International Education Studies Research Articles

Reviewer Acknowledgements for International Education Studies, Vol. 13, No. 2

Reviewer acknowledgements for International Education Studies, Vol. 13, No. 2, 2020.

Reviewer Acknowledgements for International Education Studies, Vol. 13, No. 1

Reviewer acknowledgements for International Education Studies, Vol. 13, No. 1, 2020.

Reviewer Acknowledgements for International Education Studies, Vol. 12, No. 12

Reviewer acknowledgements for International Education Studies, Vol. 12, No. 12, 2019.

Multiculturalism in the world system: towards a social justice model of inter/multicultural education

ABSTRACTMulticulturalism burst in Asia with the winds of globalisation. Fuelled by immigration, cultural hybridity and normative regimes from multilateral and bilateral organisations, multiculturalism is a new challenge for Asian economies, their politics of culture and their higher education institutions. Moreover, although heavily implemented from the start of the last century in the United States and in Europe to some extent, multiculturalism and multicultural education signify a premise in constructing models of cosmopolitan democracies and what has been known as ‘global citizenship education’. Drawing from the more mature experiences of the European Union (EU) and the United States in this field, this article traces the theoretical contours of and debates within multiculturalism. The article also focuses on the learning experience across borders, which is well represented in international comparative education studies. It probes the occurrence of any crisis in the field of multiculturalism in the United States and EU. Lessons learned from a comparison of the U.S. and EU experiences may be instructive to the Asian economies and cultures that are dealing with multiculturalism as a new force in the world system.

Religion, Gender, and Interculturality: Young Women Constructing and Navigating Difference

ABSTRACTThis paper responds to growing acknowledgement that the role of gender and religion are under-researched in studies of interculturality. Although religion and gender are often invoked as two of the many axes of difference that comprise identities and influence interactions between individuals, they have not received the level of attention that race and ethnicity have in studies of intercultural relations. Questions of gender remain unanswered in discussions of interculturality (Gregoriou, Z., 2013. Traversing New Theoretical Frames for Intercultural Education: Gender, Intersectionality, Performativity. International Education Studies, 6 (3), 179–91, p. 187) and while religion is often explored in the sociologies of education and/or youth, its impact on interculturality is under-theorised. In this paper, I explore the ways that religion influences girls’ take up of particular discourses, how they use these discourses to construct themselves and others, and how this shapes their engagement with interculturality. First, I look at how girls establish their positions on religious diversity. Then, I interrogate how they deploy discourses of gender to constitute themselves and others. Drawing on empirical data from a study of young women and interculturality, the paper suggests that girls from minoritised ethnic/racial and religious backgrounds are more likely to engage with interculturality on matters of religion and gender than girls who hold majoritised positions in Australian society.

Reviewer Acknowledgements for International Education Studies, Vol. 12, No. 11

Reviewer acknowledgements for International Education Studies, Vol. 12, No. 11, 2019.

Reviewer Acknowledgements for International Education Studies, Vol. 12, No. 10

Reviewer acknowledgements for International Education Studies, Vol. 12, No. 10, 2019.

Reviewer Acknowledgements for International Education Studies, Vol. 12, No. 9

Reviewer acknowledgements for International Education Studies, Vol. 12, No. 9, 2019.

Reviewer Acknowledgements for International Education Studies, Vol. 12, No. 8

Reviewer acknowledgements for International Education Studies, Vol. 12, No. 8, 2019.

Extending the research orientation and agenda for international and comparative studies in Catholic education

This article contributes to a discussion about building a research agenda for the international and comparative study of Catholic education. Globally, the Catholic Church’s work in education represents by far the largest civil society organisation running schools and an institution of enormous historical and persistent importance in the shaping of school systems throughout the world. Yet it has been studied far too little, and so remains relatively invisible and ignored in many circles. In this essay we offer orientating considerations about the field of research on Catholic education before delving into an analysis of how to strengthen and reorient this work. Drawing upon this analysis, we share a proposed research agenda that is guiding our efforts at the University of Notre Dame, and elsewhere and discuss ideas for advancing the field.

Reviewer Acknowledgements for International Education Studies, Vol. 12, No. 7

Reviewer acknowledgements for International Education Studies, Vol. 12, No. 7, 2019.

MANAGEMENT OF ENDOCRINE DISEASE: Unmet therapeutic, educational and scientific needs in parathyroid disorders.

PARAT, a new European Society of Endocrinology program, aims to identify unmet scientific and educational needs of parathyroid disorders, such as primary hyperparathyroidism (PHPT), including parathyroid cancer (PC), and hypoparathyroidism (HypoPT). The discussions and consensus statements from the first PARAT workshop (September 2018) are reviewed. PHPT has a high prevalence in Western communities, yet evidence is sparse concerning the natural history and whether morbidity and long-term outcomes are related to hypercalcemia or plasma PTH concentrations or both. Cardiovascular mortality and prevalence of low energy fractures are increased, whereas quality of life is decreased, although their reversibility by treatment of PHPT has not been convincingly demonstrated. PC is a rare cause of PHPT, with increasing incidence, and international collaborative studies are required to advance knowledge of the genetic mechanisms, biomarkers for disease activity and optimal treatments. For example, ~20% of PCs demonstrate high mutational burden, and identifying targetable DNA variations, gene amplifications and gene fusions may facilitate personalized care, such as different forms of immunotherapy or targeted therapy. HypoPT, a designated orphan disease, is associated with a high risk of symptoms and complications. Most cases are secondary to neck surgery. However, there is a need to better understand the relation between disease biomarkers and intellectual function and to establish the role of PTH in target tissues, as these may facilitate the appropriate use of PTH substitution therapy. Management of parathyroid disorders is challenging, and PARAT has highlighted the need for international transdisciplinary scientific and educational studies in advancing in this field.

Reviewer Acknowledgements for International Education Studies, Vol. 12, No. 6

Reviewer acknowledgements for International Education Studies, Vol. 12, No. 6, 2019.

Whole-Language Approach: Improve the Speaking Ability at Early years School Level

Whole-Language Approach: Improve the Speaking Ability at Early years School Level

Reviewer Acknowledgements for International Education Studies, Vol. 12, No. 5

Reviewer acknowledgements for International Education Studies, Vol. 12, No. 5, 2019.

Reviewer Acknowledgements for International Education Studies, Vol. 12, No. 4

Reviewer acknowledgements for International Education Studies, Vol. 12, No. 4, 2019.

Reviewer Acknowledgements for International Education Studies, Vol. 12, No. 3

Reviewer acknowledgements for International Education Studies, Vol. 12, No. 3, 2019.

Reviewer Acknowledgements for International Education Studies, Vol. 12, No. 2

Reviewer acknowledgements for International Education Studies, Vol. 12, No. 2, 2019.

Comparative Indigenous education research (CIER): Indigenous epistemologies and comparative education methodologies

This article considers the contributions of Indigenous knowledges to educational research. It proposes the term comparative Indigenous education research (CIER) in an effort to promote Indigenous-centred research approaches in comparative and international Indigenous education studies. Through CIER, Indigenous peoples and communities articulate research priorities, locate sites of research that raise issues of universal and local concern, and engage community-based responses that are locally and globally relevant beyond nation-state borders. The article draws on the evolution of comparative education and proposals for research approaches that utilise underrepresented lenses, as well as manifestations of endogenous philosophies, specifically Indigenous research methodologies. Conceptual frames for considering CIER through practice are also offered, based on comparative research that crosses disciplines and borders, as well as research with Indigenous communities and researcher observations that reflect epistemological commitment to Indigenous peoples.

Reviewer Acknowledgements for International Education Studies, Vol. 12, No. 1

Reviewer acknowledgements for International Education Studies, Vol. 12, No. 1, 2019.