Lore Arthur

Ethnographic Dazzle and the Construction of the "Other": Revisiting Dimensions of Insider and Outsider Research for International and Comparative Education.

This paper presents some initial ideas on how the theoretical concepts of the ‘insider’ and the ‘outsider’ might be re-examined in an era where advances in comparative, qualitative research methodologies seek to be more inclusive, collaborative, participatory, reflexive and nuanced. Earlier essentialist definitions of the outsider as detached and objective, and the insider as culturally embedded and subjective, are re-examined and set within an international research and teaching context that recognises the increased migration of people, ideas and educational policies. It is argued that, in the context of such change, it has become more difficult to categorise and label groups and individuals as being ‘inside’ or ‘outside’ systems, professional communities or research environments. Such essentialist notions, which often underpin the production of large-scale, international datasets of pupil achievement, need to be challenged so that more complex understandings can inform not only new methods of research design, research ethics, data collection and analysis, but also the creation of new knowledge, giving more validity to related education policy making. We recognise that individual and group identities can be multiple, flexible and changing such that the boundary between the inside and the outside is permeable, less stable and less easy to draw. The concept of a ‘third’, liminal space may have the potential to encourage new meaning which is constructed on the boundary between worlds where historical, social, cultural, political, ethical and individual understandings meet.

Higher Education and the Knowledge Society: Issues, Challenges and Responses in Norway and Germany

This article investigates how employers and university leaders in two very different countries, Germany and Norway, are responding to the challenges imposed by the global knowledge economy and the 1999 Bologna Declaration. It asks: does society need more or fewer graduates? What competencies do employers expect of their graduate workers? How do higher education institutions perceive their responsibility towards the employability of their graduates? Both countries offer the opportunity to illustrate responses to shared challenges. From a comparative perspective a number of issues have emerged. In Germany, the countrys federal structure with divided responsibilities remains a cause of frustration. Reforms are slow and laden with complexities. Norways centralised system of higher education, on the other hand, and the availability of resources, has eased higher education reforms but not anxieties about the countrys economic future ‘once the oil runs out’. However, the successes of two mass higher education systems built on Humboldtian traditions are also discussed.

Revisiting Insider - Outsider Research in Comparative and International Education

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Adult foreign language learners: motivation, attitudes and behaviours

This research was undertaken twice at Goldsmiths College, London: once in 1990 and again in 1997. The aim was to find out if the motivation, attitude and learning needs of adult foreign language learners had changed over the years — given the momentous changes in the external and internal political climate Goldsmiths, like most educational institutions, has had to endure.

Wide horizons and blurred boundaries: comparative perspectives on adult and lifelong learning

Abstract This paper reflects upon Peter Jarvis’s contribution to comparative scholarship and the linked fields of comparative education and comparative adult education. Both have their own historical developments, literatures, issues and concerns; both have been influenced by Peter’s substantial works for close to fifty years – a period in time when the increasing demands of the global market economy have changed adult education beyond all recognition. His specific contribution to comparative scholarship is, we argue, that he has been an early and persistent voice locating and advancing the boundaries of adult education within the broader field of comparative education – long before the global concept of lifelong learning broke down seemingly distinct barriers between many domains of educational scholarship. Such fundamental changes are reflected in many of Peter’s publications, and here we reflect on this in exploring the distinctive nature and impact of his contribution to comparative and international scholarship.

Foucault and lifelong learning: governing the subject

Taylor and Francis CCOM_A_426661.sgm 10.1080/03057920903264872 ompare: A Journal of Comparative Education 0305-7925 (pri t)/1469-3623 (online) B ok R views 2 9 & Francis 39 6 0002 09 L reArthur E.H. @ pe .ac.uk Foucault and lifelong learning: governing the subject, edited by Andreas Fejes and Katherine Nicoll, London and New York, Routledge, 2008, 218 pp., £22.99 (paperback), ISBN 100-415-42403-8, ISBN-13 978-0-415-42403-5

Perspectives on international aid in conflict affected countries

For many, 1 March 2011 is a significant date. On the one hand, it was the day that David Mitchell, the international development secretary, presented the key outcomes of two major reviews on international aid to the Houses of Parliament; and on the other, 1 March was the date chosen for the simultaneous launch of the 2011 Global Monitoring Report (GMR) The hidden crisis: armed conflict and education in 10 countries across the globe, including the UK. The Europe-wide launch took place in London and was combined with the GMR Colloquium organised by the UK National Commission for UNESCO (UKNC) and United Kingdom for International Education and Training (UKFIET). All three events had as a theme, albeit from different perspectives and for different purposes, international aid to some of the world’s poorest and most fragile countries. The intention here is to point to just a few of its key strands. The 2011 report is part of The Education for All (EFA) Global Monitoring Report series which monitor progress towards the achievement of the six EFA goals that were agreed at the World Education Forum in Dakar, Senegal, in 2000. It also records and comments on the performance of different development agencies in providing aid for education and, since 2003, has explored the major policy issues, reforms and strategies that can help to deliver basic education for all. Ten years on, the 2011 report finds that despite notable achievements governments around the world are falling short of their collective commitment. While some of the poorest countries in the world have made impressive gains, there remain worrying signs that the gap between the EFA goals and delivery is widening, with armed conflict one of the greatest barriers to education.

Continuing higher education and lifelong learning. An international comparative study on structures, organisation and provisions

assessing teacher learning, on designing a teacher education programme and on open and distance learning approaches. Consistent use of the practical ideas and approaches could transform a teacher education experience. There is also, perhaps, a missed opportunity to address the other central issue in many or most teacher education courses – the failure to ensure that every beginning teacher leaves their college of education with the real skills to teach young children in the crucial early primary years how to read, write and manipulate numbers. It might be argued that adding material of this kind might take away from the prime focus of the book and simply blur the main messages about approaches to teacher education. Nevertheless, such guidance needs to be immediately available to all primary teacher educators and advisers, and it could be argued that this would have grounded the book in the core needs of every primary teacher. Craig, Kraft, and du Plessis (1998) set the challenge for all teacher educators as:

Hubert Ertl, Cross‐national Attraction in Education. Accounts from England and Germany

This book, as stated on its page 7, is, what is called in German a Festschrift, that is, a commemorative volume on the occasion of the 60th birthday of David Phillips, Professor of Comparative Education at the University of Oxford. Many readers of this journal will know of his distinguished achievements in comparative education, often in relation to Germany, and going back many years. All authors in this book have worked with David Phillips in the past/present, be it at professorial level, in joint research projects or as his doctoral students. The terms cross-national and attraction in education, referred to in the book’s title, hold a particular promise: on the one hand, there is something attractive, worth reporting; on the other, cross-national indicates depth and insights into educational aspects of only two countries which is not always achieved. The book comprises 10 chapters together with an appendix with a substantial list of David Phillip’s publications – a selection only we are told. There are three chapters on aspects of British and German vocational education and training; not surprising given the major role David Phillips and his colleagues have played in this area. In Germany, indeed, as in all countries whose tertiary education is based on the German model of education, there remains a tension between Bildung (personal development) and Ausbildung (training). The German ‘dual system’, where young people study at vocational college, or Berufsschule, while also training at a place of work, continues to be of considerable and constant interest to politicians and educators in the UK. To enter a ‘proper’ training scheme leading to recognized vocational qualifications and a long-term career matters socially perhaps more so in Germany than in England. Further chapter topics are: career choices young people make; a report of research on citizenship among 14–15-year-olds in Germany, the UK and USA; schooling in the state of Thűringen shortly after unification; German higher education in transition; and language policies (not, alas, with a specific focus on the two countries in question) and the ‘PISA-shock’ in Germany. The opening chapter, however, takes the reader beyond the two-country dimension by framing comparative education within notions of cultural borrowing, receptivity, resistance and restoration, from its historical roots to the current global context. Here the dialectical tension between receptivity and resistance, prevalent in so many spheres of social activities and not just in education, seems particularly noteworthy. Cultural differences between the Anglo-Saxon and German educational system are explored in the chapter by Kuhlee where she focuses on the relationship between the state, markets and education. The functions and duties of the state within the German system are bound by the Basic Law and its constitution. Profoundly different from the UK and other AngloSaxon countries, the traditional German understanding of the state is that of a ‘purely legal entity’ – hence the apparent dominance of the administrative law over politics and policies (p. 94). In the German language, the author states, there is no word for ‘policy’ – hard to imagine in the English context. Yet in both countries the push towards Compare Vol. 38, No. 4, August 2008, 501–511