” (Arnove & Torres, p. 14)
This is a shift in perspective that has carried significant implications for educators, who have been given a greater directive to promote the virtues of other nations, cultures and traditions. I have personally found that in addition to the degree to which this allows us to seize on practical and philosophical advances in the field, there is also a tremendous opportunity to bring a greater sense of multiculturalism to the classroom. I often take every chance available to help students avoid the pitfalls of ethnocentrism that have historically impeded on the quality of American education. As Arnove & Torres (2007) tell, “the study of cross-national currents and interactions is closely linked to notions of global and education and, in many ways, to world-systems analysis.” (p. 7)
This has inclined me to couch the focus of all discussions in a way that challenges student assumptions. I ask them to consider the facts of a given dilemma or learning problem in ways that one might if given a different cultural or geographical background.
This inherently demands that my students use the techniques for learning that we have imported from other cultures as a channel to considering the world from alternate perspectives. Indeed, this seems in my experience to be as great a function of comparative education as the manner in which it refines instructional approaches. The force of globalization is significantly responsible the impetus and ability to access other educational traditions. In reciprocity, educational tradition must come to reflect the need for greater multicultural dynamism which is demanded by a changing social, political and economic global scheme.
Arnove, R.F. & Torres, C.A. (2007). Comparative Education: The Dialectic of the Global and the Local. Rowman & Littlefield.
Bray, M. (2003). Methodology and Focus of Comparative Education.
Education and Society in Hong.