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It is argued that the core issue considered is equivalence- how can valid comparisons be made in cross-national research when so many terms and concepts differ in their meanings from country to country. This is seen as the central theoretical and methodological question raised by cross-societal comparisons. Warwick and Osherson (1973) identify four equivalence-related problems, whichever research method is used: conceptual equivalence; equivalence of measurement; linguistic equivalence; and sampling. The work mainly addresses the issue of linguistic equivalence and translation as an aspect of conceptual equivalence. Arguing that language and culture are tightly interwoven, the author cautions against an overly mechanical view of translation.

Furthermore, the work is concerned with the potential contribution that qualitative research can make to comparative studies across countries. Reviewing some of the arguments of the ‘quantitative-qualitative’ methodology debate and drawing on recent ESRC funded cross-national studies in the field of mathematics education in England, France and Germany, it is claimed that the advantage of qualitative studies lies in their in-built potential for establishing conceptual equivalence by their underpinning epistemology which has implications for the conduct of the research and the strategies used.

References

Pepin, B. (2000) ‘Reconceptualising comparative education: the case of international studies in mathematics education’, Pedagogy, Culture and Society, 8 (3).
Pepin, B. (2002) ‘Methodological issues of cross-national comparisons: efforts to establish equivalence in a cross-national study of mathematics teachers’ work in England, France and Germany’ in Fries, A., Rosenmund, M. and Heller, W. (eds) Comparing Curriculum Making Processes (in the series “Explorations”), Zurich: Peter Lang.
·Pepin, B. (2004) ‘Comparing notions of social justice in education across borders and cultures- Some methodological considerations’, in Moreno Herrera, L. and Francia, G (eds) Educational Policies – Implications for equity, equality and equivalence, Oerebro University: Reports from the Department of Education (1).