George Bereday Award for 2020

Abstract

Previous articleNext article FreeAwardGeorge Bereday Award for 2020PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreEach year the George Bereday Award Committee selects the most outstanding Comparative Education Review (CER) article for the George Bereday Award. The selection committee includes scholars who are chosen for their breadth of methodological skills and intellectual rigor. This year’s committee was chaired by Jeremy Rappleye (Kyoto University, Japan), and included Inés Dussel (Centro de Investigación y de Estudios Avanzados, Mexico), Guorui Fan (East China Normal University, China), Padma Sarangapani (Tata Institute of Social Sciences, India), Miki Sugimura (Sophia University, Japan), and Stephen Carney (Roskilde University, Denmark). From 26 research articles published in volume 64 (2020) of CER (themselves selected from almost 200 annual submissions), the George Bereday Committee awarded the honor to Lisa Yiu for her article “Educational Injustice in a High-Stakes Testing Context: A Mixed Methods Study on Rural Migrant Children’s Academic Experiences in Shanghai Public Schools,” published in July. The committee reported the following: “The article utilized an impressive mixed methods approach to suggest that ‘successful’ teaching practices can only be understood within the diminished integrity of teaching in high-stakes testing contexts. It brings into rich focus the ways that the essentially moral act of teaching comes to be distorted under various national and global assessments, whilst artfully linking the teaching-learning experience to the larger social, political and economic landscape, including the hukou system and PISA. The committee noted the piece emerged from the author’s own experiences, multiyear relations with Shanghai teachers, and linguistic abilities, and felt the article had potential to open new lines of critical research.” The CER editors congratulate Lisa Yiu on this honor.The committee also noted the high quality of other articles and in particular offered an honorable mention to two articles: Manuel Enrique Cardoso, “Policy Evidence by Design: International Large-Scale Assessment and Grade Repetition,” published in November, and Nigel O. M. Brissett, “Teaching Like a Subaltern: Postcoloniality, Positionality, and Pedagogy in International Development and Education,” also published in November.George Zygmunt Fijalkowski Bereday, born in Warsaw in 1920, was both the founding editor of the CER and a cofounder of the Comparative Education Society, along with his close colleague William Brickman. A graduate of London and Oxford (while also serving in the British army during World War II), Professor Bereday subsequently arrived in the United States for PhD studies at Harvard’s Graduate School of Education. Later he received a JD from Columbia Law School, where he studied while teaching comparative education, sociology, and juvenile law at Columbia Teachers College from 1955 until his untimely death in 1983. William Brickman (writing in the fall of that year in Western European Education) called Bereday an extraordinarily talented and gifted personality: “A polyglot, he read, spoke, comprehended, and lectured in several Slavic, Germanic, and Romance languages … and he attained a practical ability in the use of Japanese. Brickman also enthused that “Professor Bereday represented a rare blend of the classical and the modern, of Eastern and Western European education and scholarship, and of the Occidental and Oriental cultures” and that he “exhibited endless evidence of humanism toward other cultures and humanitarianism toward persons of all ethnic, racial, and national backgrounds.” The composition of this year’s George Bereday Award Committee underscores that legacy. Previous articleNext article DetailsFiguresReferencesCited by Comparative Education Review Volume 65, Number 2May 2021 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/713788 © 2021 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports no articles citing this article.