Front Cover -- Comparative Sciences: Interdisciplinary Approaches -- Copyright page -- Contents -- List of Contributors -- Preface -- An Introduction to Comparing Comparative Methodologies: A Framework for Understanding Pitfalls and Operationalizing Promises -- Comparing Comparative Studies -- Comparative Research and Methods -- Lack of Comparative Reflection -- What Is the Comparative Method? -- The Pitfalls and Promises of Comparison -- References -- Part I: Methodological Considerations in Comparative Sciences -- Quisnam Sum Ego? Crises of Identity in Comparative Education and the Call for a Comparison of Comparative Studies -- Introduction -- Crisis 1 - Comparative Education: A Method, a Field or a Discipline? -- Crisis 2 - What Does 'Comparative' in Comparative Education Signify? -- Crisis 3 - The Minuscule Place of the Comparative Method in Research Methodology in Comparative Education -- Crisis 4 - The Apparent Anomaly of the Dominance of Single Unit Studies in a Field Calling Itself Comparative Studies -- Crisis 5 - The Dearth/Absence of Taxonomies: The Scotoma Right in the Centre of Comparative Education -- Crisis 6 - An Answer to the Feeling that Globalization Renders Comparative Studies Obsolete -- Crisis 7 - Should Comparative Education be Superseded by International Education? -- Crisis 8 - The Purposes and Significance of Comparative Education: A Boundless Façade to an Empty Interior -- Crisis 9 - Pitfalls in Practicing Comparative Education -- Crisis 10 - No Autochthonous Theory -- Conclusion: Prosopognosia of Comparative Education and Ameliorative Potential of Other Comparative Sciences -- References -- The Role of Comparative Pedagogy in Comparative Educational Research -- Introduction -- The Issue of Naming and Translation -- Continental European Conceptualization of Comparative Research in Education.

The Beginnings of Pedagogy -- The Identity of Pedagogy -- The Role of Comparison in Pedagogy -- Anglophone Conceptualizations of Comparative Research in Education -- Conclusion: How Can Comparative Pedagogy Enrich Global Comparative Education Research? -- Notes -- Acknowledgments -- References -- Comparative Analysis: Methodological Optics in the Ideological Context -- Introduction -- Research Case 1 -- Conceptual Framework -- Research Design and Methodology -- Literature Research -- Instruments, Procedure, and Data Analysis -- Results and Discussion -- The First Series -- The Second Series -- Summary of Research Case 1 -- Research Case 2 -- Conceptual Framework -- Research Design and Methodology -- Literature Research -- Instruments, Procedure, and Data Analysis -- Results and Discussion -- The First Series -- The Second Series -- Summary of Research Case 2 -- Conclusion -- Notes -- References -- Appendix -- Early Childhood Teacher Education in Namibia and Canada -- Objective and Context of the Problem -- Conceptual Framework -- Methodological Approach -- Research Questions -- Brief Description of the Research Settings -- Namibia -- Canada -- Data Collection Methods -- Organization of the Data and Data Analysis -- Importance of the Study -- Notes -- References -- Comparative Interpretation Standards in Uniform International Law -- Interpretation Standards in International Law -- Comparative Method -- Uniform International Law - Terminology -- Interpretation -- Sources of Interpretation Rules -- Treaties -- Current Rules and Methods in Uniform International Law -- The First Type - Art. 17 ULIS -- The Second Type - CISG -- The Third Type - Ottawa -- The 1969 VCLT -- Legal Nature of the Sources -- Non-State Uniform Law -- The UPICC -- The UNCITRAL Model Law on International Arbitration (as Revised in 2006).

The Draft Regulation on a Common European Sales Law, CESL -- Comparison of the Interpretation Rules and Methods -- Method -- Example -- Comprehensive Use of Uniform Law - Autonomous Method -- The Desirable Interpretation Standard - A Combination of the Fragments -- The Way Forward -- Notes -- References -- Part II: Empirical Comparative Studies -- Crossing the North-South Divide: A Critical Analysis of Study Abroad Programs to Emerging Nations -- Introduction -- Impacting Emerging Nations and Their Universities -- Chasing "Exotica" -- Do No Harm -- Study Abroad Programs' Potential Negative Impacts on Emerging Nations -- Modes of Inquiry/Data Sources -- Basic Knowledge Acquisition -- Participants' Assessment of Cultural Awareness -- Perspectives on the Quality of Participant Experiences -- Participants' Most Rewarding Experiences -- Participants' Most Challenging Experiences -- Findings: Developing Meaningful Study Abroad Programs in Emerging Nations -- Building Upon Knowledge of Effective Study Abroad Programs in Emerging Nations -- Establishing a More Effective Study Abroad Programs Begins at Home -- Developing Positive, Responsive, and Transformative Learning Experiences in Developing Nations -- In-Country Actions to Create and Maintain Transformational Study Abroad Programs within Emerging Nations -- Equitable Partnerships between North and South Universities -- External Threats to Host Universities -- Strain on Infrastructure -- Distracting Host University Faculty from Primary Academic Responsibilities -- More Potential Stumbling Blocks to Reciprocity and Collaboration -- The Challenges of Building a Consensus Document -- Different Perceptions of "Adequate" Preplanning -- Varying Perspectives on Timeliness and Detailed Planning -- Financial Hurdles -- US Government Grants and Perceived Status Differentiation -- Dueling Accountants.

Concluding Comments -- References -- Higher Education and Social Trust: A European Comparative Perspective -- Introduction -- Trust as an Indicator of Well-Being -- Data, Variables, and Methods -- Data -- Aggregate Levels of Trust -- Statistical Models and Variables -- Results -- Do More Educated People Trust More? -- Does the Effect of HE on the Level of Trust Differ by Country's Level of Trust among People with No HE? -- Does the Type of Democracy Explain Between-Country Differences in Trust among Tertiary Graduates? -- Discussion and Conclusions -- Notes -- Acknowledgments -- References -- APPENDIX -- Democratic School Governance, Leadership and Management: A Case Study of Two Schools in South Africa -- Introduction -- Conceptualizations of Democracy -- Democratic Education -- Methodology for Exploring Stakeholder Views of Democracy -- Findings on the Democratic School -- Decision-Making -- Structures for Voice and Representation -- Respect, Rights and Diversity -- Critical Thinking and Openness -- Gaps and Constraints in Democracy -- Conclusion -- References -- Situational Analysis of Education for International Understanding in Thailand -- Introduction -- Purposes of the Study and Methodology -- Framework of the Study -- Results of the Study -- Integrating EIU-Related Themes in Thai Policy and Curriculum -- State and Problems in Implementing EIU-Related Themes -- Conclusions of the Study -- References -- Family Needs and Female Work: A Comparative Survey of Public Policies and Private Choices on Equal Opportunities -- Work and Competitiveness -- State of Female Work in Italy -- EU Policies on Equal Opportunity and Legislation on Parental Leave in Italy -- Legislation on Parental Leave in Italy -- Solutions: Between Family Support and Welfare Policies -- Notes -- References -- About the Authors -- Index.