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Educational Policy Borrowing
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Oxford Studies in Comparative Education

Educational Policy Borrowing

historical perspectives

Edited by DAVID PHILLIPS & KIMBERLY OCHS

2004 paperback 240 pages, £30.00, ISBN 978-1-873927-94-6
https://doi.org/10.15730/books.43

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About the book

This book builds on the Editors’ previous work on the analysis of policy borrowing processes in education. A number of prominent researchers in comparative studies contribute articles describing and analysing policy borrowing in a number of historical contexts, with many of the examples testing aspects of the explanatory models developed by Phillips & Ochs. The countries covered include England, Spain, Germany, France, Austria, Japan and South Africa.

Contents

Kimberly Ochs & David Phillips. Processes of Educational Borrowing in Historical Context,

Bernd Zymek & Robert Zymek. Traditional – National – International: explaining the inconsistency of educational borrowers

Almut Sprigade. Educational Comparison in England during the First Half of the Nineteenth Century

Marcelo Caruso. Locating Educational Authority: teaching monitors, educational meanings and the importing of pedagogical models. Spain and the German States in the Nineteenth Century

Christina de Bellaigue. ‘Educational Homes’ and ‘Barrack-like Schools’: cross-channel perspectives on secondary education in mid-nineteenth-century England and France

James C. Albisetti. The French Lycées de Jeunes Filles in International Perspective, 1878–1910

Philipp Gonon. Travel and Reform: impulses towards internationalisation in the nineteenth-century discourse on education

Masako Shibata. Educational Borrowing in Japan in the Meiji and Post-War Eras

Craig K. Pepin & Mark W. Clark. Dilemmas of Education for Democracy: American occupation, university reform, and German resistance

Karl Heinz Gruber. The Rise and Fall of Austrian Interest in English Education

Jonathan D. Jansen. Importing Outcomes-based Education into South Africa: policy borrowing in a post-communist world

Carol Anne Spreen. The Vanishing Origins of Outcomes-based Education

Contributors

James C. Albisetti received his PhD in history from Yale University. Since 1979, he has held a joint appointment in the Department of History and the honours programme at the University of Kentucky. He is the author of Secondary School Reform in Imperial Germany (1983), Schooling German Girls and Women (1989), and over twenty-five articles and essays on comparative educational history. In 2002–03 he served as president of the (US) History of Education Society.

Marcelo Caruso is a Senior Lecturer at the Centre for Comparative Education, Institute of Education, at the Humboldt University, Berlin. He is the author of many contributions in reviews and books edited in Argentina, Mexico, Brazil, Belgium, Germany and Spain.

Mark W. Clark is Associate Professor and Chair of the Department of History and Philosophy at the University of Virginia’s College at Wise. A modern European cultural and intellectual historian, he has published articles on Karl Jaspers, Bertolt Brecht and Thomas Mann.

Christina de Bellaigue recently completed her doctoral dissertation, ‘A Comparative Study of Boarding Schools for Girls in England and France, c.1810–1867’, at the University of Cambridge. She is currently a Junior Research Fellow in History at Merton College, Oxford. Her work focuses on the history of secondary education and professionalism in nineteenth-century England and France.

Philipp Gonon is currently a Professor for further education at the University of Trier, and was a visiting scholar at the Institute of Education, University of London. He studied law and journalism in Fribourg, and education in Berlin and Zurich.

Karl Heinz Gruber is Professor of Comparative Education at the University of Vienna. His research interests include the role of the European Union and the Organisation for Economic Cooperation and Development in educational decision-making and the emergence of transnational ‘standards’. He is currently conducting a cross-national study of trends and reforms in upper secondary schools.

Jonathan D. Jansen is Dean of Education at the University of Pretoria. He remains an active teacher and leads three major research programmes with teams comprising doctoral students and new academics, on: institutional cultures in higher education; educational policy change in marginal schools; and surveillance systems in Third World education. He serves on the editorial boards of several journals, including Higher Education and Qualitative Studies in Education.

Kimberly Ochs is currently a researcher at the University of Oxford in comparative and international education. Her research interests include educational borrowing, educational policy, Commonwealth studies, and skills training. She studied Sociology at Boston College, and spent several years working in finance.

Craig Pepin completed his doctoral dissertation, ‘The Holy Grail of Pure Wissenschaft: university ideal and university reform in post-World War II Germany’, at Duke University in 2001. He teaches at the University of Vermont and Champlain College.

David Phillips is Professor of Comparative Education and a Fellow of St Edmund Hall, University of Oxford. He is editor of the Oxford Review of Education and series editor of Oxford Studies in Comparative Education. His research has focused principally on Germany, and he is the author of several books and many articles on aspects of education in that country. In 2002 he was elected Academician of the British Social Sciences Academy.

Masako Shibata is currently a part-time lecturer in Doshisha, Ritsumeikan and Aichi Kyoiku universities where she teaches intercultural issues and teacher education courses. She completed her doctorate at the Institute of Education, University of London and has written extensively in major academic journals inside and outside Japan.

Carol Anne Spreen is an Assistant Professor of International Education Policy at the University of Maryland, College Park. Dr Spreen received a PhD in Comparative and International Education from Teachers College, Columbia University. Her work has been in the area of comparative school reform, teacher professional development, and international education policy and planning. In 1998 Dr Spreen was a Visiting Scholar at the University of Witwatersrand in Johannesburg, South Africa, and is Founding Editor of Current Issues in Comparative Education. Her research framework centres on sociocultural studies of classrooms and curriculum change, critical ethnographies of school communities, and examinations of multicultural/intergroup practices.

Almut Sprigade is a researcher at the Department of Educational Studies, University of Oxford, working on early examples of comparison in educational policy.

Bernd Zymek is Professor at the Department of Educational and Social Studies at the Westfälishce Wilhelms – Universität Münster (Germany); his fields of research are History of Education and Comparative Education.

Robert Zymek is a student at King’s College, Cambridge.

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