Países emergentes como taxón en Educación Comparada e Internacional

Charl Wolhuter

doi:10.5944/reec.39.2021.29025

Autores

Charl Wolhuter North-West University

DOI:

https://doi.org/10.5944/reec.39.2021.29025

Palavras-chave:

Alfabetización de Adultos, Educación Comparada e Internacional, Países en desarrollo, Países emergentes, Sur Global, Taxonomía

Resumo

Estudiosos de las bases teóricas y metodológicas del campo de la Educación Comparada y la Educación internacional lleva algún tiempo abogando por un mayor uso de los niveles de análisis supranacionales y también por la consideración de nuevos taxones supranacionales, en lugar de muchas de las agrupaciones supranacionales problemáticas utilizadas libremente por los académicos en esta disciplina. Este artículo argumenta el caso de hacer uso de los países emergentes como taxón en ella. El artículo revisa los argumentos a favor del nivel supranacional de análisis tal como presentan teóricos especializados, el estado actual de los análisis supranacionales y los taxones que son empleados por académicos en el campo. Después, los méritos de desarrollar un taxón de países emergentes son discutidos. El concepto de «países emergentes» fue introducido por el economista del Banco Mundial Antoine van Agtmael en 1981 y, desde entonces, ha sido elaborado en pocas ocasiones en diferentes circunscripciones donde el término ha tenido una recepción favorable (Ver Van Agtmael, 2013). A continuación, el autor presenta una agrupación tentativa y describe los contextos sociales y los proyectos educativos en estos países, y argumenta que estos países se presentan colectivamente como un laboratorio educativo particularmente dinámico en el mundo actual, digno de ser empleado como taxón en el campo académico de los estudios comparativos e internacionales de la Educación. También se hacen recomendaciones para las subcategorías.

Downloads

Não há dados estatísticos.

Referências

Badry, F. (2019). Expanding the UAE’s Higher Education Horizon: Path toward a sustainable feature. In: K. Gallagher (ed.). Education in the United Arab Emirates. Dordrecht: Springer: 57-73.

Bereday, G.Z.F. (1964). Comparative Method in Education. New York: McGraw Hill.

Bray, M. and Thomas, R. M. (1995). Levels of Comparison in Educational Studies, Harvard Educational Review, 65(3): 472-490.

Bray, M., Adamson, B. and Mason, M. (eds). (2007 1st ed., 2014 2nd ed.) Comparative Education Research: approaches and methods. Hong Kong: Comparative Education Research Center, University of Hong Kong.

Casalini, C. & Madella, L. (2019). Tracking Three Traditions in the Historiography of Education: Toward Comparative Methods. Revista Española de Educación Comparada 34: 19-29.

Farrell, J.P. (1982). Educational expansion and the drive for social equality. In P.G. Altbach, R.F. Arnove & G.P. Kelly (eds). Comparative education. New York: Macmillan: 52-60.

Farrell, J.P. (2013). Equality of education: Six decades of comparative evidence seen from a new millennium. In R.F. Arnove, C.A. Torres & S. Franz (eds.), Comparative education: The dialectic of the global and the local. Lanham, MD: Littlefield and Rowman: 149-174.

Freedom House. (2020). Countries and Territories. https://freedomhouse.org/countries/freedom-world/scores

Friedman, T.L. (2006). The World is Flat: The globalized world in the twenty-first century. Harmondsworth: Penguin.

Index Mundi. (2020). Gini Index (Country Estimate) https://www.indexmundi.com/facts/indicators/SI.POV.GINI/rankings

International Finance Coorporation. (2020). Establishing “Emerging” Markets. https://www.ifc.org/wps/wcm/connect/corp_ext_content/ifc_external_corporate_site/about+ifc_new/ifc+history/establishing-emerging-markets

MSCI. (2020). MSCI Emerging Country Index https://www.msci.com/documents/10199/c0db0a48-01f2-4ba9-ad01-226fd5678111

Mullis, I.V.S., Martin, M.O., Foy, P. & Hooper, M. (2017). PIRLS 2016: International Results in Reading, IEA TIMSS and PIRLS International Study Center, Lynch School of Education, Boston College.

Schriewer, J. (2019). La reconciliación entre la Historia y la Comparación. Revista Española de Educación Comparada 34: 148-162.

Scott, G. (2019). Emerging Market Economy. Investopia, March 2019 https://www.investopedia.com/terms/e/emergingmarketeconomy.asp

Steyn, H., Van der Walt, H. & Wolhuter, C. (2015). A Generic Model of “the” Education System for the Purposes of Making Critical Comparisons of Policy Croatian Journal of Education 17(4): 1131-1158.

Trow, M. (1973). Problems in the Transition from Elite to Mass Higher Education. Carnegie Commission on Higher Education https://files.eric.ed.gov/fulltext/ED091983.pdf

Trow, M. (2007). Reflections on the Transition from Elite to Mass to Universal Access: Forms and Phases of Higher Education in Modern Societies since WWII. In: Forest, J.J.F. & Altbach, P.G. (eds). International Handbook of Higher Education. Springer: International Handbooks of Education, Vol. 18. Dordrecht: Springer: 243-280.

Ulich, R. (1961). The education of nations: A comparison in historical perspective. Boston, MA.: Harvard University Press.

UNESCO. (2011). ISCED: International standard classification of education. Retrieved from http://uis.unesco.org/sites/default/files/documents/international-standardclassification-of-education-isced-2011-en.pdf

UNESCO. (2020). UNESCO statistics. http://data.uis.unesco.org/#.

Wolhuter, C.C. (1997). Classification of National Education Systems: A multivariate approach. Comparative Education Review 41(2): 161- 177.

Wolhuter, C.C. (2008). Review of the Review: constructing the identity of comparative education. Research in Comparative and International Education 3(4): 323 – 344.

Wolhuter, C.C. (2014). Weaknesses of South African education in the mirror image of international educational development. South African Journal of Education 34(2). https://doi.org/10.15700/201412071120

Wolhuter, C.C. (2020). COVID-19: A ray of lighting for Comparative and International Education? Sobodna Pedagogika/Journal of Contemporary Educational Studies. Forthcoming.

Wolhuter, C. & Barbieri, N. (2017). Is the Ideal of Universal Adult Literacy in the World by the Year 2030 Statistically Attainable? Revista Internazionale Scienze Sociali 2017 (1): 87-102.

Wolhuter, C. & Chigisheva, O. (2020). The BRICS Countries Grouping: Promise of a New Thematic and Methodological Research Focus in the Social Sciences and the Humanities. Space and Culture, India, 7(5): 1-13.

Wolhuter, C. & Chigisheva, O. (2020). The Scope of Education in the BRICS Countries as Theme for Comparative and International Education Scholarship. Space and Culture, India, 7(5): 90-102

Wolhuter, C.C. & Wiseman, A.W. (eds). (2019). Comparative and International Education: Survey of an infinite field. Bingham: Emerald.

World Bank (2020). Development Indicators. http://datatopics.worldbank.org/world-development-indicators/themes/poverty-and-inequality.html