ABSTRACT
In focusing especially on developments in the post-World War II era, Chapter 3 explores and outlines the socio-historical background of the development of QAE policies in the three countries. We begin with country-specific case-by-case chronological narratives extending to the present. As the chapter illustrates, the socio-political situations and place of education within the larger context of politics and governance have followed very different developmental paths in Brazil, China, and Russia. However, towards the end of the twentieth century, certain contingent developments in each country converged to shape a shared interest in QAE. Our analysis concludes with an integrative summary in which similarities and differences in the developmental paths leading towards this shared interest are explored. The chapter concludes with insights into the countries’ apparent increasing engagement with the international community and each other, especially in matters related to education, suggesting possible future research avenues.
