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The central premises and objectives that encourage this proposal to reflect around the conjectures of comparative education (CE) are specific, in first place, by the need applies even in the current record CHANGE and their implications for public policies on education, accelerate changes, with more emphasis in the first decade of the twenty-first century, where the prudency requires the constant prevalence of the Comparative Education by the decisions takers in every education systems recognizing that is required to ADAPT and not only to adopt the of the International organisms, in an era where the knowledge has been globalized. Every change needs in advance an analysis of CE. In second place, the requirement to adapt in a harmonic form the changes in the precise context of the based in each and every one of the constitutive elements of every education system. Inasmuch as, the is the same in the whole world because there will always be a teacher, students and educational content, while the is the educational fact plus its economic, politic and social context that makes it unique and unrepeatable. In third place, is necessary to recognize that today's CE first of all is a METHODOLOGICAL ALTERNATIVE to perform educational innovation, reform or revolution changes as well as the adaptions that actual social reality imposes. In this context there are many and varied conjectures that epistemological and methodologically involves the CE development.

Call for Applications of Aarhus University, Denmark. Deadline: August 5, 2024

There is a very large literature on Empires. There is a large literature on education and empires. However, there is only a small literature within comparative education on empires. Why? Given the numbers of people whose education was affected by Empires, given the stated intentions of those who created empires and imperial education systems, given the harmonies and tensions in most empires between politics and religion which played out in educational systems, and given some of the obvious differences between, say, the British, Dutch, French, Portuguese, Russian, Spanish and Soviet Empires and their discourses and practices in education, the silence is loud. This article will, first, reflect on the ways in which changes in 'comparative education' helped to construct that silence. Second, it will trace a more recent change in comparative education which opens up the possibility to re-assess Empires as a core theme of work, not just in the 'history of education' but in comparative education. That argument is pursued fully in the third section of the article. The conclusion notes yet another change in the political positioning of comparative education as a university subject and suggests that, despite new obstacles, empires ought to be a topic in our future and not just in our past. ; Hay una gran cantidad de literatura sobre imperios. Hay una gran cantidad de literatura sobre educación e imperios. Sin embargo, solo hay un poco de literatura dentro de la educación comparada sobre imperios. ¿Por qué? Dado el número de personas cuya educación se vio afectada por los imperios, dadas las intenciones declaradas de quienes crearon imperios y sistemas educativos imperiales, dadas las armonías y tensiones en la mayoría de los imperios entre la política y la religión que se desarrollaban en los sistemas educativos, y dadas algunas de las diferencias obvias entre, por ejemplo, los imperios británico, holandés, francés, portugués, ruso, español y soviético y sus discursos y prácticas en la educación, el silencio es llamativo. Este artículo, primero, reflexionará sobre las formas en que los cambios en la «educación comparada» ayudaron a construir ese silencio. En segundo lugar, se trazarán los cambios más recientes en la educación comparada que abren la posibilidad de volver a evaluar los imperios como un tema central de trabajo, no solo en la «historia de la educación», sino en la «educación comparada». Ese argumento se persigue de lleno en la tercera sección del artículo. La conclusión señala otro cambio más en el posicionamiento político de la educación comparada como una materia universitaria y sugiere que, a pesar de los nuevos obstáculos, los imperios deberían ser para nosotros un tema de futuro y no solo del pasado.

Cover -- Contents -- List of Figures -- Acknowledgments -- Glossary -- Map of Tanzania and the Kilimanjaro Region -- Introduction -- Part I Shaky Beginnings -- 1 Marital Misgivings -- 2 Spoons, Strikes, and Schooling -- Part II Precarious Parenthood -- 3 A Difficult Delivery -- 4 Preventable Deaths -- Part III Fallible Expertise -- 5 Questioning Dr. Spock -- 6 Questioning Corporal Punishment -- Interlude: From Doctoral Student to Assistant Professor -- Part IV AIDS and the Ordinariness of Crisis -- 7 Schooling, Sponsorship, and Social Contingency -- 8 The Burden of Care: Grandparents and the AIDS Crisis -- Part V Policy Arbitrariness -- 9 Tripping on the Tenure Track -- 10 Aspirational Equality and the Precarity of Policy -- Part VI The Social Life of Uncertainty -- 11 Speed Bumps on Lema Road -- 12 Gendered Contingencies -- Epilogue -- Notes -- Appendix A: Summary of Research and Teaching Activities in Tanzania -- Appendix B: Overview of the Tanzanian Education System -- References -- Index.