Comparative Education最新文献

{"title":"‘Curui’: weaving climate justice and gender equality into Fijian educational policies and practices","authors":"R. Lagi, Ledua Waqailiti, Kolaia Raisele, Lorena Sanchez Tyson, Charlotte Nussey","doi":"10.1080/03050068.2023.2188370","DOIUrl":"https://doi.org/10.1080/03050068.2023.2188370","url":null,"abstract":"ABSTRACT This paper takes inspiration from the Indigenous Fijian practice of ‘curui’ – weaving or patching together – as a metaphor to explore connections between climate justice, gender equality, and education in Fijian policies and practices. The paper argues that neither gender equality nor education can be ‘silver bullets’ for the huge challenges that the climate crisis raises, particularly for small island developing states (SIDS) such as Fiji that exist at the sharp end of the crisis. The paper contributes close analysis of Fijian national climate change policies and development plans from 2010, identifying the ways in which these policies frame and discuss the connections between climate, gender, and education, and asking whether these policies acknowledge traditional ecological knowledges, and the extent to which they are aligned with notions of justice. It argues that connected approaches to education, centred in Indigenous knowledges and ontologies, have thus far been insufficiently included in Fiji’s policies.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88299698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparative education or epistemological power games for world domination","authors":"Daniel Tröhler","doi":"10.1080/03050068.2023.2185358","DOIUrl":"https://doi.org/10.1080/03050068.2023.2185358","url":null,"abstract":"ABSTRACT\u0000 This article argues that the worlds which comparative education has explored and is exploring are characterised by three main political patterns. The first and oldest is the competitive nation-state as the starting point of the comparison, an educationalised nation-state, one whose relative global strength in economy and military prowess is attributed to the education system. The second pattern, easily visible in the Cold War, is the idea of an almost standardised progression, linked to economic, military and thus geopolitical power. And the contemporary pattern is that this nexus of global potency and education can be broken down into comparative school performance tests (for example in PISA currently) through which reform needs (almost automatically) are formulated at home, and elsewhere. If this analysis and its history – which is illustrated in the following – is even approximately accurate, ‘comparative education’ may need to re-think some of its basic assumptions about itself.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83810509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Colonial legacies and the barriers to educational justice for Indigenous peoples in Taiwan","authors":"Y. Nesterova","doi":"10.1080/03050068.2023.2185355","DOIUrl":"https://doi.org/10.1080/03050068.2023.2185355","url":null,"abstract":"","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74347908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mothers and their daughters’ education: a comparison of global and local aspirations","authors":"A. Khalid","doi":"10.1080/03050068.2023.2186656","DOIUrl":"https://doi.org/10.1080/03050068.2023.2186656","url":null,"abstract":"ABSTRACT Through a comparative analysis of policy texts from UN organisations and scholarly work since the 1990s this paper examines how mothers are portrayed in simplistic terms, as educated thus beneficial for their daughters’ schooling, or deprived of education causing detriment to their daughters’ future prospects. Drawing on semi-structured interviews with mothers from rural Pakistan, these global comparisons are brought into conversation with local narratives showing how mothers’ aspirations facilitate daughters’ educational opportunities. It is argued that mothers’ subjectivities have a potential to inform global policy discourses for investigating the aspirational and transformational potential of mothers in contexts of material and social constraint. The paper proposes an informed approach to educational research and policy making which seeks to understand the processes surrounding mothers’ support for their daughters’ education.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89633405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Humanism and democracy in comparative education","authors":"Maren Elfert","doi":"10.1080/03050068.2023.2185432","DOIUrl":"https://doi.org/10.1080/03050068.2023.2185432","url":null,"abstract":"ABSTRACT This article argues that contemporary education policies promoted by UNESCO and the OECD are embracing two distinct post-humanist visions, which I call the ‘sustainable futures’ and the ‘techno-solutionist’ strand. I will relate these strands to two conflicting agendas of education after World War II: the humanistic-emancipatory perspective represented by UNESCO, and the ‘economics of education’ movement, which was dominant in the OECD. I argue that comparative education scholars would be well advised to draw on the humanistic and democratic traditions of the field in critically analysing the range of promissory visions and master narratives that have emerged recently which carry de-humanising tendencies and represent a challenge to democracy.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90408205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Field-crossing social capital and patronage as cornerstones of the transnational OECD-PISA network infrastructure","authors":"Oliver J. Wieczorek, R. Münch, A. Brand, Silvia Schwanhäuser","doi":"10.1080/03050068.2023.2173916","DOIUrl":"https://doi.org/10.1080/03050068.2023.2173916","url":null,"abstract":"ABSTRACT The OECD is a key player in global education policy advice and part of the edu-business network. This network comprises of companies, philanthropies, consulting agencies and think tanks profiting from educational governance reforms and large-scale testing. This article investigates the structure of the OECD global policy network and its capability to bring together different types of expertise. To map the global policy advisors network, we introduce the concepts of boundary-spanning actors and field-crossing social capital. Using network analysis, we apply these concepts to investigate the embeddedness of the OECD in different social fields and the global field of power. Our findings indicate that the global network of policy advisors coordinates different forms of expertise by installing a system of patronage, consisting of a small number of key players and large numbers of actors that set education reforms in motion. We exemplify this result with McKinsey & Company.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84093290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparative education and comparative classroom observation systems","authors":"J. Luoto","doi":"10.1080/03050068.2023.2173917","DOIUrl":"https://doi.org/10.1080/03050068.2023.2173917","url":null,"abstract":"ABSTRACT Comparative education scholars are often sceptical of teaching effectiveness research that compares ‘teaching quality’ using systematic classroom observation systems across nations. This article investigates how three international observation systems designed for comparative use, and studies that apply them, attend to three concerns intrinsic to the field of academic comparative education—conceptualisations of teaching quality, attention to context, and implications of results. The analysis indicates similar conceptualisations of teaching quality yet divergent assumptions about the teaching-learning relationship across systems, and little focus on the comparability-validity trade-offs. The studies had limited attention to levels of context (classroom, school, and national), and context is seldom used to interpret the results of teaching quality. The implications of all of the studies for research, policy, and practice, especially for policy, are vague. The article concludes with a discussion of how classroom observation research can build on both teaching effectiveness and comparative education perspectives.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72530478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Chinese school teachers’ imaginaries of being intellectuals","authors":"Xi Wang, Ting Wang","doi":"10.1080/03050068.2023.2173924","DOIUrl":"https://doi.org/10.1080/03050068.2023.2173924","url":null,"abstract":"ABSTRACT This article presents an exploratory qualitative study that investigated a group of Chinese school teachers' imaginaries of intellectuals and self-perceived experiences of being an intellectual. The study was informed by the perspectives of critical pedagogy, that is, to transform technician-like teachers to organic, transformative, or society-involved intellectuals with an activist vision and emancipatory commitment. The findings were generated from textual analysis of in-depth interviews. Chinese teachers tended to distance teaching from their imagined intellectual work, which was deemed value-free and prestigious. Additionally, they rarely regarded themselves as critically engaged agents committed to challenging the oppressive structure in education. Their unreflexive acceptance of the intellectual-teacher divide and their depoliticised stance have largely been shaped by the instrumental approach of education, the pleasure-driven cultural industry, and the unique ideological landscape in China.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87162807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Decoloniality, language and literacy: conversations with teacher educators","authors":"I. Liyanage","doi":"10.1080/03050068.2022.2149165","DOIUrl":"https://doi.org/10.1080/03050068.2022.2149165","url":null,"abstract":"on dominant western paradigms, norms, values and beliefs to fit-in and prosper. There is a need to decolonise international higher education as the Zimbabwe case illustrates and argues. Closer insertion may result in deeper forms of extractive neo-colonisation. There have been real and severe costs of international engagement, not least for western technological dependency, which has been exaggerated recently by the COVID-19 pandemic. These costs and risks need a more thorough and critical elucidation and assessment. The status quo that has held sway for a long time has done so for good reasons. A deeper comparative critical reading of what is in the book would pay strong dividends to policymakers seeking to devise their own ways forward, regarding system engagement and alignment via internationalisation. Why does this extensive continued non-engagement with developing deeper internationalisation persist in the developing global south? Is it because of a lack of awareness of possibility, technical inability, lack of political will or is it a deliberate rational choice (a policy of continued delinking?) to avoid perceived risks and the reality of the increasingly high costs of western engagement? Surprisingly the work offers little reference to, or coverage of, the extensive work to further the internationalisation of higher education through expanding online and virtual e-learning practices and what was earlier known as Borderless or Distance Education. There is some mention and discussion of the work of individual institutions which use electronic learning e.g., via the work of, for example, the African Virtual University; the University of South Africa and the Southern African Development Consortium (SADC), but not much. Most noticeable and important, is the fact the book is pre-covid. Hence, there is nothing on the impact and implications of the covid pandemic. Finally, there is little detailed attention to more recent feminist, gender equity, postcolonial or decolonial writing and critique. The under-representation of women is noted, but there is little detailed exposé, discussion or critical analysis of this aspect of internationalisation. A strength of this work is that it provides a clear message – the road to salvation is through better and deeper internationalisation to insert and connect nation-states of the global south, more effectively into the world system. And it provides a baseline from which to work and build the picture. Its weakness is the plethora of what it absents, and its over-dependence on dominant orthodoxies. For, as we know, the road to hell is paved with good intentions.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89926454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding China’s policy responses to Pisa: using a ti and yong framework","authors":"A. Xie, Jiaxin Li, Fengqi Ma","doi":"10.1080/03050068.2022.2157014","DOIUrl":"https://doi.org/10.1080/03050068.2022.2157014","url":null,"abstract":"ABSTRACT The Programme for International Student Assessment has become an important policy tool that has affected educational practices in many countries. Despite some remarkable results in PISA’s global ranking tables from China’s Eastern provinces, China’s distinctive policy response has not been well documented or understood. We systematically examine China’s policy response to PISA using a ti (体, ‘essence’) and yong (用, ‘function’) framework. We argue that what is articulated by PISA has been accepted in China. However, the translation has been complex: the policy responses were very different in the four areas we investigated. We also argue that ti and yong serves as an important framework enabling Chinese policymakers to translate and negotiate the relationship between China and ‘the West’, and between an internal reform agenda and external influences. This analysis provides a basis to re-interpret the impact of PISA comparatively.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78691116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}