A pedagogy of resistance : reflections on a critical approach to teaching in comparative and international education

Abstract in Portuguese by Steven Klees included.We always share our research but rarely share our teaching. Doing so is just as important. In this paper, I focus on three courses I teach regularly in Comparative and International Education, two for the past ten years and one for almost forty years at two universities in the USA: political economy of education and development; alternative education, alternative development; and modes of inquiry. I reflect on why I like what I have done with them, as well as areas of dissatisfaction. My approach to education in these courses is shaped by three basic principles: fair debate, understanding different viewpoints, and creating a safe space and climate in the classroom. My goal is to try to develop courses that resist simplistic explanations of individual failure and the triumph of the market system and, instead, offer students the opportunity to explore alternative explanations and discourses.peer-reviewe

Quantitative Methods in Comparative Education and Other Disciplines: are they valid?

Comparison is the essence of science and the field of comparative and international education, like many of the social sciences, has been dominated by quantitative methodological approaches. This paper raises fundamental questions about the utility of regression analysis for causal inference. It examines three extensive literatures of applied regression analysis concerned with education policies. The paper concludes that the conditions necessary for regression analysis to yield valid causal inferences are so far from ever being met or approximated that such inferences are never valid. Alternative research methodologies are then briefly discussed

Métodos Quantitativos na Educação Comparada e em Outros Cursos: são válidos?

Comparison is the essence of science and the field of comparative and international education, like many of the social sciences, has been dominated by quantitative methodological approaches. This paper raises fundamental questions about the utility of regression analysis for causal inference. It examines three extensive literatures of applied regression analysis concerned with education policies. The paper concludes that the conditions necessary for regression analysis to yield valid causal inferences are so far from ever being met or approximated that such inferences are never valid. Alternative research methodologies are then briefly discussed.A comparação é a essência da ciência e o campo da educação comparada e internacional, como muitas ciências sociais, encontra-se dominado por abordagens metodológicas quantitativas. Este artigo levanta questões fundamentais a respeito da utilidade da análise de regressão para inferências causais. Examina três obras extensas de análise de regressão aplicada referentes a políticas educacionais. O artigo conclui que o alcance ou até mesmo a proximidade das condições necessárias para que a análise de regressão produza inferências causais válidas está mais distante do que nunca, de modo que estas inferências nunca são válidas. As metodologias de pesquisa alternativas são então brevemente discutidas

Alternatives to the World Bank's strategies for education and development

Over the past several decades, policy has become increasingly global. In economics, for example, policy has followed the so-called Washington Consensus of privatization, liberalization, and deregulation. In education, global policy has included the proliferation of strategies including standardized testing, paraprofessional teachers, user fees, and privatization. There are many problems with these neoliberal policies. Foremost among them, is the havoc they wreak on the lives of so many children and adults. Poverty, inequality, and myriad associated problems have reached new heights in this neoliberal era. Moreover, these policies have been adopted uncritically and alternative policies have been ignored, which leads to our focus here

Final report of the Washington conference 2-4 march 1977 on economic analysis of educational media

International audienc