Browsing by Author "Maarman, R. F."

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    Comparative Education at Universities in Tanzania and in South Africa and the Expectations and Motivations of Students.
    (2009-08) Anangisye, William A. L.; Maarman, R. F.; Wolhuter, C. C.
    In view of the northern hemispheric hegemony in education and in view of contemporary curriculum theory which prescribes an input by students as clients, the authors of two Southern countries, Tanzania and South Africa, surveyed their students’ expectations of a comparative education course, in an attempt to contribute to the establishment of a more meaningful comparative education for the South. The survey revealed startling divergences regarding South African and Tanzanian students’ expectations of comparative education. South African students looked onto comparative education to enlighten the domestic education reform project, and to improve their (students’) teaching strategies. In contrast, the Tanzanian students had a more detached (from their day-today education needs) and purely intellectual view of comparative education, expecting the subjects to contribute to their intellectual moulding and development. The authors relate these differences to contextual differences between South Africa and Tanzania, and conclude that contextual factors should be taken into account when designing comparative education courses.
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    Students’ Expectations of and Motivations for Studying Comparative Education: A comparative Study across Nine Countries in North America, Europe, Asia, Africa and Latin America
    (2011-08) Wolhuter, C. C.; O’Sullivan, M.; Anderson, E.; Wood, L.; Karras, K. G.; Mihova, M.; Torres, A.; Anangisye, William A. L.; Maarman, R. F.; Al-Harthi, Hamood K.; Thongthew, S.
    The aim of this research was to determine what comparative education students expect from comparative education courses. Students from nine countries in North America, Europe, Asia, Africa and Latin America were surveyed. These countries were the United States of America, Ireland, Greece, Bulgaria, Oman, Thailand, Tanzania, South Africa and Cuba. The results showed startling differences regarding students’ perceptions of and motivations for studying comparative education. Their diverse motivations, the study concludes, are linked to contextual factors. In conclusion the implications of these findings for comparative education course curricula, for the conceptualization of the significance of comparative education, and for the comparative education research agenda are highlighted.