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distinction Masters student at the University of Hong Kong, who then proceeded to her doctoral studies under the supervision of Mark Bray and myself. Her d- toral research field is closely linked to the subject of this book. The book also benefits greatly from the distinguished authorship of the - dividual chapters. The section on the WCCES itself has been written by former Presidents, some of whom have also had links with the University of Hong Kong either as visitors or, in one case (Anne Hickling-Hudson), as a Commonwealth Scholar. Most of the chapters on the individual societies have been written by Past Presidents of those societies, all distinguished figures in the field th- selves. The book shows that it is possible to talk of a global field of comparative education, of which one manifestation is the WCCES itself. At the same time, the emphases of the field are very different in, say, China, South Africa and France. These are among the factors that make the field so interesting and p- ductive. CERC is proud to make its own contribution to the field in multiple ways, including through the publication of this book. Mark Mason Editor CERC Studies in Comparative Education Series Director Comparative Education Research Centre The University of Hong Kong Introduction Mark BRAY, Maria MANZON & Vandra MASEMANN
List of contents
The World Council of Comparative Education Societies (WCCES).- The World Council from 1970 to 1979.- The World Council at the Turn of the Turbulent 80s.- From Würzburg to Rio: 1983-1987.- The Long Road to Montreal and Beyond: 1987-1991.- Turmoil and Progress: 1991-1996.- From Sydney to Cape Town to Chungbuk: 1996-2001.- Improving Transnational Networking for Social Justice: 2001-2004.- Expanding the Coverage and Hearing More Voices: 2004-2007.- WCCES Member Societies.- The Comparative and International Education Society (CIES).- The Comparative Education Society in Europe (CESE).- The Japan Comparative Education Society (JCES).- The Section for International and Intercultural Comparative Education in the German Society for Education (SIIVEDGE).- The British Association for International and Comparative Education (BAICE).- The Comparative and International Education Society of Canada (CIESC).- The Korean Comparative Education Society (KCES).- The Francophone Association for Comparative Education (AFEC).- The Australian and New Zealand Comparative and International Education Society (ANZCIES).- The Dutch-speaking Society for Comparative Education (NGVO).- The Spanish Comparative Education Society (SEEC).- The Chinese Comparative Education Society (CCES).- The Brazilian Comparative Education Society (SBEC).- The Comparative Education Society of Hong Kong (CESHK).- The Comparative Education Section of the Czech Pedagogical Society (CES-CPS).- The Bulgarian Comparative Education Society (BCES).- The Polish Comparative Education Society (PCES).- The Southern African Comparative and History of Education Society (SACHES).- The Greek Comparative Education Society (GCES).- The Russian Council of Comparative Education (RCCE).- The Comparative Education Society of Asia (CESA).-Completing the Family Picture.- Lessons from the Histories.- Comparing the Comparers: Patterns, Themes and Interpretations.
Summary
distinction Masters student at the University of Hong Kong, who then proceeded to her doctoral studies under the supervision of Mark Bray and myself. Her d- toral research field is closely linked to the subject of this book. The book also benefits greatly from the distinguished authorship of the - dividual chapters. The section on the WCCES itself has been written by former Presidents, some of whom have also had links with the University of Hong Kong either as visitors or, in one case (Anne Hickling-Hudson), as a Commonwealth Scholar. Most of the chapters on the individual societies have been written by Past Presidents of those societies, all distinguished figures in the field th- selves. The book shows that it is possible to talk of a global field of comparative education, of which one manifestation is the WCCES itself. At the same time, the emphases of the field are very different in, say, China, South Africa and France. These are among the factors that make the field so interesting and p- ductive. CERC is proud to make its own contribution to the field in multiple ways, including through the publication of this book. Mark Mason Editor CERC Studies in Comparative Education Series Director Comparative Education Research Centre The University of Hong Kong Introduction Mark BRAY, Maria MANZON & Vandra MASEMANN
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From the reviews:
"The book is drawn from the many interests and goals (common interests, uncommon goals) that various persons and also societies held to be important. … For those interested in the development of comparative education this book is a must read. … For the research to be valid and reliable, certain standards of research should be observed." (T. Neville Postlethwaite, International Review of Education, Vol. 55, 2009)
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From the reviews:
"The book is drawn from the many interests and goals (common interests, uncommon goals) that various persons and also societies held to be important. ... For those interested in the development of comparative education this book is a must read. ... For the research to be valid and reliable, certain standards of research should be observed." (T. Neville Postlethwaite, International Review of Education, Vol. 55, 2009)
