Border Crossings: Towards a comparative pedagogy

Abstract

This article uses the Comparative Education millennium special issue and the author's recently published five-nation comparative study of primary education to argue the case for a new comparative pedagogy. Pedagogy is defined as both the act of teaching and the discourse in which it is embedded. The comparative analysis of pedagogy requires that we have a viable framework for the empirical study of classroom transactions and that we locate these transactions historically and culturally at the levels of classroom, school and system. The postulated analytical framework maps the key elements in the act of teaching and links them with the processes of curriculum transformation from state to classroom. Comparative pedagogy reveals, alongside each country's unique mix of values, ideas and practices, powerful continuities in these which transcend time and space. In so doing, it helps us to pinpoint those universals in teaching and learning to which, in any context, we need most closely to attend if we are to improve the quality of education.