Since the transition from industrial society to a knowledge-based society, the source of national competitiveness is also changing. In this context, lifelong education has become a new competitive strategy for countries. This study broadly consists of three steps. Step I
iPhone and Android technology only became available in Korea in 2010, yet today, nearly every student in Korea’s top university carries either an iPhone or Android enabled phone. Students are plugged in and communicating constantly. One Lifelong Learning class1 investigated
Can education problems in poor countries be successfully addressed using knowledge economics? The old development model posits that poor countries must follow the rout e of richer countries, progressing up a scale of development. But, an emerging theory of development
Globally linked virtual organizations (VOs) hold the promise of successfully tackling complex problems and designs that lead social, industrial and technological innovation. Yet these cross-cultural virtual organizations (CCVOs) appear to be hampered by problems of communication, conflict and productivity. One
While collective intelligence systems become ubiquitous for learning in knowledge industries, civic life and personal lives, they have yet to be embraced into formal schooling systems. Still, learning, knowledge and assessment protocols adhere, in large part, to the educational system’s
As an ‘international’ student of comparative education, I entered the field of comparative international education, bringing with me a very different academic tradition and cultural history. There was a reason I had come into the fi eld with my own
This article assumes that desire, like fear, is an inescapable human condition; both are conditions that construct us as subjects of social relationships, and are capable of being embedded in discourse, episteme and institutions. This article is framed around three
Re-Imagining Comparative Education presents a re-imagining of the field of comparative education, and its responses to contemporary social theory. The essays included seek to substantively open up new avenues of theorizing and research by exploring the application of post-foundational theoretical
Detailed discourse analysis is presented for two articles that suggest that postmodernism has little to offer comparative education and should be resisted. The two texts, focusing on postmodernism as the antithesis of comparative education and on the “lost promise” of