This book brings together studies of significant British scholars of comparative education from the 19th and 20th centuries. Providing a unique and detailed examination of the work of the founding British scholars of research in comparative education, British Scholars of Comparative Education considers the legacy of these key figures and emphasises the importance of understanding their achievements.
The advancement of research in comparative education has long been driven by the work of key scholars, ensuring it remains a lively area of educational research. This book highlights the pivotal role played by each scholar in driving a progression through humanistic and scientific approaches to new epistemological traditions within the field of comparative education. This in turn reveals critical historical-epistemological transitions that have had lasting impacts on the field.
With contributions from leading scholars in the field, this volume will be of great interest to researchers, academics, and scholars in comparative and international education.
Table of Contents:
1. Matthew Arnold. 2. Michael Sadler 3. Nicholas Hans 4. Joseph Lauwerys 5. Brian Holmes. 6. Edmund King 7. Vernon Mallinson 8. Nigel Grant 9. Two British Francophile Comparativists: W.D. Halls and Margaret Sutherland 10. Colin Brock 11. Peter Jarvis.
About the Author :
David Phillips is Emeritus Professor of Comparative Education at the University of Oxford and an Emeritus Fellow of St Edmund Hall, Oxford. He has been editor of three journals, the Oxford Review of Education, Research in Comparative and International Education, and Comparative Education, and he is series editor of Oxford Studies in Comparative Education.
Review :
"For students and early career researchers exploring comparative and international education for a course, a career or a project, this book spanning over 170 years of the history of the field is invaluable. What makes this edited volume so special is that the nine commentators on the group of British comparativists are themselves critical analysts of the history and development of comparative education. Their lens on the group is hugely valuable as they are able to look across the very considerable productivity of the group and identify some generative themes that contributed to the emerging field of comparative education. It illustrates a very considerable richness of insight into the influence and impact of individuals responsible in large part for creating the field of comparative and international education in the United Kingdom."
Kenneth King, University of Edinburgh, cited in Journal of International and Comparative Education Vol 10, Issue 2 https://doi.org/10.14425/jice.2021.10.2.0910
