Comparative Education Review Research Articles

Robert A. Rhoads

Previous articleNext article FreeIn MemoriamRobert A. Rhoads 1957–2018PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreIn this issue the Comparative Education Review is honored to publish one of the last research articles by Robert A. Rhoads, who passed away on October 25, 2018, at the age of 60, after a long battle with cancer. His essay was subsequently, after peer review, revised and completed by his wife, Xiaoyang Sun (Ningbo University of Finance and Economics), and two other scholars familiar with his work, Jenny Jong-Hwa Lee (UCLA) and Xuyan Wang (Hangzhou Normal University).Rhoads was a much-loved professor at UCLA and a scholar of higher education in China and elsewhere, of internet-based instruction, and of university students’ lives. His most recent books include the coauthored China’s Rising Research Universities (Johns Hopkins University Press, 2014) and Global Citizenship and the University (Stanford University Press, 2011)—for which he won the Outstanding Publication of the Year Award from the Postsecondary Education Division of the American Educational Research Association (AERA)—and The University, State, and Market: The Political Economy of Globalization in the Americas (Stanford University Press, 2006), coedited with Carlos Torres. Those on the CER editorial team who knew Rhoads remember him as an interesting scholar and a strong supporter of his students, as well as a kind and gracious colleague. 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/10.1086/713671 Views: 285 © 2021 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports no articles citing this article.

Small Axe, episode 5, “Education” directed by Steve McQueen, produced by Anita Overland and Mike Elliott, and edited by Chris Dickens and Steve McQueen. Turbine Studios, EMU Films, BBC, and Amazon Studios, 2020. 63 minutes.

Previous articleNext article No AccessMedia ReviewsSmall Axe, episode 5, “Education” directed by Steve McQueen, produced by Anita Overland and Mike Elliott, and edited by Chris Dickens and Steve McQueen. Turbine Studios, EMU Films, BBC, and Amazon Studios, 2020. 63 minutes.Nigel O. M. Brissett and Carol Y. BaileyNigel O. M. BrissettClark University Search for more articles by this author and Carol Y. BaileyWestfield State University Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 65, Number 2May 2021 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/713628 Views: 159Total views on this site HistoryReceived January 21, 2021Accepted January 21, 2021 For permission to reuse, please contact [email protected]PDF download Crossref reports no articles citing this article.

Comparative Education Review: A 2020 Retrospective

Comparative Education Review: A 2020 Retrospective

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

Sixty-Five Years of the Comparative Education Review: Black Lives Matter, Ethics, New Directions, and New Ideas

Previous articleNext article No AccessEditorialSixty-Five Years of the Comparative Education Review: Black Lives Matter, Ethics, New Directions, and New IdeasBjorn H. NordtveitBjorn H. Nordtveit Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 65, Number 1February 2021 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/712793 Views: 254Total views on this site Citations: 1Citations are reported from Crossref HistoryPublished online February 10, 2021 © 2021 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Krystal Strong, Sharon Walker, Derron Wallace, Arathi Sriprakash, Leon Tikly, and Crain Soudien Learning from the Movement for Black Lives: Horizons of Racial Justice for Comparative and International Education, Comparative Education Review 67, no.S1S1 (Dec 2022): S1–S24.https://doi.org/10.1086/722487

Black Lives Matter in Our Syllabi: Another World Is Possible

Previous articleNext article No AccessEditorialBlack Lives Matter in Our Syllabi: Another World Is PossibleTavis D. Jules and Benjamin D. ScherrerTavis D. Jules Search for more articles by this author and Benjamin D. Scherrer Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 65, Number 1February 2021 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/712782 Views: 453Total views on this site Citations: 3Citations are reported from Crossref HistoryPublished online February 10, 2021 © 2021 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Sharon Walker, Ian Bennett, Pavenjit Kettory, Clare Pike, Lee Walker ‘Deep understanding’ for anti‐racist school transformation: School leaders' professional development in the context of Black Lives Matter, The Curriculum Journal 34, no.11 (Nov 2022): 156–172.https://doi.org/10.1002/curj.189Tolulope I. N. Perrin‐Stowe, Melissa Horner, Jaime J. Coon, Lauren R. Lynch, Alida de Flamingh, Nathan B. Alexander, Elizabeth Golebie, Timothy M. Swartz, Alyssa C. Bader, Samniqueka J. Halsey “Where do I even start?” Recommendations for faculty diversifying syllabi in ecology, evolution, and the life sciences, Ecology and Evolution 13, no.11 (Jan 2023).https://doi.org/10.1002/ece3.9719Korina M. Jocson, Cee Carter, Olga Correa, Kimberly McIntee, Mariam Rashid, Benjamin D. Scherrer, Alisha Smith Jean-Denis Plateaus, Puzzles, and PhDs: Un/Making Knowledge Differently through Digital Storytelling, Educational Studies 58, no.22 (Jan 2022): 141–162.https://doi.org/10.1080/00131946.2021.2010081

Beyond Rationality Order and Purpose: A Step into the Dark Side of Global Educational Research

Previous articleNext article No AccessBook Essay ReviewBeyond Rationality Order and Purpose: A Step into the Dark Side of Global Educational Research Education in Radical Uncertainty: Baudrillard as Transgression in Theory and Method, by Stephen Carney and Ulla Ambrosius Madsen. London: Bloomsbury Academic, 2021. 272 pp. £81.00 (cloth). ISBN 978-1474298834.Jason BeechJason Beech Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 65, Number 1February 2021 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/712182 Views: 147Total views on this site HistoryReceived October 15, 2020Accepted October 15, 2020 © 2021 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports no articles citing this article.

Diversity, Transformative Knowledge, and Civic Education: Selected Essays by James A. Banks. New York: Taylor & Francis, 2020. 221 pp. $47.95 (paper). ISBN 978-0-367-86319-7.

Previous articleNext article No AccessBook ReviewsDiversity, Transformative Knowledge, and Civic Education: Selected Essays by James A. Banks. New York: Taylor & Francis, 2020. 221 pp. $47.95 (paper). ISBN 978-0-367-86319-7.Carlos J. OvandoCarlos J. OvandoArizona State University (Emeritus) Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 65, Number 1February 2021 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/712181 Views: 118Total views on this site HistoryReceived October 14, 2020Accepted October 14, 2020 For permission to reuse, please contact [email protected]PDF download Crossref reports no articles citing this article.

Abstracts in Spanish, French, Chinese, Arabic, and Russian

Previous articleNext article FreeAbstracts in Spanish, French, Chinese, Arabic, and RussianPDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 65, Number 1February 2021 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/714566 Views: 124 © 2021 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports no articles citing this article.

Cosmo-Ubuntu: Toward a New (Exterior to Modernity) Theorizing about the Human, the Cosmos, and Education

Previous articleNext article No AccessEssay ReviewCosmo-Ubuntu: Toward a New (Exterior to Modernity) Theorizing about the Human, the Cosmos, and EducationJosé Cossa, Lesley Le Grange, and Yusef WaghidJosé Cossa Search for more articles by this author , Lesley Le Grange Search for more articles by this author , and Yusef Waghid Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 64, Number 4November 2020 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/710771 Views: 320Total views on this site Citations: 2Citations are reported from Crossref © 2020 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Marla Roschelle Goins Diva’s Culturally Sustaining Black Feminism: Tales from an Afro-Brazilian Teacher-Activist-Mother, Comparative Education Review 67, no.S1S1 (Jan 2023): S149–S170.https://doi.org/10.1086/722272Emily W. Anderson, Catherine Vanner, Christine Min Wotipka, and Kristy Kelly “Participation Does Not Equal Voice”: Gendered Experiences in an Academic and Professional Society, Comparative Education Review 65, no.33 (Jun 2021): 534–554.https://doi.org/10.1086/715115

Bringing in “Outside” Voices: Reflections on Sustainability Dialogues and Conference Planning

Previous articleNext article No AccessEssay ReviewBringing in “Outside” Voices: Reflections on Sustainability Dialogues and Conference PlanningRadhika Iyengar and Christina KwaukRadhika Iyengar Search for more articles by this author and Christina Kwauk Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 64, Number 4November 2020 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/710772 Views: 100Total views on this site Citations: 1Citations are reported from Crossref © 2020 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Emily W. Anderson, Catherine Vanner, Christine Min Wotipka, and Kristy Kelly “Participation Does Not Equal Voice”: Gendered Experiences in an Academic and Professional Society, Comparative Education Review 65, no.33 (Jun 2021): 534–554.https://doi.org/10.1086/715115

Our Atoll Speaks (Ko Talatala Mai Tō Mātou Wenua). Directed and produced by Gemma Cubero del Barrio, coproduced by Amelia Rachel Hokuleʻa Borofsky, and edited by Kyung Lee Los Angeles: Talcual Films, 2019. 14:02 minutes.

Previous articleNext article No AccessMedia ReviewOur Atoll Speaks (Ko Talatala Mai Tō Mātou Wenua). Directed and produced by Gemma Cubero del Barrio, coproduced by Amelia Rachel Hokuleʻa Borofsky, and edited by Kyung Lee Los Angeles: Talcual Films, 2019. 14:02 minutes.Alicia Sianes BautistaAlicia Sianes BautistaUniversidad de Jaén and Universidad Nacional de Educación a Distancia (UNED) Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 64, Number 4November 2020 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/711021 Views: 61Total views on this site HistoryReceived July 22, 2020Accepted July 22, 2020 For permission to reuse, please contact [email protected]PDF download Crossref reports no articles citing this article.

Experiencing Education through Film: Behind the Scenes of the CIES Film Festivalette

Previous articleNext article No AccessEssay ReviewExperiencing Education through Film: Behind the Scenes of the CIES Film FestivaletteJorge Baxter, Adriana Cepeda, and Hugh McLeanJorge Baxter Search for more articles by this author , Adriana Cepeda Search for more articles by this author , and Hugh McLean Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 64, Number 4November 2020 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/710775 Views: 107Total views on this site © 2020 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports no articles citing this article.

Abstracts in Spanish, French, Chinese, Arabic, and Russian

Previous articleNext article FreeAbstracts in Spanish, French, Chinese, Arabic, and RussianPDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 64, Number 4November 2020 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/712989 Views: 215Total views on this site © 2020 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports no articles citing this article.

The Press behind the Review: On the Relationship between the Comparative Education Review and the University of Chicago Press

Then there is the debate about open access: in scholarly publishing there are models and advocates for open access and free journals, often subsidized by institutions. Comparative Education Review is in many ways a hybrid model, offering some materials with open access and having a well-established program for free access for institutions in low-income contexts. Accordingly, in 2020 and beyond, we will continue to publish three featured articles per volume, as well as the annual presidential address, all with open access. Moreover, if authors are required by a funder to follow an open access mandate, UCP continues to offer two options: a “green” and a “gold” model.1 The Press has also expanded outreach through the Chicago Emerging Nations Initiative (CENI), embracing more than 10,000 institutions in over 120 emerging nations. Participating institutions gain access to electronic and print editions of UCP journals at deeply discounted rates (and in some cases gratis). The problem is that potential readers and contributors at many of the institutions covered by CENI remain unaware of the journal or of the free access offered. Obviously, it should be our goal to provide better information to a larger circle of readers and contributors, including reviewers and authors based in more marginalized parts of the world. Again, we seek suggestions—and assistance—from our Advisory Board and from authors and readers on how to reach out and invite new groups to become part of a larger community of readers, reviewers, and authors.

Black Lives Matter: Statement and Action Plan from the Comparative Education Review

Black Lives Matter: Statement and Action Plan from the <i>Comparative Education Review</i>

Youth and the National Narrative: Education, Terrorism and the Security State in Pakistan by Marie Lall and Tania Saeed. London: Bloomsbury, 2019. 224 pp. $110.00 (cloth). ISBN 978-1-3501-1219-3.

Previous articleNext article No AccessBook ReviewsYouth and the National Narrative: Education, Terrorism and the Security State in Pakistan by Marie Lall and Tania Saeed. London: Bloomsbury, 2019. 224 pp. $110.00 (cloth). ISBN 978-1-3501-1219-3.Mariam Parvez SheikhMariam Parvez SheikhUniversity of Massachusetts, Amherst Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 64, Number 3August 2020 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/709666 Views: 88Total views on this site HistoryReceived April 27, 2020Revised April 27, 2020Accepted April 27, 2020 For permission to reuse, please contact [email protected]PDF download Crossref reports no articles citing this article.

Internationalization of Higher Education for Development: Blackness and Postcolonial Solidarity in Africa-Brazil Relations in Higher Education by Susan Ress. New York: Bloomsbury, 2019. 208 pp. $122.00 (cloth). ISBN 9781350045460.

Previous articleNext article No AccessBook ReviewsInternationalization of Higher Education for Development: Blackness and Postcolonial Solidarity in Africa-Brazil Relations in Higher Education by Susan Ress. New York: Bloomsbury, 2019. 208 pp. $122.00 (cloth). ISBN 9781350045460.James Otieno JowiJames Otieno JowiAfrican Network for Internationalization of Education (ANIE) Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 64, Number 3August 2020 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/709667 Views: 103Total views on this site HistoryReceived April 27, 2020Revised April 27, 2020Accepted April 27, 2020 For permission to reuse, please contact [email protected]PDF download Crossref reports no articles citing this article.

Gender discourse in the social studies curriculum: an international literature review

PurposeThe purpose of this paper is to explore research on the inclusion of women and discourses on gender in the social studies curriculum, with the goal of promoting gender equality.Design/methodology/approachTo gauge how issues on gender are being taken up in classrooms around the world, the process started by exploring Compare, Comparative Education, Comparative Education Review and International Journal of Educational Development. Initially, studies related to the social studies curriculum were examined. The research then expanded beyond the social sciences and these journals. The next level of research used a mixture of the key search terms “inclusion,” “gender discourse,” “women,” “gender equality” and “curriculum.” Studies conducted around the world were examined to broaden the understanding of global research on women and gender discourses in the curriculum.FindingsAlthough progress is evident, reform measures are necessary to ameliorate the inclusion of women and gender discourses in the curriculum. Implementing these strategies in social studies education may be effective steps to achieve gender equality: (1) consistently encourage students to critique power structures and systems of oppression; (2) include the exploration of gender fluidity, masculinity and the fluidity of masculinity in the curriculum; (3) examine intersectional identities such as race, gender and sexuality; and (4) utilize teacher education programs and professional development as key sites to help educators improve the amount of and approach to gender discourse in the classroom.Originality/valueAfter reviewing these studies, the combined findings offer potential steps to achieve gender equality.

George F. Bereday Award for 2019

Previous articleNext article FreeAwardGeorge F. Bereday Award for 2019PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreEach year the Bereday Award Committee selects the most outstanding Comparative Education Review (CER) article for the George F. 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 Thomas Luschei (Claremont Graduate University), and included Yi-Lin Chiang (National Chenchi University), Marlaine Lockheed (Princeton University), Payal Shah (University of South Carolina), and Rolf Straubhaar (Texas State University). From the 23 research articles published in volume 63 (2019) of CER (selected from almost 200 annual submissions), the Committee awarded the honor to Amy Jo Dowd and Lesley Bartlett for their article “The Need for Speed: Interrogating the Dominance of Oral Reading Fluency in International Reading Efforts,” published in May. The committee reported the following: “The article examines the use of correct words per minute (CWPM) as a measure of the impact of reading interventions. Drawing on reading assessment data from 11 country sites in monolingual and multilingual populations, the authors conclude that a global CWPM standard ‘rests upon untenable assumptions.’ … The committee noted the article’s clarity and strength of argument, rigorous conceptual framework, and the strong potential impact of the research on education policy and the field of comparative education.” The CER editors congratulate Amy Jo Dowd and Lesley Bartlett on this honor.The committee also noted the high quality of the other articles in volume 63 and offered an honorable mention to two articles: Tracy Brunette, Benjamin Piper, Rachel Jordan, Simon King, and Rehemah Nabacwa, “The Impact of Mother Tongue Reading Instruction in Twelve Ugandan Languages and the Role of Language Complexity, Socioeconomic Factors, and Program Implementation,” published in November, and Sarah Dryden-Peterson and Celia Reddick, “‘What I Believe Can Rescue That Nation’: Diaspora Working to Transform Education in Fragility and Conflict,” published in May.George Zygmunt Fijalkowski Bereday, born in Warsaw in 1920, was both the founding editor of 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.” Previous articleNext article DetailsFiguresReferencesCited by Comparative Education Review Volume 64, Number 2May 2020 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/708238 © 2020 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports no articles citing this article.