| 1. |
- Aman, Robert, 1982-
(författare)
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Colonial Differences in Intercultural Education : On Interculturality in the Andes and the Decolonization of Intercultural Dialogue
- 2017
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Ingår i: Comparative Education Review. - : University of Chicago Press. - 0010-4086 .- 1545-701X. ; 61:2, s. 103-120
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Tidskriftsartikel (refereegranskat)abstract
- This essay seeks to wean interculturality from its comfort zone of flat substitutability across cultural differences by pushing for the possibility of other ways of thinking about the concept depending on where (the geopolitics of knowledge) and by whom (the bodypolitics of knowledge) it is being articulated. In order to make a case for the importance of always considering the geopolitical and bodypolitical dimension of knowledge production within interculturality, this essay shifts focus away from policies of the European Union and UNESCO to the Andean region of Latin America. In that part of the world the notion of interculturalidad – translation: interculturality – is not only a subject on the educational agenda, it has also become a core component among indigenous social movements in their push for decolonization. With reference points drawn from a decolonial perspective and the concept of “colonial difference”, this essay makes the case that interculturalidad, with its roots in the historical experience of colonialism and in the particular, rather than in assertions of universality, offers another perspective on interculturality bringing into the picture other epistemologies. It concludes by arguing for the requirement to start seeing interculturality as inter-epistemic rather than simply inter-cultural.
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| 2. |
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| 3. |
- Biström, Elin, et al.
(författare)
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Action Competence for Gender Equality as Sustainable Development : Analyzing Swedish Lower Secondary Level Textbooks in Biology, Civics, and Home and Consumer Studies
- 2021
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Ingår i: Comparative Education Review. - : University of Chicago Press. - 0010-4086 .- 1545-701X. ; 65:3, s. 513-533
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Tidskriftsartikel (refereegranskat)abstract
- Gender equality constitutes a central aspect of sustainable development. Education is commonly viewed as crucial for achieving both sustainable development and gender equality, and many argue that fostering action competence is a key element in such educational efforts. This article directs attention to the ways in which textbook content about sustainable development and gender equality may support and/or hinder the promotion of action competence. We analyze content about gender equality and sustainable development in Swedish lower secondary school textbooks in biology, civics, and home and consumer economics. We find that sustainable development and gender equality are organized as separate, rather than integrated, topics in textbooks. The analysis also shows that the social dimension, in particular, and multidimensionality, in general, of sustainable development are poorly described. Content about gender equality is furthermore marked by anthropocentric perspectives and weak historical contextualization. All of these traits, we argue, hinder rather than support how textbooks may promote action competence.
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| 4. |
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| 5. |
- Kauko, Jaakko, et al.
(författare)
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The Contingent Sense-Making of Contingency : Epistemologies of Change in Comparative Education
- 2018
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Ingår i: Comparative Education Review. - : University of Chicago Press. - 0010-4086 .- 1545-701X. ; 62:2, s. 157-177
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Tidskriftsartikel (refereegranskat)abstract
- In this article we set out to broaden the scope of comparative education in relation to change. Following what various scholars have already shown, we argue that the world we are exploring is contingent, as too is comparative research, reflecting particular epistemological perspectives. We use this dual focus on contingency and analyze the differences among epistemological understandings of change in a strategic sample of three theoretical traditions in comparative education: borrowing and lending (specifically cross-national attraction), the world culture approach, and the functional-cum-configurational model. We argue that the borderlines of the different traditions emerge from their different epistemological starting points, relating to how they cope with complexity and resulting in different methodological consequences. We conclude that comparative education should both be more aware of the contingency of its sense-making and bolder in theorizing complex contexts.
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| 6. |
- Knutsson, Beniamin, 1974, et al.
(författare)
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Studying "the Political" in International Aid to Education: Methodological Considerations
- 2017
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Ingår i: Comparative Education Review. - : University of Chicago Press. - 0010-4086 .- 1545-701X. ; 61:4, s. 701-725
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Tidskriftsartikel (refereegranskat)abstract
- The point of departure of this article is an apparent antinomy. On the one hand, there is the powerful argument in political theory on the emergence and consolidation of a post-political condition. On the other hand, research in international and comparative education demonstrates how conflicts and power asymmetries continue to characterize education aid. Attempting to move beyond this antinomy we engage in a methodological discussion on how to study “the political” in education aid landscapes with strong post-political features. By reviewing the two sets of literature, and bringing them into conversation, we extract five methodological tenets: (i) taking “the political” seriously, (ii) looking beyond face value when scrutinizing policy arrangements, (iii) exploring everyday wars of position, (iv) focusing on subjects and situated practices, and (v) moving beyond scales by analyzing connections across territorial entities. The article primarily makes a methodological contribution but ultimately the findings can also be relevant to the world of policy making.
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| 7. |
- Waldow, Florian
(författare)
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Conceptions of Justice in the Examination Systems of England, Germany, and Sweden : A Look at Safeguards of Fair Procedure and Possibilities of Appeal
- 2014
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Ingår i: Comparative Education Review. - : University of Chicago Press. - 0010-4086 .- 1545-701X. ; 58:2, s. 322-343
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Tidskriftsartikel (refereegranskat)abstract
- In societies following a meritocratic ideal, educational certificates and examinations play a key role in allocating life chances to individuals. Procedures for allocating life chances need to be perceived as fair by those concerned if examinations and certificates are to possess legitimacy. This article traces and compares basic conceptions of procedural justice embedded in systems of examination and assessment of secondary schools in Germany, Sweden, and England. It uses Gerald Leventhal's concept of procedural justice to analyze context-dependent differences in uses of examinations for purposes of ensuring fairness and facilitating appeals.
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| 8. |
- Steinmann, Isa, et al.
(författare)
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International Reading Gaps between Boys and Girls, 1970-2016
- 2023
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Ingår i: Comparative Education Review. - 0010-4086. ; 67:2, s. 298-330
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Tidskriftsartikel (refereegranskat)abstract
- Gender differences are one of the most contentious issues in educational research. This study analyzes long-term changes in gender gaps in reading comprehension at the end of primary school in 63 education systems. It links test data fromseven comparative studies that were conducted between 1970 and 2016 using a common achievement scale based on item response theory.We investigate whethermean gender gaps have widened or narrowed over time-controlling for changes in the sample of countries from measurement point to measurement point-using a system-level regression with fixed effects. We observe an advantage of girls over boys in reading in almost all countries, although the size of the gender gap varies considerably internationally. Further, we observe a significant increase in the international gender gap between 1971 and 2001 and a slight decrease since then.
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| 9. |
- Le, Kim Cuong, et al.
(författare)
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Watching soot inception via online Raman spectroscopy
- 2022
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Ingår i: Combustion and Flame. - : Elsevier BV. - 0010-2180. ; 236
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Tidskriftsartikel (refereegranskat)abstract
- In this work, online spontaneous Raman spectroscopy was applied to study the soot inception and growth zones of a low pressure premixed ethylene/oxygen flame. Firstly, we measured online Raman spectrum of aerosol soot extracted from the flame. The spectrum was compared to ex situ Raman measurements of the same soot after being deposited on a window. In the aerosol soot particles, the presence of an abun- dant sp hybridized carbon chain component is inferred accompanying a polycyclic aromatic component. Both cumulenic and polyynic chains are affected by the deposition under vacuum and by the pressure as it is raised to atmospheric, revealing that the sp phase is no longer visible in the ex situ characteri- zation of the sampled soot. Secondly, we monitored the Raman spectra of aerosol soot as a function of the height above the burner. Comparing spectral differences of by-products along the blue to orange zone of the flame permitted the soot formation and evolution to be probed. The online spectra, by avoiding structural modifications of the real soot structures by deposition, highlight the role of unsaturated carbon chains in the chemical condensation scenario.
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