Interdisciplinary and Critical Concerns: Current Comparative Education Research in the United Kingdom — Also on the Construction of Independent Knowledge System of Comparative Education in China

doi:10.16382/j.cnki.1000-5560.2024.09.006

Abstract

Abstract:

In the era of globalization, China’s comparative education still lacks local theory and methodology construction. The research theme focuses on national strategy, but lacks theoretical perspectives and various methods. Exploring the current research situation of comparative education in the UK can provide reference for China. By analyzing the research data of 548 comparative education researchers from the top 72 universities in the UK, this paper finds that comparative education research in the UK focuses on global and transnational education issues, pays attention to marginalized countries and groups, applies interdisciplinary theories and methods, and aims to construct and innovate global theories with critical concerns. Considering the current situation of comparative education research in China, China should seek a balance between policy consultation and knowledge production, establish transnational interdisciplinary teams, innovate theories and methods, attach importance to theoretical criticism and local independent theoretical construction, so as to contribute Chinese experience to global education.

Key words: Britain comparative education, comparative education, interdisciplinary, critical concerns

Dan Zhang, Junling Han, Xiang Xia, Siyan He. Interdisciplinary and Critical Concerns: Current Comparative Education Research in the United Kingdom — Also on the Construction of Independent Knowledge System of Comparative Education in China[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(9): 74-88.

Figures/Tables 6

References 69

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