COMPARATIVE EDUCATION, GLOBAL CITIZENSHIP, POSTMODERNISM AND THE ROLE OF SCHOOL IN THE 21ST CENTURY

In this paper we argue that, researchers of Comparative Education normally analyse educational practices, curricula, reforms and educational policies, while appearing to be less interested in the ways and means school has to mould citizens, the role of new values promoted via school and how these new values emerge and are projected within the school environment. In this context, Comparative Education could become more humanistic, in turning its attention to the ways and processes by which contemporary citizens are moulded. This could be achieved by studying both educational and social relations, human relations and moral dilemmas posed in the field of knowledge. It could also examine the priority of knowledge and the relativity of values that appear to dominate and mould contemporary citizens. This debate relates to the hierarchy of values and cultural pluralism, as well as to the interpretation of socio-political practices in their wider context.