1977 fixed typology of social change paradigms and educational reform assumptions¶

Element · All elements
Evidence · no claims cited

Description¶

Figure 2 reproduces the author's 1977 Comparative Education Review typology, which the paper describes as "A fixed typology presentinga phenomological comparison of how the international literature may be seen to construct national educational and social change/.reform." It arrays paradigms — evolutionary, neo-evolutionary, structural-equilibrium, systems, Marxian, neo-Marxian conflict, cultural revitalization, anarchistic utopian — against linked assumptions about preconditions, rationales, scope and process, and outcomes of educational change. The paper reports it portrayed "how some 320 international texts constructed multiple educational reform realities."

Design Implications¶

Context¶

Requirements¶

• Serves as a comparative-education analytic tool for typing reform theories

Constraints¶

• The paper characterizes it as fixed and static, in contrast to the later open heterotopic mapping of Figure 3

Target Learners¶

• comparative education scholars

Target Learning Goals¶

• typing theories of social and educational change

Claims¶

Related Elements¶

Examples¶

• Five-step discourse mapping procedure for representing a contested knowledge debate

Key Sources¶

• Paulston, Rolland G. (1999). Comparative Education After Postmodernity: Occasional Paper Series. https://eric.ed.gov/?id=ED430912