Reflection Of Comparative Education: Reflections On Comparative Education

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2. Reflections on Comparative Education

When we talk about comparative education research, at the first place, it seems like researchers set actions on comparing education within the different context and the ultimate goal is to improve the educational system. At the end, conducting comparative education research is just a way of understanding educational phenomenal and discuss the possibilities of positive changes. However, we should not just look at the things only we want to see, be aware of the outliners.

Comparative education research is not about drawing conclusions which education systems are good or bad or how to fix others’ problems, but rather producing a larger scale of different education situations. Researchers tend to enjoy writing successful educational stories but dare to write about the failure educational systems. According to Larsen and Beech (2014), studying extreme events
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The debates usually are about which concept is the better methodology tool for the educational research. Time and space have been conceptualized within much comparative and international education research. Different time has different emphasis in comparative education. In social sciences, time has been treated privilege over space. As Larsen and Beech (2014) quoted Foucault (1980)’s statement that space was the dead, the fixed, the undialectical, and the immobile while time was treated was richness, fecundity, life and dialectic. To experience educational systems at the different stage of development, reformers constantly made their journey to other settings and spaces just like time travelers (Larsen & Beech, 2014). However, the nature of comparative education suggests could focus on geographic entities and spatial units of analyses when comparing educational phenomena across

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