Education and the Political: New Theoretical Articulations

International perspectives on education and society, 2016

Some issues in the 1960s and 1970s have passed from the scene, their concerns settled. Others continue unabated. But, new issues have devel-oped, which have allowed an expansion of the field in unprecedented ways. This chapter will review each.

2017

(CU) as a publisher makes no warranty of any kind, either expressed or implied, for information on its CICE Web site or in any issue of CICE, which are provided on an "as is" basis. Teachers College, CU does not assume and hereby disclaim any liability to any party for any loss or damage resulting from the use of information on its CICE Web site or in any issue of CICE.

Canadian Journal of Educational Administration and Policy, 2018

Since leaving international teaching to return to university to pursue a PhD in Education, I have frequently worked with pre-service teachers in BEd courses in my faculty. On occasion, I have observed these teachers in elementary classrooms as they struggled and triumphed in the throes of navigating the complexities of the politics and the elements of culture, race, gender, and socio-economics that influence their teaching and students' learning. I have also helped teachers in different Canadian education programs prepare to teach internationally and have mentored them as they grappled with how to "fit" and "be" teachers in schools within different cultures and education systems. Not surprisingly, many of these teachers leave their BEd programs knowing they could easily collaborate on teams, design rubrics, or implement the newest ministry-mandated best practices for their subject areas. However, I am apprehensive about how well our education programs prepare teachers for the day-today realities of working with diverse student bodies, in complex school environments, and amongst ongoing educational change. My concern is not far from similar arguments by scholars in comparative and international education (CIE), a field that "challenges us to think broadly about the link between local practices and global issues" (p. 2). The purpose of the second edition of Comparative and International Education is to be a resource for preservice and continuing teacher education and graduate education. The editors encourage educators to use comparative education for reflection on social issues of concern in their own classrooms and within local education systems. The book features contributions from many prominent CIE scholars worldwide. Their research features exemplar cases spanning countries in the Americas, Australia, Africa, Asia, Europe, and Middle East. The authors show us that there is much to learn from other approaches to teaching, curriculum, and improvement efforts in a wider global context. The research questions and the global topics that CIE scholars engage with contribute to filling the knowledge gap for educators that I indicated at the beginning of this review. The topics in this book include the child's right to education, alternative schooling, gender, curriculum and pedagogy, school improvement, Indigenous knowledge, multiculturalism, conflict resolution, and global citizenship. At the end of each chapter, authors bring the focus back to teachers themselves by recommending a list of sources for further reading, video resources, and 3-6 reflection/discussion questions. Comparative and International Education begins with a preface outlining the additions to the second edition including: nine authors, two chapters (Chapters 8 and 12) and topics such as teachers' involvement in international education, and diversity and social justice education. Chapter 1, authored by three of the editors Kathy Bickmore, Caroline Manion, and Karen Mundy, serves as an introduction to comparative education and the evolution of the field to becoming CIE. Through a comprehensive, yet succinct historical overview, they articulate the value of CIE as a lens for viewing education systems and the undergirding philosophies. The remaining 12 chapters in the book are organized into three themed sections. The first section is entitled (Re)Forming Schooling: Philosophy, Policy and School Organization.

A Student’s Guide to Education Studies, 2020

This chapter offers an introduction to an area of educational studies often described as international and comparative education. This field of study rests on a long tradition, and the chapter begins by sketching its early origins and examining the ways the discipline has evolved. It moves on to a discussion of its various aims and purposes, and considers the reasons why educational comparisons have become of growing global interest. Finally, the chapter looks at a number of important considerations that sometimes call into question the validity of educational comparisons and what they are claimed to show.

Canadian Journal of Educational Administration and Policy, 2018

2013

(CU) as a publisher makes no warranty of any kind, either expressed or implied, for information on its CICE Web site or in any issue of CICE, which are provided on an "as is" basis. Teachers College, CU does not assume and hereby disclaim any liability to any party for any loss or damage resulting from the use of information on its CICE Web site or in any issue of CICE. The managing editor would also like to thank the Teachers College students who volunteered their time and skills as senior editors and editors of this issue, both those who got to grips with this new task in a new learning environment, bringing welcome fresh eyes, and our more seasoned members whose experience was invaluable. On that note, special thanks go to our previous co-managing editors Samar Farah and Laura Evers who were exceptionally generous with their time and advice.

International Journal of Educational Development, 2012

Comparative Education Review, 1975

This article examines the history and future prospects of comparative and international education with particular reference to the impact of globalisation and Information and Communications Technologies (ICTs). Connections and interactions between comparative educationists and the technologies of printing and electronic communications are examined in a historical context. The global nature of communications in comparative and international education is demonstrated both spatially and historically, using information from all regions of the world. The changing nature of technologies is noted to have broadened the audience for comparative insights. The development of textbooks, journals, conferences, international agencies, the Internet, web-based communications, and professional comparative education societies is related to the themes of communications and globalisation. Zusammenfassung-In diesem Artikel werden die Geschichte und die künftigen Aussichten der vergleichenden und internationalen Bildung untersucht mit besonderem Augenmerk auf den Einfluss von Globalisierung und Informations-und Kommunikationstechnologien. Verbindungen und Interaktionen zwischen vergleichender Erziehung und Print-und Elektronikkommunikation werden in historischem Zusammenhang beleuchtet. Die globale Natur von Kommunikation in vergleichender und internationaler Bildung wird unter Nutzung von Informationen aus allen Weltregionen sowohl räumlich als auch historisch aufgezeigt. Es wird darauf hingedeutet, dass die sich ändernde Art der Technologien das Publikum für komparative Einsichten erweitert hat. Die Entwicklung von Textbüchern, Zeitschriften, Konferenzen, internationalen Agenturen, dem Internet, auf dem Netz basierender Kommunikation und professionellen Bildungsgesellschaften stehen in Bezug zu den Themen Kommunikation und Globalisierung. Résumé-Cet article présente l'historique et les perspectives d'avenir de l'éducation internationale comparée, avec un accent sur les effets de la mondialisation et des technologies d'information et de communication. L'auteur approfondit dans le contexte historique les liens et interactions existant entre l'éducation comparée et les technologies imprimées et électroniques de communication. Il montre le caractère mondial de la communication en éducation internationale comparée tant au niveau spatial que temporel, en s'appuyant sur des données issues de toutes les grandes régions mondiales. Il signale en outre que la nature évolutive des technologies renforce l'intérêt pour les résultats en recherche comparée, et met en rapport la multiplication d'ouvrages, de revues, de conférences, d'organismes internationaux, d'Internet, de la communication via le réseau planétaire et des organisations professionnelles d'éducation comparée avec les thèmes de la communication et de la mondialisation. Resumen-Este trabajo examina la historia y las perspectivas para el futuro de la educación comparativa e internacional, específicamente en cuanto a los impactos de la globalización y de las tecnologías de información y comunicación. En un contexto histórico, estudia las conexiones e interacciones que existen entre la educación com