{"title":"Decolonial interventions in the postwar politics of Japanese education: Reassessing the place of Shinto in Japanese language and moral education curriculum","authors":"Keita Takayama","doi":"10.5944/reec.43.2023.37089","DOIUrl":"https://doi.org/10.5944/reec.43.2023.37089","url":null,"abstract":"Much of postwar politics in Japanese education has revolved around the tensions between conservative’s retrogressive desire for the imperial past on the one hand and the liberal-left’s progressive agenda on the other. The former demands a return to the teaching of traditional (Confucius) family values, patriotism and Shinto-inspired reverence (awe) towards the universe, while the latter demands teaching for rational, critical minds deemed essential for democratic citizenship. This binary structure of political contestation is increasingly problematized by the emerging political sensibilities around the ecological crisis and eco-feminist critique of human exceptionalism, hype-separation between human and nature and ontological individualism. The chapter demonstrates how the new ecological and decolonial literature demands a fundamental rethinking of the postwar politics of Japanese education, in particular, in relation to the place of Shinto—the Japanese indigenous belief system—in school curriculum. It exposes the limitations of the postwar liberal-left discourse which has reduced Shinto to nothing but the conservatives’ retrogressive desire to ‘return.’ The chapter concludes, drawing on Chen’s (2010) notion of de-cold-war politics, that the Cold War framing of education policy debate must be overcome to unleash the decolonial and ecological potentials of Japanese education towards addressing the pressing sustainable challenges today.\u0000 ","PeriodicalId":54007,"journal":{"name":"Revista Espanola de Educacion Comparada","volume":"63 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71316452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Earth worlds and Indigenous dream-making: A reflection on teaching for beauty, repair, and balance","authors":"Elizabeth Sumida Huaman","doi":"10.5944/reec.43.2023.36610","DOIUrl":"https://doi.org/10.5944/reec.43.2023.36610","url":null,"abstract":"Based on long-term educational relationships with Indigenous communities in Peru, the U.S., and Canada, this article reflects on place-based Indigenous education in and out-of-school. From small community-based schools to tribal tertiary learning spaces, Indigenous educational leaders counter schooling as an instrument of coloniality/modernity by centering their knowledges toward relationships of interdependence for good human and planetary living. Confronting ontic and epistemic threats, Indigenous educators and students energize educational design and practice. I propose these processes as Indigenous dream-making, the daily work of honoring the beauty of Native earth worlds, repairing harms to the earth and her beings, and balancing difficult realities with good living. In this time of increased attention to sustainability in education and climate change action, bold Indigenous educational processes challenge human communities to learn in and across earth worlds and to teach for compassionate interconnection that can supplant the course of destructive relentless development.","PeriodicalId":54007,"journal":{"name":"Revista Espanola de Educacion Comparada","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71316493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Bray, M. & Hajar, A. (2022): Shadow Education in the Middle East Private Supplementary Tutoring and its Policy Implications (Routledge),122 pp. ISBN: 9781032329802","authors":"Leonel Mauricio Álvarez Norales","doi":"10.5944/reec.42.2023.36144","DOIUrl":"https://doi.org/10.5944/reec.42.2023.36144","url":null,"abstract":"","PeriodicalId":54007,"journal":{"name":"Revista Espanola de Educacion Comparada","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47591428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial: La industria educativa global: análisis de su expansión y de sus múltiples manifestaciones desde una perspectiva comparada","authors":"Antoni Verger, M. Moschetti, Clara Fontdevila","doi":"10.5944/reec.42.2023.36415","DOIUrl":"https://doi.org/10.5944/reec.42.2023.36415","url":null,"abstract":"La industria educativa se encuentra en plena expansión. Así se manifiesta en la creciente demanda educativa y en la creación de nuevos mercados. También en la extensión geográfica de numerosos negocios educativos, y en elcrecimiento económico del sector. Asesores financieros como GSV-Advisors y HolonIQ tasaron el valor del mercado de la educación mundial en 6,5 billones de dólares estadounidenses en 2020 y creen que alcanzará los 10 billones de dólares en 2030[1]. La emergencia de nuevos productos, marcas, nichos de mercado, fusiones y adquisiciones entre empresas hacen de la industria educativa un sector en auge y en constante cambio. El concepto de \"industria educativa global\" (IEG), originalmente acuñado por James Tooley (1999) para describir la creciente centralidad de la provisión educativa privada en los países de bajos ingresos, ha devenido pertinente y ha cobrado relevancia recientemente para capturar un fenómeno que va mucho más allá (Verger, Lubienski y Steiner-Khamsi 2016; Parreira do Amaral, Steiner-Khamsi y Thompson 2019). Actualmente la industria educativa cubre un mayor número de ámbitos de actividad, de territorios y de actores de lo que contemplaban los primeros estudios sobre el tema. Se constata también que, si bien el sector público es un actor clave en la industria educativa, tanto en su rol de regulador como de proveedor de servicios, en las últimas décadas el sector privado ha adquirido un papel todavía más preponderante. Con ello, han emergido nuevas lógicas de acción y formas de comercialización y lucro en el sector.\u0000 \u0000 ","PeriodicalId":54007,"journal":{"name":"Revista Espanola de Educacion Comparada","volume":"248 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71316148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Cross-Border Shadow Education: Private Supplementary Tutoring in the Global Education Industry","authors":"M. Bray, Wei Zhang","doi":"10.5944/reec.42.2023.34275","DOIUrl":"https://doi.org/10.5944/reec.42.2023.34275","url":null,"abstract":"This paper focuses on the so-called shadow education provision of private supplementary tutoring by companies operating internationally. Some have a history of decades, while others are younger and emerged to take advantage of technological developments. Contributing to analysis of the Global Education Industry, the paper notes variations in the penetration and manifestation across world regions. In so doing, it draws on theories of isomorphism, while noting divergence as well as convergence in institutional models. The analysis includes remarks on regulatory regimes, many of which permit and even facilitate such international companies, but some of which – most obviously in China – restrict their operation. Thus, conceptually the paper analyses patterns with understanding of the forces in operation. Some of these forces are economic (pricing, marketing, etc.), but others are political (shaped particularly by government regulations), and social (shaped by different socio-economic groups within the countries in question).","PeriodicalId":54007,"journal":{"name":"Revista Espanola de Educacion Comparada","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71315634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"La Educación en la Sombra en España (2006-2021): de la Gran Recesión a la Postpandemia","authors":"Juan Manuel Moreno Olmedilla","doi":"10.5944/reec.42.2023.35994","DOIUrl":"https://doi.org/10.5944/reec.42.2023.35994","url":null,"abstract":"El artículo usa los datos de la Encuesta de Presupuestos Familiares (EPF) que produce anualmente el Instituto Nacional de Estadística (INE). Esta encuesta permite analizar el gasto de los hogares en clases de enseñanza no reglada, excluyendo el gasto en otras actividades extraescolares que no se consideran parte de la Educación en la Sombra (EeS). Además, los datos de la EPF se cruzan con los de la Encuesta de Gasto de los Hogares en Educación (EGHE) de 2019, también del INE, que ofrece datos aún más desagregados y completos. El análisis se centra en la evolución del gasto en EeS desde 2006 hasta 2021, un período que contiene dos crisis económicas globales – la Gran Recesión y la Pandemia – con un impacto extraordinario sobre los hogares, sus recursos y prioridades de gasto. Sin embargo, el gasto en EeS se triplicó entre 2006 y 2017, doblándose además el número de hogares que gastaban. Sólo el confinamiento de 2020 y la crisis económica postpandemia parecen estar ralentizando el crecimiento del gasto en EeS. Se analizan después la tasa de participación de los estudiantes en la EeS, por quintiles de gasto, etapa escolar y tipo de centro, y el gasto por materias curriculares. El porcentaje de estudiantes que recibe clases particulares en España es considerable, 47 por ciento, con un suelo del 30 por ciento en los hogares de menos recursos y un techo superior al 60 por ciento en los de más. Tanto en Pública como en la Concertada, el gasto medio por alumno de los hogares más ricos triplica el de los hogares más pobres. A partir de estos datos, el artículo ofrece un modelo de análisis de los factores que aceleran la demanda de EeS, seguido de conclusiones sobre las implicaciones de política educativa, tanto de carácter global como específicas para España.","PeriodicalId":54007,"journal":{"name":"Revista Espanola de Educacion Comparada","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71315828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Cuasimercados, rendición de cuentas e innovación: analizando el caso de las Escuelas Libres en Inglaterra desde la perspectiva de los docentes","authors":"Tomas Esper","doi":"10.5944/reec.42.2023.34408","DOIUrl":"https://doi.org/10.5944/reec.42.2023.34408","url":null,"abstract":"Desde 2010, Inglaterra implementa una nueva reforma educativa bajo los principios del cuasi-mercado combinados con políticas de autonomía escolar y la rendición de cuentas. La reforma de las ‘Academies’ y ‘Free Schools’ produjo la transferencia a manos privadas de casi la mitad de las escuelas de Inglaterra (GOV.UK 2022), fomentando la competencia entre escuelas con la expectativa de que los proveedores privados generen innovación (Greany & Higham, 2018). Esta investigación de tipo exploratoria estudia tres ‘Free Schools’, un nuevo tipo de escuela del que se esperan innovaciones (DfE, 2010), analizando qué innovaciones se desarrollaron y cómo los docentes dan sentido y lidian con las demandas competencia, innovación y rendición de cuentas. Las innovaciones escolares son analizadas utilizando las categorías definidas por la OCDE (2014), mientras me apoyo en la literatura sobre implementación de políticas (Ball et al., 2012) para interpretar de las respuestas de los docentes sobre la innovación y la rendición de cuentas. Los datos incluyen documentos y sitios web de cada escuela, informes de inspección y entrevistas con doce docentes. Los resultados muestran la preponderancia de la innovación en las estrategias de marketing para atraer a los padres, pero son más limitaciones en cúanto al curriculum o las prácticas pedagógicas. Además, la autonomía de los docentes y las prácticas innovadoras están mediadas tanto por la cultura escolar como la posición de los directivos sobre las demandas de rendición de cuentas. De acuerdo con investigaciones previas sobre reformas cuasi-mercado, la rendición de cuentas con altas consecuencias actúa como una limitación central para la autonomía escolar y la innovación (Lubienski, 2009).","PeriodicalId":54007,"journal":{"name":"Revista Espanola de Educacion Comparada","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48852448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Intellectual enthusiasm, a playground, God’s work: understanding contractors' rationales in International Large-Scale Assessment (ILSA) contracts","authors":"Camilla Addey","doi":"10.5944/reec.42.2023.34345","DOIUrl":"https://doi.org/10.5944/reec.42.2023.34345","url":null,"abstract":"Why are contractors keen to develop, implement, and analyse International Large-Scale Assessments (ILSAs) when they appear to make no financial gains? What makes ILSA contracts so attractive? This paper takes as its starting point the fact that almost all ILSA contractors interviewed stated their ILSA work is an investment, either in the form of a break-even or a loss contract. Applying policy borrowing and lending theory to non-state actors, and analysing 35 interviews with OECD and IEA staff and ILSA contractors, the paper discusses why contractors carry out ILSA contracts or donate to ILSAs. Rationales relate to interests in methodological developments and innovation; research; social responsibility; learning; exposure; prestige; credibility; networks; business opportunities; and individual rationales. The paper identifies parallels with the motives of corporate philanthropy in education. The paper concludes that ILSA contractors are using ILSAs to forward their political agendas, which include growing the learning assessment market.","PeriodicalId":54007,"journal":{"name":"Revista Espanola de Educacion Comparada","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71315694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Wolhuter, C.C. y Wiseman, A.W. (Coord.) (2022): Patterns in the Global North: The Ebb of global forces and the flow of contextual imperatives (Bingley: Emerald Publishing), 189 pp. ISBN: 978-1-80262-518-9 (print version)","authors":"Carmen-María Fernández-García","doi":"10.5944/reec.42.2023.34625","DOIUrl":"https://doi.org/10.5944/reec.42.2023.34625","url":null,"abstract":"<jats:p>N/A</jats:p>","PeriodicalId":54007,"journal":{"name":"Revista Espanola de Educacion Comparada","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71315760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mauro Rafael Jarquín Ramírez, Enrique Javier Díez Gutiérrez
{"title":"Google en Iberoamérica: expansión corporativa y capitalismo digital en educación","authors":"Mauro Rafael Jarquín Ramírez, Enrique Javier Díez Gutiérrez","doi":"10.5944/reec.42.2023.34322","DOIUrl":"https://doi.org/10.5944/reec.42.2023.34322","url":null,"abstract":"Con la expansión del capitalismo digital y como efecto del cierre de escuelas derivado de la pandemia, las corporaciones multinacionales de base tecnológica GAFAM (Google, Apple, Facebook, Amazon y Microsoft) han consolidado su oferta de servicios educativos en el campo de la Industria Educativa Global en Iberoamérica. Del grupo, Google ha resultado un actor primordial, al incrementar sustancialmente la cantidad de usuarios en sus plataformas mediante estrategias corporativas como alianzas público-privado, convenios con centros escolares y formación docente. El artículo analiza las estrategias que este gigante tecnológico ha impulsado en un conjunto delimitado de centros educativos certificados y “distinguidos” por Google for Education, denominados Google Reference Schools ubicados en México y España. Se analizan las implicaciones pedagógicas y políticas de ello. La metodología de investigación utiliza el modelo tridimensional del Análisis Crítico del Discurso aplicado a los informes elaborados por los propios centros de referencia y alojados en el directorio de Google for Education. Los resultados muestran la forma mediante la cual Google es adoptado en los centros educativos en tanto la opción para apuntalar la mejora educativa pero que introduce también formas de gobierno en la distancia en el terreno educativo. En las conclusiones se discute si poner en manos de estos nuevos actores de la Industria Educativa Global la infraestructura de la comunicación e interacción digital de los centros educativos de Iberoamérica supone no solo entregar el poder a un actor privado que tiene objetivos e intereses comerciales y políticos concretos, sino que cierra también las puertas a caminos alternativos de hacer y saber en la educación. Como futuras líneas de investigación, consideramos que se debe ampliar el análisis a otros países más allá del área iberoamericana.","PeriodicalId":54007,"journal":{"name":"Revista Espanola de Educacion Comparada","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49454971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}