The international education association of Australia’s first 20 years: strengthening public diplomacy and social licence through professional development, advocacy and research

Basee sur une enquete d'envergure mondiale, cette etude delimite les orientations des travaux en education comparee, en tâchant de regrouper les tendances actuelles majeures afin d'isoler des domaines d'application futures de cette discipline.

Discerning Trends, Contours, and Boundaries in Comparative Education: A Survey of Comparativists and Their Literature

Transnational Advocacy, Global Civil Society? Emerging Evidence from the Field of Education

L'objectif des auteurs de cet article est double. Il s'agit d'une part de presenter une etude exploratoire sur les tendances actuelles temoignant de l'emergence d'un nouvel activisme non gouvernemental dans le champ de l'education et d'autre part de dresser un cadre analytique afin d'evaluer l'importance de cet activisme, en elaborant des concepts bases sur les recherches ayant porte sur les nouveaux mouvements sociaux et les debats theoriques actuels a propos de la societe civile mondiale.

Contributors

Previous articleNext article No AccessFocus on Theory in Comparative EducationTeaching Comparative and International Education: A Framework for AnalysisLeon Tikly Michael CrossleyLeon Tikly Search for more articles by this author Michael Crossley Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 45, Number 4November 2001 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447692 Views: 100Total views on this site Citations: 16Citations are reported from Crossref © November 2001by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:John Schwille Eliminating Dysfunctional Boundaries and Mapping Educational Practice: Toward Integration, Infusion, and Inclusiveness in Comparative Education, (Jul 2021): 147–163.https://doi.org/10.1007/978-3-030-64290-7_9Kelsey Skic Questioning “Theory to Practice” in Comparative International Education, (Jun 2020): 27–33.https://doi.org/10.1108/S1479-367920200000039004Petrina M. Davidson, Maureen F. Park, Nino Dzotsenidze, Obioma Okogbue, Alexander W. Wiseman The Osmosis of Comparative and International Education: What, How, and Why CIE Research Appears in Non-CIE Journals, (Sep 2019): 1–24.https://doi.org/10.1108/S1479-367920190000037001Matthew A. M. Thomas, Jacqueline Mosselson Advancing the Teaching of Comparative and International Education, (Sep 2019): 89–95.https://doi.org/10.1108/S1479-367920190000037010Suaad Alshebou From pedagogical isolationism to internationalism: A challenge for Kuwaiti teachers’ colleges, Research in Comparative and International Education 13, no.22 (Jun 2018): 358–370.https://doi.org/10.1177/1745499918776733Eliška Walterová Problémy srovnávací pedagogiky jako předmětu vysokoškolské výuky ve světě a v českém prostředí, Pedagogická orientace 24, no.55 (Dec 2014): 663.https://doi.org/10.5817/PedOr2014-5-663Patricia K. Kubow, Allison H. Blosser Trends and Issues in the Teaching of Comparative Education, (Oct 2014): 15–22.https://doi.org/10.1108/S1479-367920140000025000Michael Crossley, Keith Watson Comparative and international education: policy transfer, context sensitivity and professional development, Oxford Review of Education 35, no.55 (Oct 2009): 633–649.https://doi.org/10.1080/03054980903216341Esther E. Gottlieb “Somewhere better than this place/nowhere better than this place”: the lifemap of Rolland G. Paulston (1929–2006), PROSPECTS 39, no.11 (Sep 2009): 91–101.https://doi.org/10.1007/s11125-009-9110-5Lynn Davies Comparative Education in an Increasingly Globalised World, (Feb 2009): 13–34.https://doi.org/10.1007/978-1-4020-9547-4_2Margo O'Sullivan Comparative and international education in initial teacher education: an Irish case study, Irish Educational Studies 27, no.33 (Sep 2008): 241–251.https://doi.org/10.1080/03323310802242179Claire Planel The rise and fall of comparative education in teacher training; should it rise again as comparative pedagogy?, Compare: A Journal of Comparative and International Education 38, no.44 (Aug 2008): 385–399.https://doi.org/10.1080/03057920701467867M. O'Sullivan, R. F. Maarman, C. C. Wolhuter Primary student teachers' perceptions of and motivations for comparative education: findings from a comparative study of an Irish and South African comparative education course, Compare: A Journal of Comparative and International Education 38, no.44 (Aug 2008): 401–414.https://doi.org/10.1080/03057920701766052Kathleen M. Stone Research Note: Comparative and International Course Archive Project (CIECAP), International Review of Education 51, no.5-65-6 (Nov 2005): 517–524.https://doi.org/10.1007/s11159-005-3330-6Michael Crossley, Peter Jarvis An Ongoing Discourse, Comparative Education 37, no.44 (Jun 2010): 525–525.https://doi.org/10.1080/03050060120091300W. James Jacob, Sheng Yao Cheng Mapping Paradigms and Theories in Comparative, International, and Development Education (CIDE) Research, (): 221–258.https://doi.org/10.1016/S1479-3679(04)06009-8

Previous articleNext article No AccessFocus on Theory in Comparative EducationTeaching Comparative and International Education: A Framework for AnalysisLeon Tikly and Michael CrossleyLeon Tikly Search for more articles by this author and Michael Crossley Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 45, Number 4November 2001 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447692 Views: 123Total views on this site Citations: 16Citations are reported from Crossref © November 2001by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:John Schwille Eliminating Dysfunctional Boundaries and Mapping Educational Practice: Toward Integration, Infusion, and Inclusiveness in Comparative Education, (Jul 2021): 147–163.https://doi.org/10.1007/978-3-030-64290-7_9Kelsey Skic Questioning “Theory to Practice” in Comparative International Education, (Jun 2020): 27–33.https://doi.org/10.1108/S1479-367920200000039004Petrina M. Davidson, Maureen F. Park, Nino Dzotsenidze, Obioma Okogbue, Alexander W. Wiseman The Osmosis of Comparative and International Education: What, How, and Why CIE Research Appears in Non-CIE Journals, (Sep 2019): 1–24.https://doi.org/10.1108/S1479-367920190000037001Matthew A. M. Thomas, Jacqueline Mosselson Advancing the Teaching of Comparative and International Education, (Sep 2019): 89–95.https://doi.org/10.1108/S1479-367920190000037010Suaad Alshebou From pedagogical isolationism to internationalism: A challenge for Kuwaiti teachers’ colleges, Research in Comparative and International Education 13, no.22 (Jun 2018): 358–370.https://doi.org/10.1177/1745499918776733Eliška Walterová Problémy srovnávací pedagogiky jako předmětu vysokoškolské výuky ve světě a v českém prostředí, Pedagogická orientace 24, no.55 (Dec 2014): 663.https://doi.org/10.5817/PedOr2014-5-663Patricia K. Kubow, Allison H. Blosser Trends and Issues in the Teaching of Comparative Education, (Oct 2014): 15–22.https://doi.org/10.1108/S1479-367920140000025000Michael Crossley, Keith Watson Comparative and international education: policy transfer, context sensitivity and professional development, Oxford Review of Education 35, no.55 (Oct 2009): 633–649.https://doi.org/10.1080/03054980903216341Esther E. Gottlieb “Somewhere better than this place/nowhere better than this place”: the lifemap of Rolland G. Paulston (1929–2006), PROSPECTS 39, no.11 (Sep 2009): 91–101.https://doi.org/10.1007/s11125-009-9110-5Lynn Davies Comparative Education in an Increasingly Globalised World, (Feb 2009): 13–34.https://doi.org/10.1007/978-1-4020-9547-4_2Margo O'Sullivan Comparative and international education in initial teacher education: an Irish case study, Irish Educational Studies 27, no.33 (Sep 2008): 241–251.https://doi.org/10.1080/03323310802242179Claire Planel The rise and fall of comparative education in teacher training; should it rise again as comparative pedagogy?, Compare: A Journal of Comparative and International Education 38, no.44 (Aug 2008): 385–399.https://doi.org/10.1080/03057920701467867M. O'Sullivan, R. F. Maarman, C. C. Wolhuter Primary student teachers' perceptions of and motivations for comparative education: findings from a comparative study of an Irish and South African comparative education course, Compare: A Journal of Comparative and International Education 38, no.44 (Aug 2008): 401–414.https://doi.org/10.1080/03057920701766052Kathleen M. Stone Research Note: Comparative and International Course Archive Project (CIECAP), International Review of Education 51, no.5-65-6 (Nov 2005): 517–524.https://doi.org/10.1007/s11159-005-3330-6Michael Crossley, Peter Jarvis An Ongoing Discourse, Comparative Education 37, no.44 (Jun 2010): 525–525.https://doi.org/10.1080/03050060120091300W. James Jacob, Sheng Yao Cheng Mapping Paradigms and Theories in Comparative, International, and Development Education (CIDE) Research, (): 221–258.https://doi.org/10.1016/S1479-3679(04)06009-8

The National Qualifications Framework Act (NQF Act 67) changed the landscape of professional bodies in the South African (SA) education and training system substantially by mandating the South African Qualifications Authority (SAQA) to recognise professional bodies and to register their designations on the National Qualifications Framework (NQF). This study endeavoured to critically look at the roles and responsibilities of professional bodies as dictated by SAQA, against existing literature on the role of professional bodies, to determine what should be the role of professional bodies in the new SA education and training system. The research approach was quantitative and non-probability sampling, consisting of convenience and judgemental sampling techniquewas used to collect data using online questionnaires. The findings reveal that the impact of the implementation of the NQF Act had been very positive, and professions and professional bodies enjoy increased status and recognition, and that there is also a minimum standard for professions and professionals. Further, professional bodies will continue to play the traditional role in the new NQF landscape. Many professional bodies now have a formal constitution and their focus on life-long learning through continuous professional development (CPD) has increased, as has the award of professional designations.

Previous articleNext article FreeContributorsPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreLESLEY BARTLETT ([email protected]) is a professor in educational policy studies and a faculty affiliate in anthropology. She does research in comparative and international education, literacy studies (including multilingual literacies), migration, and educator professional development. Her most recent book is Rethinking Case Study Research (Routledge, 2017).HELEN N. BOYLE ([email protected]) is an associate professor of international and comparative education in the College of Education at Florida State University (FSU), with a joint appointment in FSU’s Learning Systems Institute. Her research explores the evolving role that Islamic educational institutions, especially in North and West Africa and the Middle East, are playing in advancing national and international education goals. Her doctoral dissertation, funded through a Fulbright Dissertation Fellowship, is an ethnographic study of Moroccan Quranic preschools, for which she received the Gail P. Kelly Award for Outstanding Dissertation from the Comparative and International Education Society (2001). She has several journal articles and book chapters on Islamic education, as well as a book entitled Quranic Schools: Agents of Preservation and Change (Routledge, 2004). Her doctorate is in comparative and social analysis in education from the University of Pittsburgh, with a focus on international development education and a minor in anthropology.BARBARA BRUNS ([email protected]) is a Visiting Fellow at the Center for Global Development and adjunct instructor at Georgetown University, after a 30-year career at the World Bank as an education economist specializing in Latin America. She holds degrees from the University of Chicago and the London School of Economics.PABLO CEVALLOS ESTARELLAS ([email protected]) is the head of the UNESCO International Institute for Educational Planning’s Regional Office for Latin America, located in Buenos Aires, Argentina. A national of Ecuador, he holds master’s and doctorate degrees in education from Montclair State University (New Jersey, USA) where he was also a Fulbright/LASPAU Scholar.AMY JO DOWD ([email protected]) is senior director, education research, at Save the Children. She uses rigorous research to improve practice in international education and child development. Through innovations like SUPER, Literacy Boost, and IDELA, she supports program teams and policy makers to use data to optimize children’s learning.SARAH DRYDEN-PETERSON ([email protected]) is an associate professor at the Harvard Graduate School of Education. Her research and teaching focus on education in conflict and postconflict settings, particularly the role that education plays in building peaceful, participatory societies and enabling young people and their families to build envisioned futures in the midst of uncertainty.JEREMY D. JIMÉNEZ ([email protected]) is an assistant professor in the foundations and social advocacy department at State University of New York Cortland, where he primarily teaches courses in race/class/gender studies to future educators. He received his PhD in international and comparative education from Stanford University. His research interests focus on environmental justice and empathic discourse in social studies curriculum, and pedagogy.JULIA C. LERCH ([email protected]) is an assistant professor of sociology at the University of California, Irvine. Her research focuses on the sociology of education and comparative sociology. Recent publications appear in Gender and Society, Social Forces, International Sociology, Globalisation, Societies, and Education, and the European Journal of Education.ASSAF MESHULAM ([email protected]) is a lecturer in the department of education at Ben-Gurion University of the Negev. His research interests are critical education theory, education for democracy, and social justice and bilingual education. He is coauthor of the book The Struggle for Democracy in Education (Routledge, 2018).CELIA REDDICK ([email protected]) is a PhD candidate at the Harvard Graduate School of Education. Her research explores the intersection of education and migration, with a focus on educational policies and practices that support children’s and families’ well-being in settings of displacement. She is a former editor and co-chair of the Harvard Educational Review.BEN ROSS SCHNEIDER ([email protected]) is Ford International Professor of Political Science at Massachusetts Institute of Technology (MIT) and director of the MIT-Brazil program. He taught previously at Princeton University and Northwestern University. His recent books include Hierarchical Capitalism in Latin America: Business, Labor, and the Challenges of Equitable Development and Innovation in Brazil: Advancing Development in the 21st Century. Previous articleNext article DetailsFiguresReferencesCited by Comparative Education Review Volume 63, Number 2May 2019 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/702678 © 2019 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports no articles citing this article.

Contributors

Together with Canada, the UK and the US, Australia is one of the most active countries in promoting education export and recruiting international students with international education as the country’s biggest and most successful services export ‘industry’. However, staff capacity building in international education has not been adequately invested. In research, while the teaching and learning of international students is a topic of growing popularity, the professional development (PD) and capacity building for teachers, who play a crucial role in the internationalisation of education and in particular, in supporting the learning of international students, has been left largely unexplored. This article responds to this critical gap in the literature by examining the nature of teacher professional development practices in international education The findings of the research shows that, at the individual and institutional levels, teacher self-positioning of their PD needs and other positioning of the institutional PD provision seem to reveal the internal contradictions and tensions within institutions that work against the principles of responsive learning and teaching relative to international students’ needs and expectations. The article calls for more support and investment in teacher professional development tailored to their needs to operate, teach and learn effectively in a context of increased internationalisation.

Contributors

Transnational education has experienced a phenomenal growth over the past decade. As a dynamic but complex phenomenon, transnational education involves the delivery of curriculum and educational practices developed in one country to students in other countries. Therefore, transnational education is associated with not only benefits but also challenges and tensions of navigating cross-border contexts, characterised by different educational, socio-cultural, historical and economic values and practices. As teachers are key actors in transnational education, their professional development is crucial to the delivery and quality of transnational education. This article focuses on the professional development needs and practices of teachers involved in Australian transnational programmes. It is based on a data subset with 18 teachers involved in transnational education within a broader research project that includes semi-structured interviews with 215 teachers and professional staff in tertiary education institutions in Australia, and researcher participation in and observations of their professional learning activities. The research underscores the importance of responding to teachers’ professional development needs in relation to building offshore students’ localised capabilities and employability. The study also highlights the need to equip offshore teachers with not only the academic and cultural dimensions of offshore teaching but also the development of resilience in terms of emotional wellbeing to assist them in navigating transnational experiences.

The Politics and Economics of Comparison

This essay is a call for world-systems analysis of education. Increasingly, the field of comparative education is moving toward more sophisticated examinations of education in relationship to economic, political, and social forces. Studies of the ecology of educational institutions and processes, however, often fail to take into account an international context of transactions. To date, most macro studies of education have taken the nation-state as the basic unit of analysis.' An examination of the international forces impinging upon education systems is no less essential than an examination of the international economic order would be to an