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Question 1: Comparative and International education
1.1. Define the concepts below in your own words to demonstrate your understanding of the
relationship between them and the field of Comparative & International Education (CIE).
1.1.1. Heterodoxy
Heterodoxy in the field of Comparative and International Education (CIE) refers to a phase,
especially in the 1970s and 1980s, when scholars began to challenge dominant theories like
modernization and structural-functionalism. This period marked a shift toward critical perspectives,
such as world-systems theory and cultural reproduction, which questioned the assumption that
education inherently leads to positive social outcomes. Heterodoxy introduced a broader range of
theoretical frameworks, emphasizing issues like inequality and power dynamics. In CIE, this shift
helped the field become more reflective and critical of its foundational assumptions. It laid the
groundwork for more inclusive and diverse academic debates within the discipline.
1.1.2. Heteregeneity
Heterogeneity in CIE reflects the growing diversity in research themes, goals, and methodologies,
particularly from the 1990s onward. It signifies a move beyond the earlier heterodox phase into an
era of intellectual pluralism where multiple perspectives and contexts are valued. This diversity has
allowed scholars to explore education systems through various lenses, adapting to the complexities
of globalization. In CIE, heterogeneity encourages inclusivity and interdisciplinary approaches. As a
result, the field can better address educational challenges across different cultures and regions.
1.1.3. Global North
The Global North refers to countries that are economically and politically dominant, typically
including Western Europe, North America, Oceania, and advanced parts of Asia such as Japan and
South Korea. In CIE, this term highlights how these regions have historically shaped global
educational norms and research agendas. The dominance of Global North perspectives often
influences which education systems are studied and how theories are developed. This can create a
biased view of education that may not be applicable worldwide. Understanding this concept is
essential in CIE for addressing unequal power relations in knowledge production.
1.1.4. Global South
The Global South includes countries in Africa, Latin America, the Middle East, and parts of Asia
that have experienced colonialism and face ongoing economic and social challenges. In CIE, the
Global South represents contexts often marginalized in global educational discourse. Scholars
emphasize the importance of focusing on the unique educational issues these regions face, rather
than applying one-size-fits-all models from the Global North. The field aims to amplify voices from
the Global South to achieve a more balanced and just educational analysis. This focus is critical for
making CIE truly comparative and international.
Question 1: Comparative and International education
1.1. Define the concepts below in your own words to demonstrate your understanding of the
relationship between them and the field of Comparative & International Education (CIE).
1.1.1. Heterodoxy
Heterodoxy in the field of Comparative and International Education (CIE) refers to a phase,
especially in the 1970s and 1980s, when scholars began to challenge dominant theories like
modernization and structural-functionalism. This period marked a shift toward critical perspectives,
such as world-systems theory and cultural reproduction, which questioned the assumption that
education inherently leads to positive social outcomes. Heterodoxy introduced a broader range of
theoretical frameworks, emphasizing issues like inequality and power dynamics. In CIE, this shift
helped the field become more reflective and critical of its foundational assumptions. It laid the
groundwork for more inclusive and diverse academic debates within the discipline.
1.1.2. Heteregeneity
Heterogeneity in CIE reflects the growing diversity in research themes, goals, and methodologies,
particularly from the 1990s onward. It signifies a move beyond the earlier heterodox phase into an
era of intellectual pluralism where multiple perspectives and contexts are valued. This diversity has
allowed scholars to explore education systems through various lenses, adapting to the complexities
of globalization. In CIE, heterogeneity encourages inclusivity and interdisciplinary approaches. As a
result, the field can better address educational challenges across different cultures and regions.
1.1.3. Global North
The Global North refers to countries that are economically and politically dominant, typically
including Western Europe, North America, Oceania, and advanced parts of Asia such as Japan and
South Korea. In CIE, this term highlights how these regions have historically shaped global
educational norms and research agendas. The dominance of Global North perspectives often
influences which education systems are studied and how theories are developed. This can create a
biased view of education that may not be applicable worldwide. Understanding this concept is
essential in CIE for addressing unequal power relations in knowledge production.
1.1.4. Global South
The Global South includes countries in Africa, Latin America, the Middle East, and parts of Asia
that have experienced colonialism and face ongoing economic and social challenges. In CIE, the
Global South represents contexts often marginalized in global educational discourse. Scholars
emphasize the importance of focusing on the unique educational issues these regions face, rather
than applying one-size-fits-all models from the Global North. The field aims to amplify voices from
the Global South to achieve a more balanced and just educational analysis. This focus is critical for
making CIE truly comparative and international.
