Comparative education research framed by neo-institutional theory: a review of diverse approaches and conflicting assumptions |
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| Authors: | Alexander W Wiseman M Fernanda Astiz David P Baker |
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| Institution: | 1. Comparative and International Education Program, College of Education, Lehigh University, Bethlehem, PA, USA;2. School of Education and Human Services, Canisius College, Buffalo, NY, USA;3. Departments of Education Policy Studies and Sociology, Pennsylvania State University, University Park, PA, USA |
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| Abstract: | The rise in globalisation studies in comparative education places neo-institutional theory at the centre of many debates among comparative education researchers. However, uncertainty about how to interpret neo-institutional theory still persists among educational comparativists. With this uncertainty comes misinterpretation of its principles, variations and explanatory power. Two problematic misconceptions prevail: (1) the belief that the ‘world culture’ strand is the only version of neo-institutional theory applicable to comparative education research; and (2) the assumption that the global homogenisation of society, culture and schooling is a goal of researchers applying neo-institutional theory to comparative education phenomena. This article addresses these misconceptions, elucidating neo-institutional theory and its applicability to comparative education research. Our findings suggest that neo-institutional frameworks for comparative education research are useful, but that complementary approaches and methods are also necessary. |
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| Keywords: | comparative education institutional theory globalisation world society isomorphism research methodology |
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