Towards a Model for International Comparative Educational Administration: A Critical, Contextualised, and Interpretive Approach

從批判、脈絡化、詮釋性的角度來建立一個國際比較教育行政的模式

Samier, Eugenie A

《人文與社會學報》 2卷3期 (2008/12) Pp. 35-64

摘要

為克服實徵研究法在研究國際比較教育行政時的缺點與限制，本研究試圖從批判、脈絡化、詮釋性的角度為國際比較教育行政的研究建立一個模式。此方法之理論基礎是建構在檢驗許多與比較教育行政有關的問題，其是用批判性、詮釋性、脈絡化的研究法能夠克服的。本研究為研究比較教育行政所提建之模式包含：各學科和多重學科的基礎、多個主要以質性的研究方法、以及具強烈解釋的和現象論特徵的一些詮釋性和分析實踐法。

關鍵字

比較教育行政 ； 國際教育行政 ； 詮釋性研究 ； 批判理論 ； 脈絡化

並列摘要

This paper proposes the principles for international comparative educational administration that overcomes many of the weaknesses and limitations of positivistic studies in the field through critical and interpretive approaches that are contextualized. The rationale for such an approach is constructed through an examination of many problems associated with comparative educational administration that contextualized critical and interpretive studies can overcome: the traveling problem of concepts and terminology across national and cultural boundaries, differing theoretical frameworks internationally, the different characteristics of political and economic systems, inconsistent methodologies, sources of information that have strong political or economic agendas, researcher bias, theory versus practice tensions, sameness versus difference dichotomies, and a number of university policy restrictions. The model for comparative educational administration consists of inter-and multidisciplinary foundations, multiple methods that are predominantly qualitative, and a number of interpretive and analytical practices that are strongly hermeneutic and phenomenological in character.

並列關鍵字

comparative educational administration ； international educational administration ； interpretive studies ； critical theory ； contextualization

參考文獻

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