Comparative Education最新文献

{"title":"The OECD’s influence on national higher education policies: internationalisation in Israel and South Korea","authors":"Annette Bamberger, Min Ji Kim","doi":"10.1080/03050068.2022.2147635","DOIUrl":"https://doi.org/10.1080/03050068.2022.2147635","url":null,"abstract":"ABSTRACT An extensive literature has explored the influence of the OECD on school education policies globally, while their influence on higher education policies has been underexamined. This article addresses that void by analysing the internationalisation of higher education in Israel and South Korea. We suggest that joining the OECD provided political legitimacy for both countries and that the OECD comparative metrics and guidelines were crucial in generating anxieties about their underperformance in the global market for international students. These metrics served as benchmarks for internationalisation policies and shaped the foci, aims and definitions of success (i.e. parity with OECD averages). The desire to compete spurred cross-national policy referencing and borrowing, initially with little adaptation resulting in a form of ‘prefabricated internationalisation’. Over time, the (im)balance between global aspiration and local realities resulted in localisation. We argue that policy isomorphism is overstated, and call for the recognition of complexity in the convergence debate.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74434219","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":"'It's no problem!': perspectives on inclusion, parenting girls and education","authors":"A. Mills","doi":"10.1080/03050068.2022.2147632","DOIUrl":"https://doi.org/10.1080/03050068.2022.2147632","url":null,"abstract":"ABSTRACT This article explores a number of themes concerning the way in which education discourses position, problematise and respond to pregnant and parenting girls. Much of the literature centres on a discourse which celebrates a certain type of parenting girl, who returns to school thanks to determination and a silencing of other identities. This idea resonates with concepts expressed by policy-makers within Kenya around gendered social norms and gender roles. Together, these enmesh to perpetuate ideologies which marginalise parenting girls who cannot conform to the redemptive narrative. In contrast, qualitative data identified girls’ concerns and solutions to be heterogenous, dynamic, relational and centred upon gendered notions of resilience and agency. The article proposes that listening to pregnant and parenting girls, including those out of school and those who express disinterest in school, is the only way to challenge deficit-based interpretations and create space for approaches which allow parenting girls to thrive.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88233186","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":"Platforms, profits and PISA for schools: new actors, by-passes and topological spaces in global educational governance","authors":"S. Lewis, B. Lingard","doi":"10.1080/03050068.2022.2145006","DOIUrl":"https://doi.org/10.1080/03050068.2022.2145006","url":null,"abstract":"ABSTRACT This paper focuses on the Organisation for Economic Cooperation and Development’s (OECD) PISA for Schools assessment. Our first substantive focus is a descriptive and analytical account of changes and developments in the functioning of this ground-breaking assessment since its creation in 2012. These changes include an expansion of the number and diversity of participating schools and countries, the introduction of a ‘user-pays’ model, the enhanced role of edtech firms and an explicit capacity-building focus, which we argue helps to strengthen an instrument constituency for the broader OECD testing regime. The second focus of the paper is the impact of PISA for Schools on changing modes of educational governance, situated against emerging spatialities of globalisation. Here, we provide an analysis using the concept of ‘by-passes’, which we elaborate as spatial, governance and systemic, to understand the new topological spatialities of globalisation and the global governance effects of these specific by-passes.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91321762","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":"Happiness, politics and education reform in South Korea: building ‘happy human capital’ for the future","authors":"M. Kim","doi":"10.1080/03050068.2022.2147633","DOIUrl":"https://doi.org/10.1080/03050068.2022.2147633","url":null,"abstract":"ABSTRACT There has been a growing tendency to use humanistic and utopian goals in the naming and framing of education policies. The case of the Happiness Education Policy (HEP) in South Korea is illustrative and demonstrates the potential of such framing, combined with references to external authorities, to neutralise domestic opposition and generate support from diverse national stakeholders. The HEP focuses on nurturing ‘happy human capital’ for the future through education initiatives such as the Free Semester/Year Initiative, character education, STEAM-based curriculum, and software education. Through an analysis of a corpus of policy documents and press releases, this article demonstrates how happiness, as a floating signifier, has been redefined in ways that align and support the different sociotechnical imaginaries envisioned by political regimes over the past decade which depart from its humanistic focus.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86995906","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":"In response to Acker: black and African feminist theories on gender and education","authors":"Monique Kwachou","doi":"10.1080/03050068.2022.2147634","DOIUrl":"https://doi.org/10.1080/03050068.2022.2147634","url":null,"abstract":"ABSTRACT A 1987 paper by Sandra Acker remains a seminal academic contribution that identified and discussed the differences between three feminist schools of thought and their application to research and practice in education. Her analysis identified three Western feminist approaches- Liberal, Socialist and Radical and omits mention of Western Black feminist thought and any anti-imperial/indigenous feminist scholarship relevant to education. This article responds to Acker’s analysis presenting some of the work she omitted. Drawing on Black and African-feminist thought, the discussion distils some of their insights about gender issues in schools and considers some consequences for the scholarly field of gender, education and development of a canon based on a narrow range of feminist thought","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78931314","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":"A technology of global governance or the path to gender equality? Reflections on the role of indicators and targets for girls’ education","authors":"R. Vaughan, H. Longlands","doi":"10.1080/03050068.2022.2145774","DOIUrl":"https://doi.org/10.1080/03050068.2022.2145774","url":null,"abstract":"ABSTRACT Since 2000, girls’ education has been an increasingly high-profile concern in international development policy. At the same time, there has been a trend towards the greater production and reliance on quantitative data, indicators and targets in national and international education policy. Scholars have raised concerns about the rise of ‘performance-based’ approaches to accountability in education, and potential counterproductive effects of this for social justice and equality. However, few studies have explored how this trend plays out in practice within international organisations, particularly in relation to the heightened focus on girls’ education. This paper explores the implications of the increasing reliance on quantitative measures for policy actors and draws on a set of interviews with key stakeholders working in organisations concerned with gender and education to explore their divergent understandings of accountability processes. The paper concludes by reflecting on the prospects for a transformative approach to measuring gender equality and girls’ education.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88996576","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":"The Bloomsbury handbook of the internationalization of higher education in the global south","authors":"C. Yates","doi":"10.1080/03050068.2022.2149164","DOIUrl":"https://doi.org/10.1080/03050068.2022.2149164","url":null,"abstract":"","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79395904","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":"Using photovoice to enhance young women’s participation in addressing gender-based violence in higher education","authors":"R. Moletsane","doi":"10.1080/03050068.2022.2146394","DOIUrl":"https://doi.org/10.1080/03050068.2022.2146394","url":null,"abstract":"ABSTRACT Literature on gendered violence in education suggests that the perspectives of those most affected must inform knowledge generation and interventions. However, research with these populations is fraught with methodological and ethical challenges. This article reflects on photovoice as a method which privileges participants' perspectives. Drawing on a study of gendered violence on a university campus in South Africa, findings suggest gendered violence on campus is fuelled by and intersects with gender inequalities associated with space, social class, and gender identity. Gender violence limits the victim's ability to respond or seek health and justice services, with potentially dire consequences for continued participation and success in education. The article illustrates how photovoice enabled participants to identify critical issues and imagine strategies for change. This has implications for facilitating research that draws insights from marginal groups, such as girls and young women, enabling their activism in highlighting and addressing the challenges they encounter.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84595167","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":"Learning to lead for transformation: an African perspective on educational leadership","authors":"J. Nixon","doi":"10.1080/03050068.2022.2149167","DOIUrl":"https://doi.org/10.1080/03050068.2022.2149167","url":null,"abstract":"This innovative book introduces historical key theories, themes, and concepts of infancy and their care. In understanding infant care from the past, readers are invited to explore how events, approaches, traditions, studies and stories have shaped modern day practice. It contributes to early childhood education and care discourses, with an emphasis on care making it timely for both educators and practitioners. Accessible and informative, including extended reflective thinking and reflective questions for practitioners to contextualize topics with contemporary practice, this book is your essential guide to understanding the historical influences that have shaped infant care today. This book shows how effective pedagogical leadership can create the right conditions for quality ECE provision, to increase motivation and engagement among staff and impact positively on staff recruitment and retention. Written by a team of international experts based in Australia, Azerbaijan, Estonia, Greece, Finland, Norway, Sweden, the UK and the USA this is the first book to study pedagogical leadership in-depth and through an international lens. The chapter address questions including 'what is pedagogic leadership?', 'what does it look like?' and 'what impact can pedagogic leadership have on the everyday work of nurseries and other ECE providers?'. A must-have guide for both primary and secondary teachers looking to transform student outcomes through an evidence-informed approach. Jade Pearce summarises 20 key research papers that every teacher needs to know, shares teaching and learning strategies that have a demonstrable impact in the classroom, and explains how to disseminate this information across departments and schools. Complete with practical guidance, key takeaways, case studies and examples across a variety of phases and subjects, this book is essential reading for teachers, research leads, heads of department, and teaching and learning leads. takes an international and inclusive approach, exploring learning and educational leadership from different cultural and theoretical perspectives, from Habermas’ theory of cognitive interests to Freire’s approach to education and Ngara's decolonized epistemology and Ubuntu-based developmental approach. Ngara uses the African tradition of storytelling as well as engaging exercises. Each topic is introduced with a “tuning in exercise” and the reader is guided to reflect on their experiences and understanding throughout the book with discussion points and activities. The book is supported by a companion additional resources, including lecturer presentations. This book traces the notion of care and civic values in education that are largely devalued today by neoliberal economic concerns. Through a discussion of educators and philosophers including Arendt, Foucault, Guattari, Patocka, Simondon, Stengers and Whitehead Atkinson explores the ‘gift of otherness’ in relation to an ethico-politics of pedagogic practice and lear","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75022591","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":"Implementing educational reform—cases and challenges","authors":"Yi Liu","doi":"10.1080/03050068.2022.2149166","DOIUrl":"https://doi.org/10.1080/03050068.2022.2149166","url":null,"abstract":"as a philosophy is captured in the Zulu/Xhosa saying Umuntu ngumentu ngabantu “A person is a person through other people”... In other words, I am what I am through the humanity of others’ (p. 60). Ngara’s philosophy of – and approach to – educational leadership is grounded in this notion of ‘I am what I am through the humanity of others’. From this perspective, leadership is not an honour gained through the conferment of a particular leadership role, but an achievement earned – in whatever assigned institutional, professional, or societal role one fulfils – through the practice of certain virtues: namely, generosity, hospitality, compassion, caring and sharing. These are the virtuous dispositions that shape true leadership. One of the central chapters of the book translates the notion of Ubantu into the idea of ‘servant leadership’. Some of the characteristics of ‘a servant leader’, suggests Ngara, are that ‘[s]ervant leadership comes first and leadership second’; that ‘servant leadership comes from the heart’ and that there should be consistency between what leaders do in private and what they proclaim in public; that ‘[t]he servant leader recognizes human potential and acts to bring out the best in people’; that [t]he servant leader seeks to empower other leaders and other people, not to control them’; and that the servant leader ‘is not only accountable to the present generation but also to past generations and, more importantly, to future generations’ (pp. 81–82). In the final chapter Ngara outlines the challenges facing African academics and educational leaders. These include the twin dangers of what he terms ‘colonizerlity’ (‘The colonizer has a predetermined attitude about the humanness, culture and mental capabilities of the colonized people which tends to express itself in the form of racism’ p. 202) and ‘nationalistic populism’ (‘This is the overvaluing of “the golden past” and turning a blind eye to the negative aspects of traditional culture’ p. 203). The colonial legacy has to be felt and understood in both the racist heritage of the coloniser and the attempts by the formerly colonised to forge a radically new and liberated heritage. The book ends with an appendix devoted to ‘reflection exercises for students and interested practitioners. These are helpful for any reader whomay wish to reflect further on the significance and implications of the book’s arguments but are particularly useful as a pedagogical resource within academic development and postgraduate teaching contexts. For comparativists, this is a book that affirms the importance of understanding across cultural and professional boundaries and that provides important insights into African perspectives on educational leadership.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78107047","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}