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Humboldt-Universität zu Berlin - Kultur-, Sozial- und Bildungswissenschaftliche Fakultät - Vergleichende und Internationale Erziehungswissenschaft

Forschungsseminar Winter 2015


Anne Koester

 
Europa-Universität Viadrina
[22.10.2015]
Intercultural School Development in Mexico. An analysis of obstacles and their handling during interculturalization processes in Mexican schools.
 

Florian Waldow

 
Humboldt-Universität zu Berlin
[29.10.2015]
What is fair? Summative assessment and conceptions of fairness in a comparative perspective
 

Phillip Knobloch

Foto von Phillip Knobloch
Ruhr-Universität Bochum
[05.11.2015]
›Konsumkultur‹ und ›Weltkultur‹: Perspektiven transnationaler Bildungsforschung
 

Sebastian Tauscher

 
Humboldt-Universität zu Berlin
[12.11.2015]
Bildung in Uganda: Hoffnungen und Perspektiven
 

Sotiria Grek

 
University of Edinburgh
[19.11.2015]
Knowledge actors and the construction of new governing panoramas: the case of European Commission’s DG Education and Culture

Abstract: This presentation will focus on an analysis of the internal and external dynamics of the European Commission’s Directorate General (DG) Education and Culture (EAC). The paper will discuss the role of the organisation from the mid -1990s until very recently in the construction of the European education policy space; it will focus on the politics of monitoring of national education systems either through the Open Method of Coordination or DG EAC’s support of the OECD international assessment studies, such as PISA. The presentation will discuss the ways that DG EAC built on alliances within the Commission itself, as well as outside of it (with the most notable relationship the one with the OECD) in order to establish itself as a significant actor both within the hierarchy and structure of the Commission itself, as well as with national education systems and global actors. Through the examination of DG EAC as a case study, the  paper will  conclude with a discussion of the role of knowledge (in both its numerical and discursive forms) in constructing the new education governing panoramas in Europe and globally.

 

Camilla Addey

 
Humboldt-Universität zu Berlin
[26.11.2015]
International assessments in lower-middle income countries: the private sector as a policy actor
 

Christian Brüggemann

 
Humboldt-Universität zu Berlin
[03.12.2015]
Gerechtigkeitskonzeptionen zum länderübergreifenden Abitur: Forschungsperspektiven
 

Michele Schweisfurth

Foto von Michele Schweisfurth
University of Glasgow
[10.12.2015]
Pedagogical traditions as travelling policies

Abstract: This presentation will explore the relatively-neglected area of pedagogy as a travelling policy. It will focus particularly on ‘learner-centred’ pedagogy as an example, starting with its origins in Europe in the US through its predominance as a policy option in low- and middle-income countries since the 1990s. While as a policy discourse it has travelled extensively, learner-centred pedagogy as a classroom approach has not matched this, and the Sustainable Development Goals of 2015 are relatively silent on pedagogy generally. The presentation will explore these anomalies in comparative and historical perspective.

 

Antoni Verger

Foto von Antoni Verger
Universitat Autònoma de Barcelona
[17.12.2015]
The global dissemination of education privatisation policies

Abstract: Over the last two decades, education privatisation has taken on a global dimension. Countries with very different political and economical circumstances have come to adopt a variety of pro-private sector policies in education. The purpose of this presentation is to explore why and how such policies are being disseminated globally. From a political economy perspective, I will elaborate on the conditions, agents and mechanisms behind the advance of privatisation in a variety of educational settings. Specifically, the systematic review of 164 primary studies focusing on education privatisation reforms  has allowed me and my co-authors to identify six paths towards education privatisation. They are: privatisation as a result of the structural transformation of the state (epitomised by the cases of Chile and the UK); privatisation as an incremental reform (with the US as the most emblematic case); the “Nordic way” toward privatisation (in social-democratic welfare-states from the north of Europe); historical public-private partnerships (in countries with an important tradition of religious schools such as the Netherlands, Belgium and Spain); de facto privatisation in low-income countries; and privatisation “via disaster” in countries affected by conflicts and catastrophes.

 

Franziska Primus

 
Humboldt-Universität zu Berlin
[07.01.2015]
Ganztagsschule in Hamburg
 

Susanne Ress

 
Humboldt-Universität zu Berlin
[14.01.2016]
"Armut abwenden?" - Eine qualitative Vergleichsstudie bildungsorientierter Fördermaßnahmen für arme und armutsgefährdete Jugendliche in Deutschland und Brasilien.
 

Jürgen Schriewer

 
Humboldt-Universität zu Berlin
[21.01.2016]
Externalisierung
 

Vera Centeno

 
Humboldt-Universität zu Berlin
[28.01.2016]
Quality Assurance and Evaluation in Brazil
 

Simon Morris-Lange

 
Humboldt-Universität zu Berlin
[04.02.2016]
Train and retain? Higher education institutions’ role in helping international students find host country employment
 

Jaakko Kauko

Foto von Jaakko Kauko
University of Helsinki
[11.02.2016]
Comparative Analytics in Dynamics of Education Politics