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International Handbook on Education Development in Asia Pacific Comp. Educ. (IF 2.861) Pub Date : 2024-03-18 Edward Vickers
Published in Comparative Education (Ahead of Print, 2024)
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Reimagining education: the international science and evidence based education assessment Comp. Educ. (IF 2.861) Pub Date : 2024-03-13 Maren Elfert
Published in Comparative Education (Ahead of Print, 2024)
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Decolonisation as Dis-Enclosure: overcoming the dangers of positionality and identity in comparative education Comp. Educ. (IF 2.861) Pub Date : 2024-03-06 Michalinos Zembylas
This conceptual paper aims to discuss how to address the dangers emerging from scholars’ proclamations of positionality and identity in debates on decolonisation in comparative education. The appro...
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Understanding campus-based intercultural social capital for minority university students in Hong Kong Comp. Educ. (IF 2.861) Pub Date : 2024-02-16 Fang Gao
Social capital accrued via cross-racial/ethnic networks plays an important role in the adjustment, persistence and success for minority groups of university students. Yet, few studies offered insig...
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Against Decolonisation: Taking African Agency Seriously Comp. Educ. (IF 2.861) Pub Date : 2024-02-16 Lerato Posholi
Published in Comparative Education (Ahead of Print, 2024)
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Reimagining Education: The International Science and Evidence Based Education Assessment Comp. Educ. (IF 2.861) Pub Date : 2024-02-14 Maren Elfert
Published in Comparative Education (Ahead of Print, 2024)
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International handbook on education development in Asia Pacific Comp. Educ. (IF 2.861) Pub Date : 2024-02-14 Edward Vickers
Published in Comparative Education (Ahead of Print, 2024)
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World Yearbook of Education 2022: Education, Schooling, and the Global Universalisation of Nationalism Comp. Educ. (IF 2.861) Pub Date : 2024-02-14 Eleftherios Klerides
Published in Comparative Education (Ahead of Print, 2024)
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Unsettling the university: confronting the colonial foundations of US higher education Comp. Educ. (IF 2.861) Pub Date : 2024-02-13 Carrie Karsgaard, Iveta Silova
Published in Comparative Education (Ahead of Print, 2024)
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Governance by numbers 2.0: policy brokerage as an instrument of global governance in the era of information overload Comp. Educ. (IF 2.861) Pub Date : 2024-02-07 Gita Steiner-Khamsi, Kerstin Martens, Christian Ydesen
The article investigates how and when the two first movers in knowledge-based regulation – the OECD and the World Bank – developed policy brokerage as an instrument of global governance in the educ...
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‘Promises promises’: international organisations, promissory legitimacy and the re-negotiation of education futures Comp. Educ. (IF 2.861) Pub Date : 2023-12-08 Susan L. Robertson, Jason Beech
Promising lines of scholarship have emerged on how International Organisations (IO’s) deploy anticipatory techniques aimed at colonising the future as a means of governing in the absence of soverei...
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Exploring postcolonial relationships within policy transfer: the case of learner-centred pedagogy in Ghana Comp. Educ. (IF 2.861) Pub Date : 2023-11-10 Nozomi Sakata, Chris Yates, Hannah Edjah, Abraham Kwadwo Okrah
Framed by Homi Bhabha’s concepts of hybridity and the third space of enunciation, this study explores postcolonial relationships conceivably enacted through policy borrowing processes of learner-ce...
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The OECD’s ‘Well-being 2030’ agenda: how PISA's affective turn gets lost in translation Comp. Educ. (IF 2.861) Pub Date : 2023-11-08 Jeremy Rappleye, Hikaru Komatsu, Yukiko Uchida, Jeanne Tsai, Hazel Markus
Well-being 2030 has become the latest rationale for the OECD’s education work. This vision has given rise to new assessments of student well-being beginning with PISA 2015. The OECD, recognising th...
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The effects of private schooling on pupil achievement: a global systemic analysis Comp. Educ. (IF 2.861) Pub Date : 2023-10-11 M. Danish Shakeel, Angela K. Dills
Globally, the private school share of enrollment increased from about 14 percent in 2000 to about 18 percent in 2019. We estimate the systemic effect of private enrollment share on learning outcome...
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Academic workforce in France and the UK in historical perspectives Comp. Educ. (IF 2.861) Pub Date : 2023-09-27 Vincent Carpentier, Emmanuelle Picard
This historical exploration of the development of the academic workforce in the UK and France was triggered by the observation of significant similarities in contemporary debates on casualisation, ...
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Editorial Comp. Educ. (IF 2.861) Pub Date : 2023-09-11 Paul Morris (Editor), David Phillips (Chairman)
Published in Comparative Education (Vol. 59, No. 3, 2023)
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Time-worn pebbles or unpolished gemstones? (Un)usable pasts and possible futures of comparative education Comp. Educ. (IF 2.861) Pub Date : 2023-09-11 Min Ji Kim
ABSTRACT This article draws on the contributions to this special issue to highlight the urgent need to restore checks and balances in our evaluation of ‘usable pasts’ in comparative education. Considering that our reading of the field’s history not only moulds our understanding of comparative education now but also shapes our imagination of its potential futures, reflecting our implicit biases and
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Robert Cowen, Emeritus Professor of Comparative Education, Institute of Education, University College London Comp. Educ. (IF 2.861) Pub Date : 2023-09-11 Jason Beech, Terri Kim, Eleftherios Klerides, Marianne Larsen, Eleni Prokou, Masako Shibata, Anthony Welch
Published in Comparative Education (Vol. 59, No. 3, 2023)
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Identities and Education: Comparative Perspectives in Times of Crisis Comp. Educ. (IF 2.861) Pub Date : 2023-08-23 Jason Beech
Published in Comparative Education (Vol. 59, No. 4, 2023)
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Overeducation and overskilling in Latin America: evidence from PIAAC Comp. Educ. (IF 2.861) Pub Date : 2023-08-11 Juan Francisco Castro, Lorena Ortega, Gustavo Yamada, David Mata
ABSTRACT Occupational mismatch is a highly debated phenomenon in developed countries, but rarely addressed in developing economies. This study investigates the magnitudes of overeducation and overskilling in four Latin American countries in which tertiary education has expanded rapidly (i.e. Chile, Ecuador, Mexico and Peru). Using objective and subjective measures derived from PIAAC, we find that overeducation
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Global Salvation Inc.: Sir Michael Barber’s education for the apocalypse and the church of Deliverology® Comp. Educ. (IF 2.861) Pub Date : 2023-08-07 Euan Auld, Paul Morris
ABSTRACT Drawing on insights from philosophy and theology, we explore the relationship between religion, data and global education policy through an analysis of the career of Sir Michael Barber, widely regarded as an authority on the reform of public services and an influential policy entrepreneur. The analysis provides a novel perspective which illuminates how secularised salvation narratives and
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Comparative education: and now? Comp. Educ. (IF 2.861) Pub Date : 2023-08-02 Robert Cowen
ABSTRACT This article suggests that, as a field of study, we have accumulated too many routinised ways to legitimate our academic identity; that it is time to step away from comfortable clichés about our past; and to notice that the future is, at least metaphorically, now and urgent. However, while it is easy to illustrate the banalities we use to define our academic identity, it is difficult to turn
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Comparative education and intercultural education: relations and revisions Comp. Educ. (IF 2.861) Pub Date : 2023-07-26 Robert Cowen, Terri Kim
ABSTRACT In comparative education, words like ‘culture’ and ‘foreign’ are used often early on to determine issues, but they soon become subjected to individual national contexts. The world is then professionally sliced into bits of ‘area expertise’. Wonderment at the multiple cultures of the world diminishes. In the post-war reconstruction period especially after 1950, theoretical work in comparative
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Globalisation, Privatisation, and the State: Contemporary Education Reform in Post-Colonial Contexts Comp. Educ. (IF 2.861) Pub Date : 2023-07-26 Will Brehm
Published in Comparative Education (Vol. 59, No. 4, 2023)
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Comparative Education: A Field in Discussion Comp. Educ. (IF 2.861) Pub Date : 2023-07-24 Mark Bray
Published in Comparative Education (Vol. 59, No. 4, 2023)
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Family-run universities in Japan: sources of inbuilt resilience in the face of demographic pressure, 1992-2030 Comp. Educ. (IF 2.861) Pub Date : 2023-07-24 Quang Chau
Published in Comparative Education (Vol. 59, No. 4, 2023)
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Shadow education in the Middle East Comp. Educ. (IF 2.861) Pub Date : 2023-07-21 Steve R. Entrich
Published in Comparative Education (Vol. 59, No. 4, 2023)
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Comparative education concepts, methods and practices in the emerging anthropocene educational space: from ‘measuring the other’ to ‘supporting the other’? Comp. Educ. (IF 2.861) Pub Date : 2023-06-08 Terri Seddon
ABSTRACT Climate change threatens human well-being and planetary health but is hardly addressed in education. Comparative education research has advised governments about education reforms since the nineteenth century, so what must change to sustain a liveable earth? I use the concept of ‘educational space’ to understand how comparative knowledge building has steered education. Then I re-read three
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Comparative education and international relations Comp. Educ. (IF 2.861) Pub Date : 2023-05-26 Eleftherios Klerides
ABSTRACT The article offers an interpretation of comparative education as an episteme that is entangled with international relations. It does so by seeking to extract past and present forms and patterns of comparative educational thought and action from the three main traditions of international relations, namely: realism, rationalism and revolutionism. It is specifically argued that each of these
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An answer to everything? Four framings of girls’ schooling and gender equality in education Comp. Educ. (IF 2.861) Pub Date : 2023-05-18 Elaine Unterhalter
ABSTRACT Girls’ education has been widely promoted as the answer to a wide range of problems. This article maps four key ideas that have framed this formulation. These are firstly, a techno-rationalist approach linked to narrowly defined interventions, termed here ‘what works’. Secondly, a more normative engagement is outlined, termed ‘what matters’ which explores how girls’ education is part of processes
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Correction Comp. Educ. (IF 2.861) Pub Date : 2023-05-05
Published in Comparative Education (Ahead of Print, 2023)
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School curriculum reform in contemporary Japan: competencies, subjects, and the ambiguities of PISA Comp. Educ. (IF 2.861) Pub Date : 2023-05-05 Peter Cave
ABSTRACT Since the late 1980s, school curriculum revisions in Japan have sought to promote capabilities and dispositions that transcend subject boundaries and are often labelled ‘competencies’ in international curricular discourse. This study examines policy documents over the period, showing how Japanese policymakers have sought to navigate pressures internal and external to Japan. It argues that
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Reimagining and demystifying data: a storytelling approach Comp. Educ. (IF 2.861) Pub Date : 2023-04-27 Ian Hardy, Louise Phillips, Vicente Reyes, M. Obaidul Hamid
In this article, we contest globalised notions of data as ‘universally’ beneficial, necessary and ‘evidence-based’. We do so by drawing upon narrative accounts of the problematic ways data impact e...
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Comparative education or epistemological power games for world domination Comp. Educ. (IF 2.861) Pub Date : 2023-03-21 Daniel Tröhler
ABSTRACT 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
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Mothers and their daughters’ education: a comparison of global and local aspirations Comp. Educ. (IF 2.861) Pub Date : 2023-03-16 Aliya Khalid
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
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Humanism and democracy in comparative education Comp. Educ. (IF 2.861) Pub Date : 2023-03-06 Maren Elfert
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’
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Field-crossing social capital and patronage as cornerstones of the transnational OECD-PISA network infrastructure Comp. Educ. (IF 2.861) Pub Date : 2023-02-16 Oliver Wieczorek, Richard Münch, Alexander Brand, Silvia Schwanhäuser
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 f...
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Comparative education and comparative classroom observation systems Comp. Educ. (IF 2.861) Pub Date : 2023-02-14 Jennifer Maria Luoto
Comparative education scholars are often sceptical of teaching effectiveness research that compares ‘teaching quality’ using systematic classroom observation systems across nations. This article in...
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The OECD’s influence on national higher education policies: internationalisation in Israel and South Korea Comp. Educ. (IF 2.861) Pub Date : 2022-12-11 Annette Bamberger, Min Ji Kim
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 address...
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'It's no problem!': perspectives on inclusion, parenting girls and education Comp. Educ. (IF 2.861) Pub Date : 2022-12-05 Alicia Mills
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
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Happiness, politics and education reform in South Korea: building ‘happy human capital’ for the future Comp. Educ. (IF 2.861) Pub Date : 2022-12-01 Min Ji Kim
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 illustrativ...
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Platforms, profits and PISA for schools: new actors, by-passes and topological spaces in global educational governance Comp. Educ. (IF 2.861) Pub Date : 2022-12-01 Steven Lewis, Bob Lingard
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
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Decoloniality, language and literacy: conversations with teacher educators Comp. Educ. (IF 2.861) Pub Date : 2022-11-26 Indika Liyanage
Published in Comparative Education (Vol. 59, No. 1, 2023)
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A technology of global governance or the path to gender equality? Reflections on the role of indicators and targets for girls’ education Comp. Educ. (IF 2.861) Pub Date : 2022-11-26 Rosie Peppin Vaughan, Helen Longlands
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
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The Bloomsbury handbook of the internationalization of higher education in the global south Comp. Educ. (IF 2.861) Pub Date : 2022-11-23 Chris Yates
Published in Comparative Education (Vol. 59, No. 1, 2023)
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Using photovoice to enhance young women’s participation in addressing gender-based violence in higher education Comp. Educ. (IF 2.861) Pub Date : 2022-11-23 Relebohile Moletsane
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
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Learning to lead for transformation: an African perspective on educational leadership Comp. Educ. (IF 2.861) Pub Date : 2022-11-20 Jon Nixon
Published in Comparative Education (Vol. 59, No. 1, 2023)
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Implementing educational reform—cases and challenges Comp. Educ. (IF 2.861) Pub Date : 2022-11-20 Yi Liu
Published in Comparative Education (Vol. 59, No. 1, 2023)
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Improving schooling through effective governance? The United States, Canada, South Korea, and Singapore in the struggle for PISA scores Comp. Educ. (IF 2.861) Pub Date : 2022-11-11 Richard Münch, Oliver Wieczorek
ABSTRACT Improving schooling by reducing achievement gaps based on family background has been on the agenda of school governance worldwide for more than three decades. International benchmarking like the OECD’s Programme for International Student Assessment (PISA) is used to find models of best practice in effective school governance. Enlarging school autonomy, strengthening school management, and
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From a crisis of results to a crisis of wellbeing – education reform and the declining sense of school belonging in Sweden Comp. Educ. (IF 2.861) Pub Date : 2022-11-02 Björn Högberg, Joakim Lindgren
ABSTRACT In response to declining results in the Programme for International Student Assessment (PISA) surveys, the then governing Swedish coalition in 2010–2014 introduced earlier grading, more extensive national testing and a new standards-based curriculum. These reforms coincided with a greater emphasis on inclusive’ education understood in the ‘narrow’ sense of placement in mainstream schools.
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The long road to systemic improvement in education: a comparative multi-level case study in federal countries Comp. Educ. (IF 2.861) Pub Date : 2022-10-31 Axel Rivas
ABSTRACT Ideas about educational improvement are contextual and contested. This study proposes a critical and pragmatic framework to analyse systemic improvement, taking into account the paradoxes and limitations of quantitative sources. The study compared 83 subnational educational systems of three federal countries in Latin America: Argentina, Brazil, and Mexico. Based on a mixed methodology, we
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Addressing silences in research on girls’ experiences of teacher sexual violence: insights from Uganda Comp. Educ. (IF 2.861) Pub Date : 2022-10-29 Jenny Parkes, Amiya Bhatia, Simone Datzberger, Rehema Nagawa, Dipak Naker, Karen Devries
ABSTRACT Growing evidence from multiple countries in Africa documents sexual violence in schools. However, when that violence is committed by teachers it is shrouded in secrecy. This article identifies disconnects between quantitative and qualitative research, policy and practice, which have contributed to these silences. We address some of these silences through a dialogical analysis of mixed methods
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Singapore’s educational export strategies: ‘branding’ and ‘selling’ education in a favourable global policy marketspace Comp. Educ. (IF 2.861) Pub Date : 2022-10-20 Hang Le, D. Brent Edwards Jr.
ABSTRACT Since the 1990s, Singapore has firmly established its reputation in the global education policy space as one of the best education systems in the world. However, existing policy transfer literature on Singapore has been mainly interested in Singapore as a decontextualised, ahistorical case, rather than as a unique player in the global education policy sphere. Analysis of how Singapore’s educational
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Recognizing prior learning in vocational education and training: global ambitions and actual implementation in four countries Comp. Educ. (IF 2.861) Pub Date : 2022-10-14 Markus Maurer
ABSTRACT This article contributes to a better theoretical understanding of the social processes underlying the development and implementation of schemes to improve the recognition of prior learning (RPL) in vocational education and training (VET). It traces the global diffusion of RPL, and then analyses the formulation of RPL policies and design and implementation of RPL schemes in four case study
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Cambodia for Sale: Everyday Privatization in Education and Beyond Comp. Educ. (IF 2.861) Pub Date : 2022-10-08 Tae-Hee Choi
Published in Comparative Education (Vol. 58, No. 4, 2022)
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New practices of comparison, quantification and expertise in education: Conducting empirically based research Comp. Educ. (IF 2.861) Pub Date : 2022-07-29 Steven Lewis
Published in Comparative Education (Vol. 58, No. 4, 2022)
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Reimagining our futures together: a new social contract for education Comp. Educ. (IF 2.861) Pub Date : 2022-07-29 Stephen Carney
Published in Comparative Education (Vol. 58, No. 4, 2022)
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‘Our system fits us’: comparing teacher accountability, motivation, and sociocultural context in Finland and Singapore Comp. Educ. (IF 2.861) Pub Date : 2022-07-27 Yue-Yi Hwa
ABSTRACT Every teacher’s classroom practice is embedded in a system of overlapping contexts that interact with their day-to-day decisions. In this paper, I focus on sociocultural context and how it interacts with teachers’ subjective responses to accountability instruments. Drawing on interviews with secondary school teachers in Finland and Singapore – education systems with contrasting but comparably
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Education in radical uncertainty: transgression in theory and method Comp. Educ. (IF 2.861) Pub Date : 2022-07-21 Annett Graefe-Geusch
Published in Comparative Education (Vol. 58, No. 4, 2022)
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Education and intercultural identity: a dialogue between Zygmunt Bauman and Agostino Portera Comp. Educ. (IF 2.861) Pub Date : 2022-07-19 Jon Nixon
Published in Comparative Education (Vol. 58, No. 4, 2022)