Kim, Min Ji;
(2023)
Time-worn pebbles or unpolished gemstones? (Un)usable pasts and possible futures of comparative education.
Comparative Education
, 59
(3)
pp. 475-484.
10.1080/03050068.2023.2240208.
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Abstract
This article draws on the contributions to this special issue to highlight the urgent need to restore checks and balances in our evaluation of ‘usable pasts’ in comparative education. Considering that our reading of the field’s history not only moulds our understanding of comparative education now but also shapes our imagination of its potential futures, reflecting our implicit biases and the way we construct and narrate its history becomes imperative. This article unveils the persistence of silences and exclusions concerning specific histories, countries, and topics, and highlights the possible influence of evolving geopolitical power dynamics on the future of comparative education. Consequently, it urges critical examination of the field’s positionality amid shifting geopolitical tensions and calls for a thorough scrutiny of entrenched silences and the reductionist use of sweeping policy signifiers such as globalisation, decolonisation, excellence, and the notion of ‘future’ as explanatory concepts.
| Type: | Article |
|---|---|
| Title: | Time-worn pebbles or unpolished gemstones? (Un)usable pasts and possible futures of comparative education |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/03050068.2023.2240208 |
| Publisher version: | https://doi.org/10.1080/03050068.2023.2240208 |
| Language: | English |
| Additional information: | Copyright © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis GroupThis is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License(http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
| Keywords: | Comparative education; Imagined futures; Histories of comparative education; Usable pasts |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10176607 |
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Loading...Loading...| 1. |  China | 4 |
| 2. |  United Kingdom | 4 |
| 3. |  Indonesia | 1 |
| 4. |  United States | 1 |
| 5. |  Italy | 1 |
| 6. |  France | 1 |
| 7. |  Turkey | 1 |
| 8. |  Germany | 1 |
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