Preface to the Third Edition vii
Preface vii PREFACE TO THE THIRD EDITION The imprint this volume has made since its first publication in 2000 has been remarkable. In addition to being extensively reviewed in the major comparative education journals,1 it has been used as a key textbook in a number of comparative education programs in universities around the world. Moreover, the wide international response to the volume is testified by several translations. A slightly modified Spanish edition came out even prior to the volume's second revised edition published in 2003.2 A Mandarin translation in traditional Chinese characters was published in Taiwan in 20053 while a distinct translation into modern Chinese based on the simplified Chinese characters in use in mainland China is in preparation for publication at the end of 2008 or the beginning of 2009.4 What explains this favorable response to the volume? One might maintain it is the theoretical substance of the essays which the volume brings together that accounts for the interest for the volume that continues to this day. This may hold true in a twofold respect. First, each of the essays included in the volume represents a major theoretical position, current, or research approach which has been developed for the field of comparative education or has emerged in close interaction with comparative social and educational inquiry in general. Second, nearly all of these positions and approaches in the volume have incessantly demonstrated their fruitfulness in generating comparative studies and engendering prolific publication. In this respect, the volume, while 1....
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