North American scholars of comparative education : examining the work and influence of notable 20th century comparativists / edited by Erwin H. Epstein.

Format
Book
Language
English
Published/​Created
  • London ; New York : Routledge, Taylor and Francis Group, [2019]
  • ©2020
Description
xv, 204 pages ; 24 cm.

Details

Subject(s)
Editor
Series
Oxford studies in comparative education [More in this series]
Summary note
"This book brings together fifteen comprehensive studies of significant North American scholars of comparative education from the 20th century. Providing relevant biographical detail, chapters analyse each scholar's approach to comparative education and their on-going influences on the field."-- Page iii.
Bibliographic references
Includes bibliographical references and index.
Contents
Introduction : unleashing the power of biographies to shape a narrative on perspectives in transition / Erwin H. Epstein -- Part I. The policy-oriented humanistic tradition in comparative education. -- John Dewey / Regina Cortina -- Paul Monroe / Liping Bu -- Isaac Leon Kandel / Wesley Null -- William W. Brickman / Erwin H. Epstein -- George Z.F. Bereday / Justyna Wojniak and David Post -- Part II. The social scientific tradition in comparative education -- C. Arnold Anderson / Erwin H. Epstein -- Phillip J. Foster / Stephen P. Heyneman -- Mary Jean Bowman / David N. Plank -- Donald K. Adams / John C. Weidman -- Joseph P. Farrell / Karen Mundy -- Part III. New perspectives and methods in comparative education -- Gail Paradise Kelly / Vandra Lea Masemann -- Rolland G. Paulston / Brian Denman and W. James Jacob -- Heidi Ann Ross / Irving Epstein -- Gerald H. Read / Martha C. Merrill -- Claude Andrew Eggertsen / Robert F. Lawson -- Conclusion : harnessing disparate perspectives on ways of knowing for an uncertain future / Erwin H. Epstein.
ISBN
  • 9780367256906 ((hardback))
  • 0367256908
LCCN
2019008776
OCLC
1107154058
Statement on language in description
Princeton University Library aims to describe library materials in a manner that is respectful to the individuals and communities who create, use, and are represented in the collections we manage. Read more...
Other views
Staff view

Supplementary Information