Postcolonialism and comparative education
L Tikly - International review of education, 1999 - Springer
The article considers the relevance of recent developments in postcolonial theory for
comparative education research. The article starts with an account of these developments.
This account is then used as a basis for a critical discussion of previous theoretical
frameworks that have been used by comparative researchers to explain the colonial legacy.
The implications of adopting a postcolonial approach in comparative education are
discussed in relation to issues of race, culture, language and the curriculum. The article …
comparative education research. The article starts with an account of these developments.
This account is then used as a basis for a critical discussion of previous theoretical
frameworks that have been used by comparative researchers to explain the colonial legacy.
The implications of adopting a postcolonial approach in comparative education are
discussed in relation to issues of race, culture, language and the curriculum. The article …
What works, for whom, and in what circumstances? Towards a critical realist understanding of learning in international and comparative education
L Tikly - International Journal of Educational Development, 2015 - Elsevier
The article explores the potential for a critical realist approach to researching learning in
international and comparative education (ICE) with a particular focus on the emerging post-
2015 education and development agenda. It provides a critique of existing empiricist and
interpretivist approaches to researching learning. It is suggested that whilst both have
strengths, they are based on an ontologically reductionist view of learning with implications
for research, policy and practice. As a 'third'research approach critical realism has the …
international and comparative education (ICE) with a particular focus on the emerging post-
2015 education and development agenda. It provides a critique of existing empiricist and
interpretivist approaches to researching learning. It is suggested that whilst both have
strengths, they are based on an ontologically reductionist view of learning with implications
for research, policy and practice. As a 'third'research approach critical realism has the …