Comparative 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.

George Bereday Award for 2022

Previous articleNext article FreeAwardGeorge Bereday Award for 2022PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail 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 Keita Takayama (Kyoto University) and included Nelli Piattoeva (Tampere University, Finland), Amrit Thapa (University of Pennsylvania), Nisha Thapliyal (University of Newcastle, Australia), and Fang Yanping (National Institute of Education, Nanyang Technological University, Singapore). From 29 research articles published in volume 66 (2022) of CER (themselves selected from over 200 annual submissions), the George Bereday Committee awarded the honor to Meixi, Sukanda Kongkaew, Panthiwa Theechumpa, Amornrat Pinwanna, and Alison Ling for their article “Making Relatives: The Poetics and Politics of a Trans-Indigenous Teacher Collective,” published in August (66 [3]: 442–64). The committee reported the following: “‘Making Relatives’ was written by educators and researchers who have been deeply involved in the establishment and management of an Indigenous school in Northern Thailand, which adopted an Indigenous educational model from Mexico called Tutoría. The piece is not only beautifully written and wonderfully rich in its contextualization and empirical details but also admirably creative in its operationalization of conceptual tools drawn from interdisciplinary literature around storywork and social poetics.” The CER editors congratulate the authors on this honor.The committee also noted the high quality of other articles and in particular offered an honorable mention to Susanne Ress, Nancy Kendall, Sophia Friedson-Ridenour, and Yaa Oparebea Ampofo for their article “Representations of Humans, Climate Change, and Environmental Degradation in School Textbooks in Ghana and Malawi,” published in November ( 66 [4]: 599–619).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.” Previous articleNext article DetailsFiguresReferencesCited by Comparative Education Review Volume 67, Number 2May 2023 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/724822 © 2023 Comparative and International Education Society. All rights reserved.PDF download Crossref reports no articles citing this article.

Global research capacity building among academic researchers

ABSTRACT Although concepts such as research without borders have become more commonplace in recent decades, few studies have investigated the capabilities that global researchers require to cross both cultural and disciplinary borders. This paper explores global capabilities along with strategies and spaces that may facilitate academic researchers’ acquisition and development of global research competence. The study’s dataset comprises responses of 26 participants across 15 countries – all of whom are members of a specific comparative education society – who contributed their views via e-questionnaire. Findings indicate that research capacity building is a dynamic process and global competence calls for complex skills and conscious attitudes. Commitment to expand scientific curiosity beyond one’s own culture and academic discipline appears to be a main criterion in achieving global competence. Results of this study are not meant to be prescriptive but rather exploratory and informative for a broad group of academic stakeholders.

George Bereday Award for 2020

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.

Impact on Student Learning: The Contribution of a Professional Development Collaboration.

New Challenges to Education: Lessons from Around the World BCES Conference Books, 2021, Volume 19; Sofia: Bulgarian Comparative Education Society

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

After Progress

During the 1950s the field of comparative education was steered by the American idea of progress. The Comparative Education Society was founded under an assumption that research and understanding of education worldwide is progressive, and thus social engineering through education could ameliorate poverty, inequality, disease, and other mid-twentieth-century challenges. This essay speculates on the future of a field that no longer assumes that more or better understanding about education will lead to better consequences. However, rather than conceding defeat, the essay offers examples from an agenda that is necessary to promote education for sustainability. Progress is still one guiding star for researchers, among others stars in the constellation. The Comparative and International Education Society can still contribute to a global conversation on sustainable development. However, the essay concludes by noting several key challenges for the organization.

Building Research Capacity in BRICS and Beyond: Lessons from the International Community

Research capacity building and research productivity are essential to the economic flourishing of any nation. Over the past decade, innovation and investment in research and development in BRICS countries – especially India and China – have strongly contributed to their economic growth. The scholarly literature shows that the five-member states have high numbers of (a) university graduates – especially in the fields of engineering and computer science – and (b) research outputs – mainly quantitative. The issue, however, is that the quality of BRICS graduates is sometimes questionable, and the nations are not considered as relevant global players when it comes to the research impact factor. To that end, it is essential to align quantity with quality in BRICS’ higher education institutions. As growing economies, BRICS need to increase their investment in higher education and research capacity building to maximise their economic prosperity. Researchers who are knowledge producers and innovators can be considered the foremost role players in transferring university research to society. Therefore, investing in quality development and support is of the essence. This article is based on the voices of 32 international scholars affiliated with the Comparative Education Society in Europe. The respondents shared their views via an open-ended survey about: (a) the development of globally competent researchers; (b) the expectations placed on present-day researchers; and (c) the demands researchers face in terms of research productivity. The findings indicate that, regardless of the context, researchers are confronted with similar demands, namely: to secure funding; engage in international and interdisciplinary research projects; and produce tangible outputs. It is also evident that research capacity building at respondents’ respective institutions needs enhancement in order to align with the current research demands.

Professor Emeritus Dr. Philos. Thyge Winther-Jensen

At the Conference of the Comparative Education Society in Europe—in Italy in May 2020—it had been intended to honor Thyge Winther-Jensen; who had died, after a short illness, in December 2019. Howe...

George F. Bereday Award for 2018

Previous articleNext article FreeAwardGeorge F. Bereday Award for 2018PDFPDF 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 Lesley Bartlett (University of Wisconsin–Madison) and included Amita Chudgar (Michigan State University), Kara Brown (University of South Carolina), and Thomas Luschei (Claremont Graduate University). From the 21 articles published in volume 62 (2018) of the CER (themselves selected from almost 200 annual submissions), the Bereday Committee awarded the honor to Nicholas Limerick for his article published in February 2018, “Kichwa or Quichua? Competing Alphabets, Political Histories, and Complicated Reading in Indigenous Languages.” The committee reported the following: “The article examines the politics surrounding the standardization of various alphabets for Kichwa/Quechua. Drawing on historical analysis and ethnographic research in Ecuador, Dr. Limerick considers how different alphabets include or exclude specific groups and considers how orthographies are influenced by histories of language contact and by contemporary politics. The committee noted the rigorous conceptual framework, the skilled integration of multiple sources of data, and the beautiful, sensitive, and engaging narration in the piece.” The CER editors congratulate Nicholas Limerick on this honor!The committee also noted the quality of other articles, and in particular offered an honorable mention to Francisco Ramirez, Evan Schofer, and John Meyer for their article published in August 2018: “International Tests, National Assessments, and Educational Development (1970–2012).” The committee noted: “This article addresses the growth of national participation in international and national testing efforts” and lauded the authors’ “strong theoretical framework, methodological sophistication, and clarity of argument.”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 63, Number 2May 2019 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/703458 © 2019 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports no articles citing this article.

Contributors

Previous article FreeContributorsPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreFIDA ADELY ([email protected]) is an associate professor at the Center for Contemporary Arab Studies at Georgetown University, and the Clovis and Hala Salaam Maksoud Chair in Arab Studies. Her research focuses on education, labor, and gender in the Arab world. She is the author of Gendered Paradoxes: Educating Jordanian Women in Nation, Faith & Progress.A. KAYUM AHMED ([email protected]) is a PhD candidate at Teachers College, Columbia University, and teaches as an adjunct at Columbia Law School. His research focuses on black radical student movements and decoloniality. Recent publications have appeared in the Human Rights Law Review, Comparative International Higher Education Journal, and Prospects.TSUYOSHI FUKAO ([email protected]) is senior education specialist with the World Bank Group. Currently he leads education operations and World Bank–financed research in Afghanistan. From 2010 to 2015, he was based in Phnom Penh to manage and support education projects and research in Cambodia, Myanmar, and Lao PDR.FERNANDA GANDARA ([email protected]) is a measurement and evaluation specialist at School-to-School International. She holds a doctorate in psychometric methods, educational statistics, and research methods from University of Massachusetts Amherst. Her research is oriented toward the improvement of assessment practices in international education, with a major focus on assessment practices that affect linguistic minorities.ANGELA HADDAD ([email protected]) is a second-year PhD candidate in the Department of Comparative Literature at New York University, where she works on South-South literary relations between the Arab world and Latin America. She received her MA from Georgetown University and her BA from the University of Michigan.ABDEL HAKIM AL-HUSBAN ([email protected]) received his PhD in 1997 from the University of Bordeaux II (in France) in social anthropology. He teaches cultural anthropology at Yarmouk University in the city of Irbid-Jordan. Prof. Al-Husban has participated and led many field projects dealing with different aspects of anthropology in Jordan including the sociodynamics of knowledge production in Jordanian society.AFAF AL-KHOSHMAN ([email protected]) is a PhD student in the Department of Anthropology and Education at Teachers College, Columbia University, where her work is focused on education in local communities in Jordan. Afaf also has a master’s degree in Arab studies from Georgetown University and a master’s degree in translation from the University of Jordan.JON LAUGLO ([email protected]) is professor emeritus of education at Oslo University. His research themes include adolescents’ expectation of higher education, youth from immigrant homes, civic engagement, social capital, vocational education policies, private schools, adult literacy, and decentralization. He has held earlier affiliations with the World Bank, NOVA and NIFU institutes, Norwegian Science and Technology University, Norwegian Research Council, and London Institute of Education.FENGSHU LIU ([email protected]) is professor of education at Oslo University. Her research interests are youth and internet, China’s only-child generation, intergenerational change, gender and education, university students, rural youth, Confucian self-cultivation, and Other-sex relations in three Chinese generations. Her publications include her book Urban Youth in China: Modernity, the Internet and the Self. Her current manuscript in progress “Three Generations of Young Men and Women in China” compares Chinese and Norwegian upper secondary students.JEFFERY H. MARSHALL ([email protected]) is an independent consultant based in Vientiane, Lao PDR. He works as a researcher and technical adviser in the areas of school and teacher quality, program evaluation, decentralization, Out-of-School Children (OOSC), and student assessment.JENNIFER RANDALL ([email protected]edu) is an associate professor in the Research, Educational Measurement, and Psychometrics Program (REMP) at the University of Massachusetts. Dr. Randall is especially interested in the ways in which assessments (both large-scale and classroom-based) take into consideration, and affect, historically marginalized populations in the US and abroad.S. GARNETT RUSSELL ([email protected]) is an assistant professor of international and comparative education at Teachers College, Columbia University, and the director of the George Clement Bond Center for African Education. Her research focuses on citizenship and human rights in postconflict contexts. Recent publications have appeared in Comparative Education Review, Gender and Society, and International Studies Quarterly.SANDRA L. SIROTA ([email protected]) is a postdoctoral research fellow at the University of Connecticut and an adjunct assistant professor at Columbia University. She holds a doctor of education from Columbia University. Her research focuses on human rights and social justice education. Recent publications have appeared in the Journal of Human Rights and Prospects.WILLIAM C. SMITH ([email protected]) is a teaching fellow at the University of Edinburgh and former senior policy analyst at UNESCO’s Global Education Monitoring Report. His research explores the relationships between teachers, testing, and accountability, which includes his edited book The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice. Previous article DetailsFiguresReferencesCited by Comparative Education Review Volume 63, Number 1February 2019 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/701144 © 2019 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports no articles citing this article.

The Gulf Comparative Education Society's (GCES) Eighth Biannual Symposium Public, Private, and Philanthropy: Exploring the Impact of New Actors on Education in the GCC

"The Gulf Comparative Education Society (GCES) held its eighth biannual symposium under the sponsorship of the Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research from April 7th to 9th, 2018. Guided by the theme “Public, Private, and Philanthropy: Exploring the Impact of New Actors on Education in the GCC,” attendees presented research and discussed developments in the field of education in the Gulf. The symposium was held at the Hilton Garden Inn Ras Al Khaimah in the United Arab Emirates and consisted of a pre-conference workshop, three keynote addresses, four featured panels, two special panels, and six breakout sessions with over 40 presentations by invited speakers, as well as by those who submitted abstracts that had been selected by a blind review. In its eighth year, the symposium continued the tradition of convening a diverse group of guests and attendees from across the globe. This year’s presenters came from a wide variety of countries including the UAE, Oman, Kuwait, Saudi Arabia, Bahrain, Canada, Spain, Australia, Germany, Sweden and the United States, representing different voices in the education sector, such as policymakers, academics and researchers, school providers and leaders, consultants, and teachers. The theme for 2018 drew upon the growing involvement of emerging actors in GCC education and put a spotlight on the impact of philanthropy on education in the Gulf. In 2015, reports estimated a combined $34bn worth of private donations to foundations. Philanthropic contributions, closely intertwined with private and public education, therefore hold the power to shape GCC education ecosystems, through scholarships and mentoring, as well as the creation of entire school systems and universities. While the philanthropic sector is still in its infancy in the GCC, this years’ symposium took the opportunity to apply a comparative lens through keynote speeches delivered by Professor Bob Lingard (University of Queensland), Professor Megan Tompkins-Stange (University of Michigan), and Professor Antoni Verger (Universitat Autònoma de Barcelona). The speakers discussed topics, such as the emergence of philanthropists, edupreneurs, and consultants as new policy actors in education, the power and influence of elite private philanthropies in the US, and the main omissions and shortcomings of translating public- private partnerships (PPPs) into the educational policy field. The featured panels and breakout sessions addressed the following key topics, among others:  Higher Education in the GCC  Informing Education Policy and Transforming Systems through Evidence  Motivation, and Alternative Approaches to Learning 2  Evaluating the Emergence of Private Actors in Education  The Challenges and Prospects of Philanthropy in Education in the GCC  Internationalization of Education: Effects on Students, Educators, and Institutions  Globalization in Philanthropy and Human Resources In addition, the symposium brought together over 80 participants working in a range of organizations across the Gulf and beyond, all of whom shared an interest in comparative education in the GCC countries. This year’s symposium was further enriched by a special panel discussion joined by representatives from UNESCO, UNDP, and the Arab Gulf Program for Development (AGFUND). The discussion revolved around the Sustainable Development Goal 4 in the Gulf States and how partnerships can ensure quality education and promote lifelong learning opportunities for all. Following the symposium, speakers were asked if they would like to submit an approximately 3,000-word paper on their presentation. This volume is the compilation of those papers that were submitted. While it does not cover all of the presentations that were given at the symposium, slides for some of the other presentations are available on the GCES website (www.gces.ae). Dr. Abdullah Alajmi, President Dr. Ahoud Alasfour, Vice President Dr. Natasha Ridge, Secretariat Representative David Dingus, Max B. Eckert, and Elizabeth Bruce, Proceedings Editors"

Comparative Studies for What?

ISCPES stands for International Society for Comparative Physical Education and Sports and it is going to celebrate its 40th anniversary in 2018. Since the beginning (Israel 1978) the main goals of the Society were established under a worldwide mind set considering five continents and no discrimination of any kind. The founders wanted to compare Physical Education and Sports across the world, searching for the best practices deserving consideration and applied on the purpose of improving citizen quality of life. The mission still stands for “Compare to learn and improve”.As all the organizations lasting for 39 years, ISCPES experienced several vicissitudes, usually correlated with world economic cycles, social and sports changes, which are in ISS journal articles - International Sport Studies.ISS journal is Scopus indexed, aiming to improve its quality (under evaluation) to reach more qualified students, experts, professionals and researchers; doing so it will raise its indexation, which we know it is nowadays a more difficult task. First, because there are more journals trying to compete on this academic fierce competitive market; secondly, because the basic requirements are getting more and more hard to gather in the publishing environment around Physical Education and Sports issues. However, we can promise this will be one of our main strategic goals.Another goal I would like to address on this Editorial is the language issue. We have this second strategic goal, which is to reach most of languages spoken in different continents; besides the English language, we will reach Chinese, Spanish and Portuguese speaking countries. For that reason, we already defined that all the abstracts in English will be translated into Chinese, Spanish and Portuguese words so people can find them on any search browser. That will expand the demand for our journal and articles, increasing the number of potential readers. Of course this opportunity, given by Motricidade, can be considered as a good example to multiply our scope.In June 2017 we organized a joint Conference in Borovets, Bulgaria, with our colleagues from the BCES – Bulgarian Society for Comparative Educational Studies. During those days, there was an election to appoint a new (Portuguese) president. This constitutes an important step for the Portuguese speaker countries, which, for a 4th year term, will have the opportunity to expand the influence of ISCPES Society diffusing the research results we have been achieving into a vast extended new public and inviting new research experts to innovative debates. This new president will be working with a wide geographical diverse team: the Vice President coming from a South American country (Venezuela), and the other several Executive Board members are coming from Brazil, China, Africa and North America. This constitutes a very favorable situation once, adding to this, we kept the previous editorial team from Australia and Europe. We are definitely committed to improve our influence through new incentives to organize several regional (continental) workshops, seminars and Conferences in the next future.The international research is crossing troubled times with exponential number of new indexed journals trying to get new influence and visibility. In order to do that, readers face new challenges because several studies present contradictory conclusions and outcome comparisons still lacking robust methodologies. Uncovering these issues is the focus of our Society.In the past, ISCPES started its activity collecting answers to the same questions asked to several experts in different countries and continents across the world. The starting studies developed some important insights on several issues concerning the way Physical Education professionals approached their challenges. In the very starting documents ISCPES activity focused in identifying certain games and indigenous activities that were not understood by people in other parts of the world, improving this international understanding and communication. This first attempt considered six groups of countries roughly comprehending 26 countries from all the continents.ISCPES has on its archives several seminal works, PhD proposals and program proposals, which constitutes the main theoretical framework considered in some textbooks printed at the end of the sixties in the XXth century.The methods used mostly sources’ country comparisons, historic development of comparative education systems, list of factors affecting those systems and a systematic analysis of case studies; additionally, international organizations for sports and physical education were also required to identify basic problems and unique features considered for the implementation of each own system. At the time, Lynn C. Vendien & John E. Nixon book “The World Today in Health, Physical Education and Recreation”, Englewood Cliffs, New Jersey: Prentice-Hall, Inc. 1968, together with two monographies from William Johnson “Physical Education around the World”, 1966, 1968, Indianapolis, Phi Epsilon Kappa editions, were the main textbook references.The main landscapes of interest were to study sports compared or the sport role in Nationalisms, Political subsidization, Religion, Race and volunteering versus professionalism. The goal was to state the true place of sports in societies.In March 1970, Ben W. Miller from the University of California compiled an interesting Exhibit n.1 about the main conclusions of a breakfast meeting occurred during the American Association for Health, Physical Education and Recreation. There, they identified thirty-one individuals, which had separate courses in “Comparative and/or International Physical Education, Recreation and Sports”; one month later, they collected eighteen responses with the bibliographic references they used. On this same Exhibit n.1 there is detailed information on the title, catalogue description, date of initial course (1948, the first), credit units, eligibility, number of year offer, type of graduation (from major to doctorate and professional). Concluding, the end of the sixties can be the mark of a well-established body of literature in comparative education and sports studies published in several scientific journals.What about the XXIst century? Is it still important to compare sports and education throughout the world? Only with qualitative methods? Mixed methods?We think so. That is why, after a certain decline and fuzzy goal definition in research motivations within ISCPES we decided to innovate and reorganize people from physical education and sports around this important theme of comparative studies. Important because we observe an increasing concern on the contradictions across different results in publications under the same subject. How can we infer? What about good research questions which get no statistically significant results? New times are coming, and we want to be on that frontline of this move as said by Elsevier “With RMR (results masked review) articles, you don’t need to worry about what editors or reviewers might think about your results. As long as you have asked an important question and performed a rigorous study, your paper will be treated the same as any other. You do not need to have null results to submit an RMR article; there are many reasons why it can be helpful to have the results blinded at initial review”.https://www.elsevier.com/connect/reviewers-update/results-masked-review-peer-review-without-publication-bias.This is a very different and challenging time. Our future strategy will comprehend more cooperation between researchers, institutions and scientific societies as an instrument to leverage our understanding of physical activity and sports through different continents and countries and be useful for policy designs.Next 2018, on the occasion of the UE initiative Sofia – European Capital of Sport 2018 we - Bulgarian Comparative Education Society (BCES) & the International Society for Comparative Physical Education and Sport (ISCPES) - will jointly organize an International Conference on Sport Governance around the World.Sports and Physical Education are facing complex problems worldwide, which need to be solved. For health reasons, a vast number of organizations are popularizing the belief that physical education and sports are ‘a must’ in order to promote human activity and movement. However, several studies show that modern lifestyles are the main cause for people's inactivity and sedentary lifestyles.Extensive funded programs used to promote healthy lifestyles; sports media advertising several athletes, turning them into global heroes, influencers in a new emerging industry around sports organizations. Therefore, there is a rise in the number of unethical cases and corruption that influence the image of physical education and sports roles.We, the people emotional and physically involved with sports and physical activity must be aware of this, studying, discussing and comparing global facts and events around the world.This Conference aims to offer an incentive to colleagues from all continents to participate and present their latest results on four specific topics: 1. Sport Governance Systems; 2. Ethics and Corruption in Physical Education and Sports Policies; 3. Physical Education and Sport Development; 4. Training Physical Educators and Coaches. Please consider your selves invited to attend. Details in http://bcesconvention.com/

Report on the XVI World Congress of Comparative Education Societies (WCCES 2016)

Report on the XVI World Congress of Comparative Education Societies (WCCES 2016)

Towards a new articulation of comparative educations: cross-culturalising research imaginations

ABSTRACTThe Japan Comparative Education Society (JCES) was founded in 1965 with its flagship Japanese-language journal Hikakukyoikukenkyu (Comparative Education Research) first published in 1975. The organisation currently has around 1000 members, making it the second largest comparative education society in the world. Though JCES members have long engaged in methodological and theoretical debates, their insights are hardly acknowledged in the English-language literature. Drawing on a review of the Japanese-language literature and semi-structured interviews with 25 JCES members, this paper identifies a particular intellectual tradition within JCES, often referred to as the area-studies approach to comparative education. This approach, often practised by JCES researchers specialising in developing countries in Asia, has long constituted the mainstay of comparative education scholarship in Japan. This paper traces the formation of this intellectual tradition, and focuses on its complex relationship with the dominant paradigm of ‘paradigmatic’ English-language comparative education scholarship. The paper shows how ‘other’ comparative education societies – such as the JCES – can be looked to as a resource with which to ‘provincialise’ the way comparative education research is conceptualised in English-language academia, and to cross-culturalise the field of comparative education.

Equity in Education for/with Refugees and Migrants—Toward a Solidarity Promoting Interculturalism

This special issue brings to the forefront the complex educational challenges faced by migrants, refugees, and asylum seekers. It focuses on different ways of understanding equity in relation to education for/with refugees and migrants. The core articles gathered for the special issue originate from the Comparative Education Society in Europe (CESE) conference on the theme of “Equity in and Through Education” held in Glasgow, UK, between May 31 and June 3, 2016. Thus, the special issue addresses the question of equity in diverse local, national, and transnational contexts and from an interdisciplinary approach.

Comparative education as a field in Asia: retrospect and prospect

Comparative education in Asia is witnessing changing discourses, structural opportunities, and invigorated leadership. This article will review the institutionalization of comparative education in Asia from a sociological perspective, drawing on Bourdieu’s theory on the logic of social practice. After giving an overview of the historical roots of Asian comparative education, I will describe broadly its landscape noting developments in the last two decades since 1995, the foundational year of the Comparative Education Society of Asia (CESA). Four main themes are explored: comparative education teaching, professional societies, research centres, and specialist publications. With a baseline understanding of the infrastructures of the field in Asia and the power dynamics that shape them, I will propose an agenda for Asian comparative education to offer meaningful contributions to multipolar knowledge production in the field. Priority themes and directions will be highlighted to articulate a stronger Asian voice and leadership in an increasingly diverse and uncertain world.

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

Previous articleNext article FreeEditorialThe Comparative Education Review at 60: Still Pondering “Which Way Is Up?”Bjørn H. NordtveitBjørn H. Nordtveit Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreJune of this calendar year will mark the 60th anniversary of the Comparative Education Review, which was first published in June of 1957. Two months earlier, on April 25th of that year, William Brickman (the first president of CIES) together with George Bereday (the first editor of CER) and others gathered a few months after the first annual meeting of the Comparative Education Society to discuss the journal and the upcoming first issue (Swing 2008). Many of the first articles of the journal were devoted to defining what exactly the terms “comparative education” should mean, and to discussing what should be the underlying principles or guidelines of the field. This debate was to become an ongoing characteristic of the journal. In this issue on the cusp of the journal’s 60th anniversary, we continue this introspective task of seeking to better understand and analyze ourselves, to deal with our past, and to use it as a springboard for the future as we move forward. In support of this analytic effort, we launched in February 2015 a call for papers on the theme “Rethinking Knowledge Production and Circulation in Comparative and International Education: Southern Theory, Postcolonial Perspectives, and Alternative Epistemologies” (Takayama et al. 2015, v).The papers emerging from that call are presented as a supplement to the regular issue, under the title “Contesting Coloniality: Rethinking Knowledge Production and Circulation in Comparative and International Education.” To guest edit the special issue, we sought a person with a long history of challenging the fundamental principles of what is taken as conventional wisdom and decided to approach Raewyn Connell. In the preface to her book Which Way Is Up? (1984, vii), she underlined that “the business of theory is to help us think clearly, and see what is difficult to see. In social analysis, the forces and relationships we are trying to understand themselves create systematic obstacles to understanding.” In a more recent work, Southern Theory (2007, vii–viii), she “examines how modern social science embeds the viewpoints, perspectives and problems of metropolitan society, while presenting itself as universal.” We wanted to examine these trends in “our” field of comparative education and sought her guidance in setting up a team to lead this quest. She brought Keita Takayama and Arathi Sriprakash on board to help move the project forward. Neither is known to be afraid of posing uncomfortable questions. For example, Keita Takayama was the winner of the Bereday Award in 2010 for his assessment of how Finnish test results influenced Japanese educational reform (Takayama 2010), and Arathi Sriprakash (2009, 634) questioned “joyful learning” in India, where “the ‘invisible pedagogy’ of learner freedom is embedded in a strong regulative structure in which the rules of learning are explicit and controlling.” In different ways, our three guest editors all were questioning discourses dominating the field of international and comparative education and theories of development, and are continuing this in their introduction to the special issue.Paul Feyerabend, in “Against Method” ([1993] 2011, 281), provocatively said that from a modernist viewpoint, “It doesn’t matter who you are or when or where you are working; good science is good science and good science gives us good reason to believe in its results because its methods are the most rational.” The special issue challenges the notion of “good science” and explores how colonial epistemologies pose ethical dilemmas for education and development theories that are “exported” to the rest of the world. Importantly, the special issue helps us “demystify the ways in which Western science and the modern academy have been part of the colonial apparatus” (Denzin and Lincoln 2008, 2).The authors of the special issue are looking at alternatives, including critical and indigenous inquiry, reassessing “which way is up” in present discourses of international and comparative education and development. They ask, in a larger sense, who is empowered by knowledge production in our field, who remains marginalized, and what ethical challenges are produced? These are questions we wish to promote in debates and reflection in future issues of the Comparative Education Review. In our “normal” issue, we also return to the topic of knowledge production, since Peter Easton is “closing the shop” and giving a final overview of 60 years of CER bibliographies. In cataloging the field since 1957, our bibliography lists have “grown from 26 entries to no fewer than 4,330,” making it impractical to continue (Easton 2017, in this issue). So, we’re closing the shop in terms of logging knowledge production but inviting further investigation into analyzing the roots of our field, and at the same time looking forward to exploring the possibilities and limits of “Southern theory” in reassessing and challenging what is “good science”—while continuing other debates and analysis of the manifold themes of our field.Happy 60th anniversary, Comparative Education Review!ReferencesConnell, Raewyn. 1984. Which Way Is Up? Essays on Sex, Class and Culture. Sydney: George Allen & Unwin.First citation in articleGoogle ScholarConnell, Raewyn. 2007. Southern Theory: The Global Dynamics of Knowledge in Social Science. Cambridge, MA: Polity.First citation in articleGoogle ScholarDenzin, Norman K., and Yvonna S. Lincoln. 2008. “Preface.” In Handbook of Critical and Indigenous Methodologies, ed. N. Denzin, Y. Lincoln, and L. Tuhiwai Smith. Thousand Oaks, CA: Sage.First citation in articleGoogle ScholarEaston, Peter. 2017. “Closing the Shop: A Retrospective on the CER Bibliographies, 1959–2015.” Comparative Education Review 61 (2).First citation in articleLinkGoogle ScholarFeyerabend, P. (1993) 2011. “Against Method.” In Exploring the Scientific Method, ed. S. Gimbel. Chicago: University of Chicago Press.First citation in articleGoogle ScholarSriprakash, A. 2009. “‘Joyful Learning’ in Rural Indian Primary Schools: An Analysis of Social Control in the Context of Child-Centred Discourses.” Compare: A Journal of Comparative and International Education 39 (5): 629–41.First citation in articleCrossrefGoogle ScholarSwing, S. E. 2008. “The Comparative and International Education Society (CIES).” In Common Interests, Uncommon Goals: Histories of the World Council of Comparative Education Societies and Its Members, ed. V. Masemann, M. Bray, and M. Manzon. Dordrecht: Springer.First citation in articleGoogle ScholarTakayama, K. 2010. “Politics of Externalization in Reflexive Times: Reinventing Japanese Education Reform Discourses through ‘Finnish Success.’” Comparative Education Review 54 (1): 51–75.First citation in articleLinkGoogle ScholarTakayama, K., A. Sriprakash, and R. Connell. 2015. “Rethinking Knowledge Production and Circulation in Comparative and International Education: Southern Theory, Postcolonial Perspectives, and Alternative Epistemologies.” Comparative Education Review 59 (1): v–viii.First citation in articleGoogle Scholar Previous articleNext article DetailsFiguresReferencesCited by Comparative Education Review Volume 61, Number 2May 2017 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/691164 HistoryReceived January 13, 2017Accepted January 13, 2017Published online April 06, 2017 © 2017 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Elizabeth Sumida Huaman How Indigenous Scholarship Changes the Field: Pluriversal Appreciation, Decolonial Aspirations, and Comparative Indigenous Education, Comparative Education Review 66, no.33 (Jun 2022): 391–416.https://doi.org/10.1086/720442

Seventh Annual GCES Symposium: Innovation and Transformation: Values, Challenges, and Prospects for Education in the GCC

The Gulf Comparative Education Society (GCES) held its seventh annual symposium under the sponsorship of the Arab Open University Kuwait, the Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research from April 5th to 7th, 2016. Entitled “Innovation and Transformation: Values, Challenges, and Prospects for Education in the GCC,” the symposium was held at the Arab Open University in Kuwait City, Kuwait. It consisted of three different pre-conference workshops, two keynote addresses, three featured panels and seven breakout sessions with over 42 presentations by both invited speakers as well as those who had submitted abstracts. The speakers came from a wide variety of countries including the UAE, Kuwait, Saudi Arabia, Oman, Bahrain, Qatar, Egypt, Switzerland, England, Australia, and the United States, and represented different voices in the education sector, such as policymakers, academics and researchers, school providers and leaders, consultants, and teachers.

China in the Center: What Will It Mean for Global Education?

This paper begins by reflecting on the significance of the 16th World Congress of Comparative Education Societies which was held at Beijing Normal University (BNU) in August 2016. Part I focuses on China’s experience in educational development since the late 1970s, and the support provided by organizations such as the Canadian International Development Agency (CIDA) and the World Bank, which facilitated the rapid restoration of China’s universities after the Cultural Revolution and supported a dramatic social and economic transformation. Part II goes on to profile China’s rich educational civilization and suggests that the normal university is uniquely suited to bringing that to a wider world. Part III overviews China’s programs of support for educational development in Africa and Southeast Asia, and suggests that these embody forms of dialogue and reciprocity that have the potential to open up refreshingly new approaches to educational thought and practice in the global arena.