纳米比亚 1		斯里兰卡 1
南非 14		土耳其 9
南苏丹 1		文莱 1
尼日尔 1		新加坡 10
尼日利亚 1		叙利亚 1
塞拉利昂 1		伊朗 1
塞内加尔 1		以色列 6
坦桑尼亚 4		印度 17
乌干达 3		印度尼西亚 5
赞比亚 1		越南 2
		中国 58
北美洲	文章所提及的国家数量：9 涉及北美洲国家的文章数量：44 北美洲国家的总数：23	欧洲	文章所提及的国家数量：19 涉及欧洲国家的文章数量：160 欧洲国家的总数：44
哥斯达黎加 1		爱尔兰 7
古巴 1		爱沙尼亚 1
加拿大 10		冰岛 1
美国 25		波兰 2
墨西哥 1		丹麦 3
尼加拉瓜 2		德国 15
萨尔瓦多 1		俄罗斯 9
特立尼达和多巴哥 1		法国 14
牙买加 2		芬兰 7
		荷兰 11
		立陶宛 1
		英国54（其中提及不列颠5，英格兰25，北爱尔兰4，苏格兰9，威尔士2）
		挪威 8
		瑞典 9
		瑞士 3
		乌克兰 2
		西班牙 6
		希腊 5
		匈牙利 2
南美洲	文章所提及的国家数量：7 涉及南美洲国家的文章数量：21 南美洲国家的总数：12	大洋洲	文章所提及的国家数量：3 涉及大洋洲国家的文章数量：20 大洋洲国家的总数：14
阿根廷 5		澳大利亚 13
巴西 6		斐济 2
玻利维亚 2		新西兰 5
哥伦比亚 2
秘鲁 1
乌拉圭 1
智利 4

年份	亚洲	欧洲	非洲	南美洲	北美洲	大洋洲
1977—1998	35%	56%	30%	36%	16%	30%
2000—2024	54%	43%	46%	67%	39%	21%

数量类型	数量（百分比）（1977—1998年）	数量（百分比）（2000—2024年）
单国别	248（53%）	257（53%）
跨国别	72（15%）	97（20%）
区域比较	56（11%）	33（7%）
全球/世界	16（3%）	48（10%）
未标明的	84（18%）	46（10%）
总数	472（100%）	481（100%）

	跨2国	跨3国	跨4国	跨5国	跨6国	跨7国
北方国家-北方国家	42	13	3	3	0	0
南方国家-南方国家	11	1	0	0	0	0
北方国家-南方国家	15	3	3	1	1	1
总数	68	17	6	4	1	1