Comparative And International Education Society Research Articles

Botho/Ubuntu paradigm as cognitive justice in psychology

The concept of Botho/ Ubuntu emerges as a balancing paradigm poised to drive cognitive justice in psychological discourses. A paradigm is a universally recognized scientific model that represents a worldview of the nature of the world. There are enduring concerns about the privileging of Western European paradigms, ontologies, epistemologies, and axiologies over their African counterparts. In this article, we present the Botho/ Ubuntu paradigm as a strong contender for the promotion, and humanization of epistemologies in psychology. The 59th annual conference of the Comparative and International Education Society (CIES) in Washington, DC in 2015, whose theme was “ Ubuntu! Imagining a Humanist Education Globally,” as well as the World Council of Comparative Education Societies’ (WCCES) recent book, Comparative Education for Global Citizenship, Peace and Shared Living through Ubuntu, are examples through which Ubuntu began to emerge as a paradigm poised to deliver cognitive and epistemic justice in the area such as psychology. We use Critical African Psychology as a lens through which we interrogate cognitive injustice. We conclude by demonstrating that Botho/Ubuntu paradigm might serve as a driver of cognitive justice in psychology and makes inroads into major discourses driven by African scholars.

Improving Education for a More Equitable World: Social Justice Perspectives

Improving Education for a More Equitable World: Social Justice Perspectives

Facing the Anthropocene: Comparative Education as Sympoiesis

Before proceeding with the three provocations, it is important to introduce a new word in our expanding comparative education vocabulary: sympoiesis. The word “sympoiesis” derives from the ancient Greek sún (“with, together”) and poíēsis (“creation, production”), meaning “making-with” or “becoming-with.”5 As Donna Haraway (2016, 58) explains, “Sympoiesis is a simple word; it means ‘making-with.’ Nothing makes itself; nothing is really autopoietic or self-organizing. In the words of the Inupiat computer ‘world game,’ earthlings are never alone. That is the radical implication of sympoiesis. Sympoiesis is a word proper to complex, dynamic, responsive, situated, historical systems. It is a word for worlding-with, in company.” Inspired by Haraway’s (2016) approach, I will use the concept of “sympoiesis” as a keyword for thinking-with (or thinking together) about the role of education in our damaged but still ongoing living worlds in the time of the Anthropocene. In the spirit of the long-established tradition of Comparative and International Education Society (CIES), I will “think with” the ideas and reflections shared by past CIES presidents, the perspectives of my current friends, colleagues, and students, as well as insights from the scholars in the fields of philosophy, anthropology, science and technology studies, and ecofeminism. I will thus engage with the idea of “sympoiesis” both intellectually and practically.

Out of the Closet and into the Classroom: Reassessing the Boundaries of Gender and Sexual Minorities in Comparative and International Education

Out of the Closet and into the Classroom: Reassessing the Boundaries of Gender and Sexual Minorities in Comparative and International Education

Academic conferencing in the age of COVID-19 and climate crisis: The case of the Comparative and International Education Society (CIES)

In this article, organisers of the annual conference of the Comparative and International Education Society (CIES), held during March and April 2020, share their story of moving the planned on-site conference to a virtual space, as necessitated by the COVID-19 pandemic. Their analysis of the vCIES (the name given to the virtual conference) process not only provides an example of a disruption to the status quo of the institution of conferencing as a result of a global pandemic, but also extends it by addressing the multiplying concerns, urgent considerations and actions needed within academic communities for more equal and accessible conferencing in the unfolding climate catastrophe. The authors begin by discussing the challenge of academic conferencing in the age of COVID-19 and climate crisis. They highlight how their decolonial political stance (which critiques accepting Western knowledge and Western culture as the norm) and their climate-conscious approach informed their preparation of a virtual conference pilot already intended as an experimental extension to this year’s on-site event. They suggest the development of this pilot provided the necessary platform for transforming the vCIES into an effective and engaging virtual experience for participants. The vCIES process, including considerations concerning its structure and format and the necessary technology, is detailed in the subsequent sections. In the final part of their article, the authors briefly identify and discuss some of the opportunities, challenges and implications emerging from their vCIES experiences. Ultimately, they suggest that in a time of instability, insecurity and uncertainty, there need to be alternatives to large on-site conferences which require excessive and extensive academic mobility. The vCIES was a step in that direction as an accessible, environmentally responsive, more equal, and intergenerational and multispecies event that welcomed families, children and pets, while opening the space for new interdisciplinary encounters.

Negotiating the Virtual Conference Space: Reflections from New and Emerging Scholars on vCIES 2020

In 2020, the shift from an onsite conference to a virtual platform in the midst of the COVID-19 pandemic had a significant impact on the Comparative and International Education Society (CIES) New Scholars Committee (NSC) and its constituents The NSC is a standing committee of CIES that serves a large constituency of the society's membership, including graduate students, post-docs, and early-career faculty and practitioners In this contribution, we reflect on the successes and challenges of three sessions that were offered virtually as well as the overall experience of vCIES for new scholars

50 Years of the CIESC - Looking Back and Envisioning Forward: Reflections from Past-Presidents

This paper stems from the panel of past Presidents of the Comparative and International Education Society (CIESC) that was part of the 2017 conference of the CIESC. The theme of the panel was “Looking Back, Visioning Forward: The Promise of Comparative and International Education” and the panelists were asked to present their perspectives based on their experiences as past Presidents of the Society. Their reflections were gathered to create this combined piece, in order to capture their insights on the past, present and future of comparative and international education.

The Comparative Education Review at 60: Still Pondering “Which Way Is Up?”

The <i>Comparative Education Review</i> at 60: Still Pondering “Which Way Is Up?”

Crafting a Global Field: Six Decades of the Comparative and International Education Society edited by Erwin H. Epstein. Hong Kong: Springer, 2016. 316 pp. $89.00. ISBN 978-3-319-33185-0.

<i>Crafting a Global Field: Six Decades of the Comparative and International Education Society</i> edited by Erwin H. Epstein. Hong Kong: Springer, 2016. 316 pp. $89.00. ISBN 978-3-319-33185-0.

Contributors

Previous article FreeContributorsPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreN’DRI THÉRÈSE ASSIÉ-LUMUMBA ([email protected]) is a professor at Cornell University in the Africana Studies and Research Center, president of the World Council of Comparative Education Societies (WCCES), immediate past president of the Comparative and International Education Society (CIES), currently distinguished visiting professor at the University of Johannesburg, extraordinary professor at Stellenbosch University, and Carnegie Diasporan Fellow at the University of Ghana.BRAD BARHAM’s ([email protected]) research program centers on themes related to Wisconsin agriculture, technology adoption and innovation, and environment and development issues, especially in Latin America, related to migration, education, and job opportunities for rural youth and bargaining power of women and human capital outcomes of their children.MATTHEW THOMAS BECKER ([email protected]) is a visiting assistant professor of political science at the University of Tampa. He earned his PhD in political science at the University of Mississippi, where he taught for 2 years. He was a 2012–13 David L. Boren Fellow to Bosnia and Herzegovina.NANCY BREKKE ([email protected]) is associate professor of psychology at Lake Forest College. Her primary interests lie in the fields of social cognition; stereotyping, prejudice, and discrimination; and psychology, law, and public policy. She is currently studying the psychophysiology of prejudice, biases against people with nonnative accents, and racial/ethnic categorization processes.SARAH DRYDEN-PETERSON ([email protected]) leads a research program that focuses on the connections between education and community development, specifically the role that education plays in building peaceful and participatory societies. Her work is situated in conflict and postconflict settings and with Diaspora communities. She is concerned with the interplay between local experiences of children, families, and teachers and the development and implementation of national and international policy. She is on the faculty at the Harvard Graduate School of Education.SETH GITTER ([email protected]) is associate professor of economics at Towson University. He holds a PhD from the Agricultural and Applied Economics Department at the University of Wisconsin–Madison. His research focuses on a variety of issues in Latin American countries including early childhood development, cash transfers, schooling, migration, and fair-trade coffee.R. SERGIO GUGLIELMI ([email protected]) is professor of psychology at Lake Forest College. His research interests focus on the physiological correlates of emotional states (e.g., psychophysiology of prejudice; stress, burnout, and health). More recently, he has applied structural equation modeling procedures to the examination of important educational issues (e.g., effectiveness of bilingual education, understanding the US achievement gap).BETHANY MULIMBI ([email protected]) is a doctoral student in the Culture, Communities, and Education concentration at the Harvard Graduate School of Education. Her research focuses on the interplay between how formal education systems, individual schools, and teachers address the needs of students of diverse cultural and linguistic backgrounds, particularly in southern Africa.JENNA NOBLES ([email protected]) is an associate professor of sociology and the associate director of the Center for Demography and Ecology at the University of Wisconsin–Madison.LEON TIKLY ([email protected]) is professor in education at the University of Bristol, Graduate School of Education. He is visiting professor at the Centre for Education Rights and Transformation at the University of Johannesburg and at the International Centre for Teacher Education at the Cape Peninsula University of Technology.JESSA LEWIS VALENTINE ([email protected]) earned her PhD in sociology from the University of Wisconsin–Madison. Her research centered on the intersection of immigration and education issues appears in Hispanic Journal of Behavioral Sciences, Cultural Diversity and Ethnic Minority Psychology, and American Journal of Education. She is managing consultant at DVP-PRAXIS.HERMAN G. VAN DE WERFHORST ([email protected]) is professor of sociology at the University of Amsterdam, and director of the Amsterdam Centre for Inequality Studies (AMCIS). His comparative research focuses on educational systems in relation to inequalities, particularly educational careers, labor market outcomes, and civic engagement. Rewarded with a Vici grant, his current research project centers on educational institutional contexts and inequality of educational opportunity. Previous article DetailsFiguresReferencesCited by Comparative Education Review Volume 61, Number 1February 2017 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/689923 PDF download Crossref reports no articles citing this article.

Redefining Technology in Development Work: A Need for Learning Outcomes in ICT Projects

Redefining Technology in Development Work: The full text of the article can be found at 10.18275/fire201502011068 A Need for Learning Outcomes in ICT Projects Jayson W. Richardson Gregory C. Sales Technology has redefined, and will likely continue to redefine, educational processes and procedures around the world. In many development efforts, however, the focus is on the hardware, software, or professional development. Rare is the international development project focused on teaching and learning. In this special issue of the Forum for International Research in Education (FIRE), we propose a reframing of ICT by shifting the paradigm to focus on Instructional quality, Curriculum development, and Teaching pedagogy. Thinking of ICTs in this I-C-T context moves the discussion away from the technology itself, and spotlights changing and improving teaching and learning. In this special issue the Information and Communication Technology for Development Special Interest Group (ICT4D SIG) of the Comparative and International Education Society (CIES), solicited articles that focus on improving and measuring teaching and learning outcomes in technology-focused development projects.

Research Trends of the Comparative and International Education Society (CIES)

Research Trends of the Comparative and International Education Society (CIES)

The Place of International Education in the Comparative Education Review

Shortly after the Comparative Education Society was organized in 1955, it set about to establish an “official organ,” which it named the Comparative Education Review (CER). In 1972, under the leadership of its president, Stewart E. Fraser, the Society changed its name to the Comparative and International Education Society (CIES), and the intent was clearly to extend the boundaries of the field beyond comparative education to include international efforts in education. However, CIES chose to retain the original name of its journal, the Comparative Education Review. The question might legitimately be raised as to the place of “international education” in CER. The answer to this question depends in part on the way that we distinguish between the two aspects of our field. It is inadvisable to draw a firm distinction, though scholars typically regard “comparative education” to include the more academic, analytic, and scientific aspects of the field, while international education is related to cooperation, understanding, and exchange elements. International education is usually seen as a more practice-oriented activity, particularly in terms of cross-cultural and crossnational relationships. Its training orientation is to prepare men and women to participate in a world where international cooperation and understanding are essential. It has rarely been conceived as a distinct field of study or even as a subdiscipline in education. Consequently, there is little discussion among those who identify themselves as international educators as to methodological or theoretical issues that might define their work. Rather, they are particularly concerned about administering programs that stress relationships, cooperation, and understanding across borders. A brief perusal of the articles appearing in reputable journals in international education, including International Educator, International Education, and Frontiers: The Interdisciplinary Journal of Study Abroad, reinforces this general distinction, even though some important, theoretically based research studies can be found in these journals. Those of us on the current editorial board of CER express a strong commitment to the publication of international-education-oriented articles. Of course, we reiterate that all submissions ought to have an explicit theoretical or conceptual framework, reflect originality in analysis or method, have an appropriate methodological approach, and make a contribution to the advancement of knowledge. The spheres of international education include topics such as international development, peace studies, and international student exchange. These are all crucial to CIES, and many in our academic communities are professionally active in them. We laud their efforts

Comparative and International Education Society (CIES) Facing the Twenty‐First Century: Challenges and Contributions

Comparative and International Education Society (CIES) Facing the Twenty‐First Century: Challenges and Contributions

Comparative and International Education Society (CIES) Facing the Twenty-First Century: Challenges and Contributions

Comparative and International Education Society (CIES) Facing the Twenty-First Century: Challenges and Contributions

Redeeming Modernity

Next article No AccessPresidential AddressRedeeming ModernityRuth HayhoeRuth Hayhoe Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 44, Number 4November 2000 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447628 Views: 94Total views on this site Citations: 32Citations are reported from Crossref © November 2000by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Iveta Silova Facing the Anthropocene: Comparative Education as Sympoiesis, Comparative Education Review 65, no.44 (Nov 2021): 587–616.https://doi.org/10.1086/716664Hantian Wu A New Typology of Inward- and Outward-Oriented Higher Education Internationalization, (Jun 2021): 23–48.https://doi.org/10.1007/978-981-16-2558-9_3David Post After Progress, Comparative Education Review 64, no.44 (Oct 2020): 563–576.https://doi.org/10.1086/710996Regina Cortina “The Passion for What Is Possible” in Comparative and International Education, Comparative Education Review 63, no.44 (Oct 2019): 463–479.https://doi.org/10.1086/705411Zitong Wei A Relational Paradigm of Cross-Cultural Learning, (Jan 2019): 155–179.https://doi.org/10.1007/978-981-13-2691-2_8Iveta Silova , Comparative Education 55, no.44 ( 2019): 444.https://doi.org/10.1080/03050068.2019.1657699Luo Jia , Diaspora, Indigenous, and Minority Education 13, no.44 ( 2019): 236.https://doi.org/10.1080/15595692.2019.1628736Jae Park Knowledge Production with Asia-Centric Research Methodology, Comparative Education Review 61, no.44 (Sep 2017): 760–779.https://doi.org/10.1086/693980Keita Takayama, Arathi Sriprakash, and Raewyn Connell Toward a Postcolonial Comparative and International Education, Comparative Education Review 61, no.S1S1 (Dec 2016): S1–S24.https://doi.org/10.1086/690455N’Drı Thérèse Assié-Lumumba The Ubuntu Paradigm and Comparative and International Education: Epistemological Challenges and Opportunities in Our Field, Comparative Education Review 61, no.11 (Dec 2016): 1–21.https://doi.org/10.1086/689922Theresa Alviar-Martin, Mark Baildon Deliberating Values for Global Citizenship: A Study of Singapore’s Social Studies and Hong Kong’s Liberal Studies Curricula, (Oct 2016): 73–92.https://doi.org/10.1007/978-981-10-1673-8_4Xu Zhao, Robert L. Selman, Helen Haste, May Cheng Academic stress in Chinese schools and a proposed preventive intervention program, Cogent Education 2, no.11 (Jan 2015): 1000477.https://doi.org/10.1080/2331186X.2014.1000477Edward Howe, Masahiro Arimoto Narrative Teacher Education Pedagogies from across the Pacific, (Dec 2014): 213–232.https://doi.org/10.1108/S1479-368720140000022014Grace Karram A futile search for values and pedagogy? A discursive analysis of the marketing messages of branch-campuses in higher education hubs, Compare: A Journal of Comparative and International Education 44, no.22 (Oct 2012): 274–296.https://doi.org/10.1080/03057925.2012.728373William Yat Wai Lo Conclusion, (Feb 2014): 157–169.https://doi.org/10.1007/978-981-4560-35-1_8Guoping Zhao Rebuilding the Chinese Soul: Some Considerations for Education, Frontiers of Education in China 8, no.44 (Jun 2017): 498–517.https://doi.org/10.1007/BF03396988Ruth Hayhoe, Julia Pan, Qiang Zha , Frontiers of Education in China 8, no.11 ( 2013): 80.https://doi.org/10.1007/BF03396963Amy Stambach and Christina Cappy What We See, What Is Missing, and What Has Fallen Away: The 2011 Comparative Education Review Bibliography, Comparative Education Review 56, no.33 (Jul 2015): 534–546.https://doi.org/10.1086/666460David Post Parallel and Diverging Paths: Hong Kong Higher Education and Ruth Hayhoe, (Jan 2012): 245–264.https://doi.org/10.1057/9781137045591_14Karen Mundy From International Relations to Global Governance in Education: A Tribute to Ruth, (Jan 2012): 13–24.https://doi.org/10.1057/9781137045591_2Yeow Tong Chia Historicizing Comparative and International Education, and Internationalizing History of Education: A Personal Reflection on Ruth Hayhoe’s Call for Cultural Dialogue, (Jan 2012): 69–82.https://doi.org/10.1057/9781137045591_5Yeow Tong Chia The Elusive Goal of Nation Building: Asian/Confucian Values and Citizenship Education in Singapore During The 1980s, British Journal of Educational Studies 59, no.44 (Dec 2011): 383–402.https://doi.org/10.1080/00071005.2011.591288Moosung Lee, Tom Friedrich Citation Network Analysis of Comparative Education Texts, (Jan 2011): 113–144.https://doi.org/10.1007/978-94-6091-722-6_7Anthony Welch The Challenge of Comparative Research: A Critical Introduction, (Oct 2010): 187–201.https://doi.org/10.1007/978-90-481-8933-5_17David R. Hodge, David S. Derezotes POSTMODERNISM AND SPIRITUALITY: SOME PEDAGOGICAL IMPLICATIONS FOR TEACHING CONTENT ON SPIRITUALITY, Journal of Social Work Education 44, no.11 (Mar 2013): 103–124.https://doi.org/10.5175/JSWE.2008.200500598Ruth Hayhoe The use of ideal types in comparative education: a personal reflection, Comparative Education 43, no.22 (May 2007): 189–205.https://doi.org/10.1080/03050060701362342 Martin Carnoy Rethinking the Comparative—and the International Carnoy, Comparative Education Review 50, no.44 (Jul 2015): 551–570.https://doi.org/10.1086/507054 Gilbert W. Merkx , Ruth Hayhoe , Bernard H. K. Luk , Kenneth King , Marcela Gajardo , Elizabeth King , Albert Motivans , Holger Daun , William I. Brustein , Susanne H. Rudolph , and Lloyd Rudolph Comparative Education, Area Studies, and the Disciplines Sutton et al., Comparative Education Review 50, no.11 (Jul 2015): 125–148.https://doi.org/10.1086/499390Julia Dicum (Re)Building a feeling of belonging in complex emergencies, Ethnologies 27, no.11 (Feb 2007): 55–76.https://doi.org/10.7202/014022arAnthony Welch, Ka-ho Mok Conclusion: Deep Development or Deep Division?, (Jan 2003): 333–355.https://doi.org/10.1057/9781403990488_11 Robert F. Arnove Comparative and International Education Society (CIES) Facing the Twenty‐First Century: Challenges and Contributions Arnove, Comparative Education Review 45, no.44 (Jul 2015): 477–503.https://doi.org/10.1086/447689Anthony R. Welch Globalisation, Post-modernity and the State: Comparative education facing the third millennium, Comparative Education 37, no.44 (Jun 2010): 475–492.https://doi.org/10.1080/03050060120091265

The Politics of Educational Borrowing: Reopening the Case of Achimota in British Ghana

Reflexion theorique sur Achimota, symbole du transfert pedagogique effectue entre les Etats-Unis, l'education industrielle des africains americains et le continent africain. Les auteurs reflechissent a la raison de ce transfert et aussi au mode d'implementation et de realisation du transfert en fonction des contextes economiques, geographiques et historiques.

Mapping Comparative Education after Postmodernity

Mapping Comparative Education after Postmodernity

The InstitutionS of Education: Compare, Compare, Compare!

L'auteur se livre ici a une reflexion personnelle sur les institutions de l'education et sur ce que peut et devrait etre le champ qui mene a l'etude de l'education contemporaine, mais revient aussi sur son experience et ses rencontres personnelles avant de se lancer dans un historique comparatif.

Research Strategies in Comparative Education

L'auteur souhaite faire un bilan des methodes de collectes des donnees en education comparee. Ce bilan permet de repondre a cinq questions : La methodologie de recherche fait-elle partie des discussions dans ce champs de recherche? Quelles sont les strategies de recherche de ceux qui publient actuellement en education comparee? La variete des strategies de recherche est-elle reduite dans ce domaine? Les zones geographiques concernees par les travaux se sont-elles elargies? De la recherche qualitative ou de la recherche quantitative, laquelle tient le plus de place? Les sources de l'auteur pour realiser cette synthese sont essentiellement les periodiques specialises : Comparative education review, Comparative education et International Journal of educational development. L'auteur definit une typologie des recherches et procede a l'analyse de contenu des publications du point de vue des strategies de recherche de 1960 a 1995.