Transforming Comparative Education is a personal memoir as well as an intellectual history of one of the most important comparative and international education programs in theUnited States. It is an unusual piece, as it is written by a professor who played a prominent role through 50 years of the program’s existence. The book comprises 12 chapters, most of them organized chronologically by decade from the 1960s to the 2000s, each decade presenting a particular theoretical or analytical contribution made by the Stanford program. (The program evolved from SIDEC to ICE; here I will refer to it as the Stanford program.) For those who were privileged to be in this program, Carnoy’s account is comprehensive and balanced. His narrative builds on extensive quotations of the most important books and articles produced by the program’s faculty. This text is amplified by the authors’ commentaries and Carnoy’s own reflections. Carnoy shows courage as well in revealing the difficulties the program experienced in earlier years due not only to its political stance regarding the Vietnam War but also owing to its critical ideas about national development and how power is implicated in the shape it takes. If anything, perhaps Carnoy should have mentioned more the part students had in mobilizing (successfully) in support of their program and his own faculty position. Excellent contributions to comparative and international education have been made by many academic programs throughout the world. What made the Stanford program flourish was the synergistic access to four social science disciplines in a single program; a core set of courses that exposed all students to the same multidisciplinar y knowledge, thus creating a dynamic intellectual climate; and incredibly inspiring teachers. Over time the Stanford program lost its political science, anthropology, and social psychology components;

中文翻译：

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比较教育中的理论分歧与趋同

《转化比较教育》是美国最重要的比较教育和国际教育项目之一的个人回忆录和思想史。这是一篇不同寻常的作品，因为它是由一位教授在该计划存在的 50 年中发挥了重要作用而撰写的。本书由 12 章组成，其中大部分按照 1960 年代到 2000 年代的年代顺序排列，每个十年都展示了斯坦福计划做出的特定理论或分析贡献。（该计划从 SIDEC 演变为 ICE；在这里我将其称为斯坦福计划。）对于那些有幸参与该计划的人来说，Carnoy 的说明是全面而平衡的。他的叙述建立在对该计划教职员工编写的最重要书籍和文章的广泛引用之上。这篇文章被作者的评论和卡诺伊自己的反思放大了。卡诺在揭露该计划早些年遇到的困难方面也表现出勇气，这不仅是因为它对越南战争的政治立场，还因为它对国家发展的批判性观点以及权力如何影响它所采取的形式。如果有的话，也许 Carnoy 应该更多地提到学生在动员（成功）支持他们的计划和他自己的教职职位时所扮演的角色。世界各地的许多学术项目都为比较教育和国际教育做出了杰出贡献。使斯坦福大学项目蓬勃发展的是在一个项目中协同访问四个社会科学学科。一套核心课程，让所有学生接触相同的多学科知识，从而创造一个充满活力的知识氛围；和令人难以置信的鼓舞人心的老师。随着时间的推移，斯坦福项目失去了政治学、人类学和社会心理学的组成部分；