scholarly journals Lections through Lecture Performance. Making forgotten conflicts visible through International and Comparative Education

2021 ◽  
pp. 91-111
Author(s):  
María Jesús Martínez Usarralde ◽  
Pablo Álvarez Dominguez
Keyword(s):  
Comparative Education ◽  
International And Comparative Education

En el escenario supra e internacional, el conflicto y la educación en países involucrados en conflictos armados se han convertido en una poderosa raison d’être tanto de instituciones como de la academia, que han venido desentrañando diversos temas desde política y organización, además de la didáctica educativas. La Educación Comparada e Internacional está redefiniendo sus rasgos y elementos ontológicos y contribuye a estos temas, dado su carácter plural y ecléctico. A la luz de lo anterior, este artículo tiene como objetivo presentar la investigación y los resultados de un proyecto educativo innovador que se apoya en la Educación Internacional para resaltar la situación de la educación en países en conflicto. La propuesta recoge diferentes acciones de innovación metodológica, todas con un hilo conductor: la implementación de técnicas basadas en el drama en el aula, en particular, la Lecture-Performance, un concepto híbrido que combina la investigación y el trabajo autónomo del alumnado con los recursos básicos de la práctica teatral. Esta metodología de enseñanza fomenta el desarrollo de la creatividad, la originalidad, la espontaneidad y potencia la responsabilidad, la tolerancia y la empatía, como se muestra en los resultados.

Women in the field: Positioning, troubling, and (em)bodying researcher identities in international and comparative education

2018 ◽  
Vol 13 (4) ◽  
pp. 516-533 ◽  
Author(s):  
Ane Turner Johnson
Keyword(s):  
Research Methods ◽  
Comparative Education ◽  
Gender Norms ◽  
Heuristic Research ◽  
International And Comparative Education ◽  
Gain Access ◽  
International Fieldwork ◽  
Women Researchers

In this paper, I consider not only issues associated with the positionality of the researcher in international and comparative education fieldwork, but also how the researcher’s gender intercedes and intersects with position. Using heuristic research methods, specifically (self-)dialogue and the collection of research manuscripts, I explored how women researchers describe their experiences conducting international fieldwork and how they position their work as insiders/outsiders. Findings suggest that women struggled less with their insider/outsider stance than they did with a researcher/practitioner stance. Additionally, women spoke of gender as being associated with their bodies, perceptions of their bodies by participants and others, and how this positioned them in the field. Important, challenging questions emerged related to how we train women researchers, the homogeneity of the field of international and comparative education, and using gender norms to gain access to participants.

scholarly journals Whose Reality? A Meta-Analysis of Qualitative Research in International and Comparative Education

2016 ◽  
Author(s):  
Romina da Costa ◽  
Stephanie Hall ◽  
Anne Spear
Keyword(s):  
Qualitative Research ◽  
Comparative Education ◽  
Meta Analysis ◽  
Data Driven ◽  
The Past ◽  
Qualitative Work ◽  
International And Comparative Education

This meta-analysis seeks to critically examine the qualitative research being published in influential journals in the field of international and comparative education in order to determine whether qualitative research has remained true to the constructivist paradigm and its theoretical and philosophical underpinnings. Decades after the heated paradigmatic debates within the field of education in the 1980’s, we seek to examine whether predictions that the constructivist paradigm would be pushed out by the call for post-positivist, quantifiable, data-driven research have come to fruition. Based on a review of all qualitative research published in the past three volumes of five influential journals in the field, we conclude that while qualitative articles are represented in approximately equal numbers as quantitative articles, there are key elements of the constructivist paradigm that are largely absent from these qualitative articles. In particular, our conclusion attempts to address the concern that qualitative researchers are failing to address the issue of researcher positionality in their qualitative work.

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