发布求助
文献互助 智能选刊 最新文献

Comparative Education Review最新文献

筛选
英文 中文
Black Liberation and Political Education: The Valorizing of Afro-Ecuadorian Thought 黑人解放与政治教育:非裔厄瓜多尔人思想的升华
IF 1.8 4区 教育学
Comparative Education Review Pub Date : 2023-01-05 DOI: 10.1086/722032
D. Chevannes, Josué López
{"title":"Black Liberation and Political Education: The Valorizing of Afro-Ecuadorian Thought","authors":"D. Chevannes, Josué López","doi":"10.1086/722032","DOIUrl":"https://doi.org/10.1086/722032","url":null,"abstract":"Moving beyond the nominal recognition of Black lives toward a struggle for Black liberation raises several challenges, one of which is the critical role of political education. For this reason, this article explores Euromodernity’s constructions and sustenance of apolitical educational arrangements that constrain political speech fundamental to a democratic education. It argues, among other things, that the primacy of capitalist logics in education forecloses salient political questions and the role of racism in sustaining the relationship between exploitative capitalism and schooling. The essay critically examines the unthinking subject as a product of miseducation, and as such, miseducation becomes fundamentally antipolitical and serves as a form of dehumanization. This means repoliticizing education for racial liberation mandates centering Black valuation in educational arrangements. In applied terms, the article offers an examination of participatory action research as an approach to the repoliticization of education.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"32 1","pages":"S46 - S65"},"PeriodicalIF":1.8,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60727861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Educational Gradient in Occupational Attainment: Does the Stratification of Education Systems Really Matter? 职业成就的教育梯度:教育系统的分层真的重要吗?
IF 1.8 4区 教育学
Comparative Education Review Pub Date : 2023-01-04 DOI: 10.1086/722957
Claudia Traini
{"title":"Educational Gradient in Occupational Attainment: Does the Stratification of Education Systems Really Matter?","authors":"Claudia Traini","doi":"10.1086/722957","DOIUrl":"https://doi.org/10.1086/722957","url":null,"abstract":"Education is one of the most important determinants of occupational attainment, and country-comparative scholars have increasingly focused their attention on the stratification of education systems, that is, the extent to which students are differentiated into different groups for instructional purposes. This article introduces a new microlevel risk ignored by previous theories, that is, the risk of productivity loss. I argue that the criterion guiding the first selection into different schools or curricula within a school reduces skill heterogeneity and employers’ risk of productivity loss, strengthening the link between education and occupation. Data of the European Social Survey are complemented with new indicators of education systems’ characteristics coming from an expert survey that involved more than 200 experts in 34 OECD countries. Findings show that as the first selection is increasingly based on students’ ability, the educational gradient in occupational attainment increases for those respondents who achieved an academic upper-secondary degree.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"123 - 146"},"PeriodicalIF":1.8,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43177304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Education, Racial Justice, and the Limits of Inclusion in Settler Colonial Australia 澳大利亚殖民地移民的教育、种族正义与包容的局限
IF 1.8 4区 教育学
Comparative Education Review Pub Date : 2022-12-23 DOI: 10.1086/722158
Sophie Rudolph, Archie Thomas
{"title":"Education, Racial Justice, and the Limits of Inclusion in Settler Colonial Australia","authors":"Sophie Rudolph, Archie Thomas","doi":"10.1086/722158","DOIUrl":"https://doi.org/10.1086/722158","url":null,"abstract":"Education both actively excludes (through suspensions and expulsions) and tries to include (through inclusion policies, programs, and pathways). Students who experience both exclusion and attempts at inclusion tend to be racialized Black, Brown, and/or Indigenous; identify as queer or trans; be experiencing poverty; and/or be living with a disability. These are also the young people who tend to experience incarceration in settler colonial states. In this article we draw on and develop the metaphor of the “school-to-prison pipeline,” which originated in the United States, to examine the contours and tensions of educational exclusion in Australia. In doing this we map a range of “modes of exclusion” that we illustrate are based on the interconnected racial logics of settler colonialism and racial capitalism. We propose a new research agenda for understanding the links between racial domination, criminality, carcerality, and educational exclusion in settler colonial contexts that seeks to go beyond normative models of inclusion.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"S110 - S128"},"PeriodicalIF":1.8,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49555858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Learning from the Movement for Black Lives: Horizons of Racial Justice for Comparative and International Education 从黑人生活运动中学习:比较和国际教育的种族正义视野
IF 1.8 4区 教育学
Comparative Education Review Pub Date : 2022-12-22 DOI: 10.1086/722487
Krystal Strong, Sharon Walker, Derron Wallace, A. Sriprakash, L. Tikly, C. Soudien
{"title":"Learning from the Movement for Black Lives: Horizons of Racial Justice for Comparative and International Education","authors":"Krystal Strong, Sharon Walker, Derron Wallace, A. Sriprakash, L. Tikly, C. Soudien","doi":"10.1086/722487","DOIUrl":"https://doi.org/10.1086/722487","url":null,"abstract":"This opening editorial for the special issue “Black Lives Matter and Global Struggles for Racial Justice in Education” engages with the theory and praxis of Black Lives Matter (BLM). One cannot fully understand the powerful intellectual and political work of BLM without considering the macro-level structural forces of state violence, racial capitalism, and anti-Blackness that BLM boldly challenges. To this end, the editorial first outlines the origins of the Movement for Black Lives and the genealogy of Black resistance that informs it. We then interrogate the global legacies of state violence that BLM confronts and the foundational systems of anti-Blackness and racial capitalism that sustain structural inequalities in schools and society. Finally, we return to BLM’s charge to forge abolitionist horizons within and beyond the Global North in order to set out implications for the field of comparative and international education and global struggles for racial justice in education.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"S1 - S24"},"PeriodicalIF":1.8,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41761276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Researching Teacher Well-Being in Protracted Crises: A Multiscalar Cultural Political Economy Perspective 长期危机中的教师幸福感研究:一个多尺度的文化政治经济学视角
IF 1.8 4区 教育学
Comparative Education Review Pub Date : 2022-12-20 DOI: 10.1086/722815
C. Brandt, Mieke T. A. Lopes Cardozo
{"title":"Researching Teacher Well-Being in Protracted Crises: A Multiscalar Cultural Political Economy Perspective","authors":"C. Brandt, Mieke T. A. Lopes Cardozo","doi":"10.1086/722815","DOIUrl":"https://doi.org/10.1086/722815","url":null,"abstract":"Research on teacher well-being that works from a localized socioeconomic perspective tends to neglect the nestedness of teacher well-being within wider systems. Randomized controlled trials are illustrative of such decontextualized ontological and epistemological foundations. In this article, we demonstrate the benefits of a system dynamics cultural political economy–informed analysis for research on teacher well-being in protracted crises. Zooming into teacher contract and salary policies in the Democratic Republic of Congo, we compare our largely qualitative research with two randomized controlled trials. Our article yields two insights for future systemic analyses of teacher well-being in protracted crises. First, such research necessitates a methodological design that captures the multiscalar systems in which teacher well-being is embedded. Second, such research requires an exploration of cultural, political, and economic dynamics that affect teachers and establish boundaries for teacher well-being.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"167 - 187"},"PeriodicalIF":1.8,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48667035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“We Think We’re Far from Conflict, but That’s Not True”: Peace Building and Remembrance through Memory Sites in Colombia “我们认为我们远离冲突，但事实并非如此”：通过哥伦比亚的记忆遗址建设和平与纪念
IF 1.8 4区 教育学
Comparative Education Review Pub Date : 2022-12-20 DOI: 10.1086/722801
Paula Mantilla-Blanco
{"title":"“We Think We’re Far from Conflict, but That’s Not True”: Peace Building and Remembrance through Memory Sites in Colombia","authors":"Paula Mantilla-Blanco","doi":"10.1086/722801","DOIUrl":"https://doi.org/10.1086/722801","url":null,"abstract":"Although memory sites and formal schooling both serve as battlegrounds for postconflict disputes over memory, there is a dearth of research that examines the connection between the two. This article draws on the case of Colombia to explore the use of memory sites, such as museums and memorials, as pedagogical tools in education for peace building. Through observations of school visits to the Centro de Memoria, Paz y Reconciliación (Center for Memory, Peace, and Reconciliation) and interviews with students, I highlight the potential that memory sites have for establishing a sense of closeness in students’ understanding of conflict. I conceptualize closeness across three axes: familiarity, temporality, and spatiality. In bringing students closer to the history of the armed conflict, memory sites hold the potential to transmit a sense of responsibility toward peace building. This research adds to our understanding of the construction, transmission, and contestation of collective memories of violence.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"78 - 99"},"PeriodicalIF":1.8,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42642832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Hegemony and Inequality in Global Science: Problems of the Center-Periphery Model 全球科学中的霸权与不平等：中心-外围模型问题
IF 1.8 4区 教育学
Comparative Education Review Pub Date : 2022-12-20 DOI: 10.1086/722760
S. Marginson, Xin Xu
{"title":"Hegemony and Inequality in Global Science: Problems of the Center-Periphery Model","authors":"S. Marginson, Xin Xu","doi":"10.1086/722760","DOIUrl":"https://doi.org/10.1086/722760","url":null,"abstract":"The autonomous global system of science, grounded in collegial networks of scientists, publishing, and cross-border papers, is expanding rapidly and spreading to a growing number of countries. Strong national science systems have emerged outside Euro-America. Yet the multipolarization of economic capacity and scientific output plays out within a continuing Euro-American science world regulated by an inside/outside binary. Global science remains primarily Anglo-American in language, leading institutions, disciplinary and publishing regimes, agendas, and topics. Non-English and endogenous knowledges are excluded. The article critiques the world-systems theory interpretation of relations of power in science. The determinist center-periphery model fails to grasp the growth and pluralization of global science and its relation with national science systems. It normalizes the Eurocentrism it opposes, radically underestimating agency outside the “center” countries. The article argues for a more ontologically open theorization of global power in science, in terms of cultural hegemony, and for an ecology-of-knowledges approach.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"31 - 52"},"PeriodicalIF":1.8,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47607655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 11
:Marcher sur l’eau :在水上行走
IF 1.8 4区 教育学
Comparative Education Review Pub Date : 2022-11-01 DOI: 10.1086/722254
Christina T. Kwauk
{"title":":Marcher sur l’eau","authors":"Christina T. Kwauk","doi":"10.1086/722254","DOIUrl":"https://doi.org/10.1086/722254","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45756764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Why Theory 为什么理论
IF 1.8 4区 教育学
Comparative Education Review Pub Date : 2022-11-01 DOI: 10.1086/721810
Irving R. Epstein
{"title":"Why Theory","authors":"Irving R. Epstein","doi":"10.1086/721810","DOIUrl":"https://doi.org/10.1086/721810","url":null,"abstract":"There are numerous reasons why one might be averse to using social theory when investigating comparative and international education (CIE) issues. As educational concerns are generically grounded in social practice, manymight wonder why it is a worthy pursuit to immerse oneself in knowledge domains that are conventionally construed as occupying independent spaces, whose positioning is separate and distant from the social practices to which they are then applied. Even in his classic text The Reflective Practitioner (1984), in which Donald Schön reiterated the importance of thought and practice as a continuum, practice was certainly viewed as foundational in giving direction and substance to acts of reflection and higher order thinking, rather than the two entities comprising equivalent importance. The multidisciplinary character of CIE as an academic field creates additional challenges to the creation of coherence and unity, two characteristics not always associated with CIE but factors that the theoretical is designed to potentially provide. Indeed, the degree of fragmentation within the field extends beyond what constitutes appropriate curricular and disciplinary subjectmatter to include differences with regard to the determination of an optimal scale of analysis, the type of methodological approach to be employed, and the authenticity of representation as determined by the constructed relationship between researcher and subject. Skeptics might argue that even if an embrace of theory was desirable in the abstract, such fissures within the field mitigate against its potential utility. However, there are strong counterarguments to these assertions. First, the assumption that theory occupies a space separate from that of practice can be contested. There is no reason to think of the creation and application of theory as being anything other than a specific form of practice. The process","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"66 1","pages":"760 - 771"},"PeriodicalIF":1.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46920432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
:The New Classmate (Nil Battey Sannata) ：新同学（尼尔·巴蒂·桑纳塔）
IF 1.8 4区 教育学
Comparative Education Review Pub Date : 2022-11-01 DOI: 10.1086/722219
Sashwati Banerjee
{"title":":The New Classmate (Nil Battey Sannata)","authors":"Sashwati Banerjee","doi":"10.1086/722219","DOIUrl":"https://doi.org/10.1086/722219","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47989653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信