Pub Date : 2022-08-12DOI: 10.1177/17454999221119272
Hussein Meihami, Fatemeh Husseini
Research in second language teacher education (SLTE) is critical for making short- and long-term policies and decisions about SLTE programs, materials, methods, etc. Therefore, it is essential to know the “what,” “how,” and “where” of SLTE research. Hence, the purpose of this synchronic study was to investigate research topics (what) and the research methodologies (how) of SLTE papers published in international and Iranian journals (where) between 2014 and 2020. To that end, we investigated a corpus, including 100 articles, consisting of 50 SLTE papers published in seven international journals and 50 SLTE papers published in seven Iranian journals. Results indicated that while there were significant differences in using qualitative and quantitative research methodologies by SLTE papers published in international and Iranian journals, there were no significant differences in using mixed methods in those journals. Moreover, results showed that the most frequent SLTE topics addressed in the papers published in international and Iranian journals were teacher professional development, teacher psychology, teacher identity, teacher cognition, teacher belief, teacher knowledge, practitioner research, teacher education design, sociocultural theory, teacher practice, and teacher and culture. However, there were no significant differences in SLTE topics addressed in the SLTE papers published in international and Iranian journals.
{"title":"Locally- and globally-oriented L2 teacher education research: A synchronic analysis of topics and research methodologies","authors":"Hussein Meihami, Fatemeh Husseini","doi":"10.1177/17454999221119272","DOIUrl":"https://doi.org/10.1177/17454999221119272","url":null,"abstract":"Research in second language teacher education (SLTE) is critical for making short- and long-term policies and decisions about SLTE programs, materials, methods, etc. Therefore, it is essential to know the “what,” “how,” and “where” of SLTE research. Hence, the purpose of this synchronic study was to investigate research topics (what) and the research methodologies (how) of SLTE papers published in international and Iranian journals (where) between 2014 and 2020. To that end, we investigated a corpus, including 100 articles, consisting of 50 SLTE papers published in seven international journals and 50 SLTE papers published in seven Iranian journals. Results indicated that while there were significant differences in using qualitative and quantitative research methodologies by SLTE papers published in international and Iranian journals, there were no significant differences in using mixed methods in those journals. Moreover, results showed that the most frequent SLTE topics addressed in the papers published in international and Iranian journals were teacher professional development, teacher psychology, teacher identity, teacher cognition, teacher belief, teacher knowledge, practitioner research, teacher education design, sociocultural theory, teacher practice, and teacher and culture. However, there were no significant differences in SLTE topics addressed in the SLTE papers published in international and Iranian journals.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"17 1","pages":"638 - 654"},"PeriodicalIF":2.1,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49488041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-09DOI: 10.1177/17454999221118741
Ute Hippach-Schneider, Elena Rieder
The governance of Vocational Education and Training (VET) systems in Germany and Switzerland is determined by a constellation of actors that has grown over many years. This constellation has long-term elements and at the same time it is a flexible system that is subject to constant pressure to change, just like the economic and social structures that support them. One driver of change in recent years is undoubtedly the so-called digitalisation, which has set in motion sustainable processes of change in companies, called Industry 4.0. These dynamic developments can lead to a change in the distribution of roles among the actors. An appropriate analysis contributes to highlighting the differences in the governance structures of the two systems. The article shows the relevance of the different legal frameworks for the actors’ options for action in the context of digitalisation and its consequences on the adaptability of the two VET systems. Furthermore, it points out some areas of conflict in the respective actor constellations.
{"title":"Between pressure to act and framework for action – the actors in the German and Swiss vocational education and training systems in the face of digitalisation","authors":"Ute Hippach-Schneider, Elena Rieder","doi":"10.1177/17454999221118741","DOIUrl":"https://doi.org/10.1177/17454999221118741","url":null,"abstract":"The governance of Vocational Education and Training (VET) systems in Germany and Switzerland is determined by a constellation of actors that has grown over many years. This constellation has long-term elements and at the same time it is a flexible system that is subject to constant pressure to change, just like the economic and social structures that support them. One driver of change in recent years is undoubtedly the so-called digitalisation, which has set in motion sustainable processes of change in companies, called Industry 4.0. These dynamic developments can lead to a change in the distribution of roles among the actors. An appropriate analysis contributes to highlighting the differences in the governance structures of the two systems. The article shows the relevance of the different legal frameworks for the actors’ options for action in the context of digitalisation and its consequences on the adaptability of the two VET systems. Furthermore, it points out some areas of conflict in the respective actor constellations.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"17 1","pages":"620 - 637"},"PeriodicalIF":2.1,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43091468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-08DOI: 10.5206/cieeci.v50i2.14202
Kenneth Gyamerah, A. Kapoor, Hanqiong Xu
While Canadian public schools do not charge students tuition the same way post-secondary institutions do, we are increasingly seeing neoliberal pressures contribute to a lucrative market for tuition-based international students in K-12 education similar to higher education. This study focuses on how neoliberalization is shaping and contributing to the international recruitment policyscape in Ontario’s K-12 education system. Theoretically informed by neoliberalism and anti-colonialism, this paper examines the case study of international student programming in Ontario (and Canada’s) largest school board, the Toronto District School Board. Using “What’s the Problem Represented to Be?” as a methodological approach, we conducted a policy analysis of various documents published by the board with respect to their international student program. Our analysis shows how overarching neoliberal pressures imposed by provincial governments contribute to the creation and maintenance of this particular policyscape, along with a discussion of how this impacts public education in Ontario.
{"title":"Investigating the Impact of K-12 International Recruitment Policyscapes through Neoliberal and Anti-Colonial Frames","authors":"Kenneth Gyamerah, A. Kapoor, Hanqiong Xu","doi":"10.5206/cieeci.v50i2.14202","DOIUrl":"https://doi.org/10.5206/cieeci.v50i2.14202","url":null,"abstract":"While Canadian public schools do not charge students tuition the same way post-secondary institutions do, we are increasingly seeing neoliberal pressures contribute to a lucrative market for tuition-based international students in K-12 education similar to higher education. This study focuses on how neoliberalization is shaping and contributing to the international recruitment policyscape in Ontario’s K-12 education system. Theoretically informed by neoliberalism and anti-colonialism, this paper examines the case study of international student programming in Ontario (and Canada’s) largest school board, the Toronto District School Board. Using “What’s the Problem Represented to Be?” as a methodological approach, we conducted a policy analysis of various documents published by the board with respect to their international student program. Our analysis shows how overarching neoliberal pressures imposed by provincial governments contribute to the creation and maintenance of this particular policyscape, along with a discussion of how this impacts public education in Ontario.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"61 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89025621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
La recherche universitaire est une activité qui transcende les frontières géographiques et qui se construit à même des expertises, des ressources, une mobilité et des collaborations internationales L’objectif de cet article est d’examiner l’influence perçue de l’internationalisation sur la production de recherche par les professeurs d’universités à forte intensité de recherche dans cinq provinces canadiennes. Une enquête à laquelle 1 045 professeurs ont répondu suivie d’analyses descriptives, tests d’échantillons appariés et d’une ANOVA, révèlent que l’internationalisation est perçue comme ayant une influence positive sur la production de recherche. Les collaborations internationales de recherche, le recrutement international de professeurs et d’étudiants aux cycles supérieurs, de même que le financement international de la recherche, sont considérés comme ayant plus d’influence que le recrutement d’étudiants au premier cycle et les partenariats institutionnels.
{"title":"L’influence des activités internationales sur la production de recherche universitaire au Canada","authors":"Olivier Bégin-Caouette, Emile Salomon Zambo, Salomon Zambo Assembe","doi":"10.5206/cieeci.v50i2.14094","DOIUrl":"https://doi.org/10.5206/cieeci.v50i2.14094","url":null,"abstract":"La recherche universitaire est une activité qui transcende les frontières géographiques et qui se construit à même des expertises, des ressources, une mobilité et des collaborations internationales L’objectif de cet article est d’examiner l’influence perçue de l’internationalisation sur la production de recherche par les professeurs d’universités à forte intensité de recherche dans cinq provinces canadiennes. Une enquête à laquelle 1 045 professeurs ont répondu suivie d’analyses descriptives, tests d’échantillons appariés et d’une ANOVA, révèlent que l’internationalisation est perçue comme ayant une influence positive sur la production de recherche. Les collaborations internationales de recherche, le recrutement international de professeurs et d’étudiants aux cycles supérieurs, de même que le financement international de la recherche, sont considérés comme ayant plus d’influence que le recrutement d’étudiants au premier cycle et les partenariats institutionnels.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"43 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90684596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-08DOI: 10.5206/cieeci.v50i2.13982
Nancy Bell, Roopa Desai-Trilokekar
The Ontario government’s International Education Strategy (2015) establishes goals for international education and the hosting of international students in Ontario schools. Using a critical policy lens, we focus on teachers as key to enacting these policy objectives in local contexts. The article presents findings from four focus groups of Ontario teachers working in schools with large international student cohorts. We found teacher participants were generally unaware of a broader vision or strategic goal for the presence of these students in their schools. They found it difficult to meet the needs of this growing cohort, and they faced this challenge with varying degrees of enthusiasm. Factors that influenced their enactment included personal background and education, as well their ability to collaborate and work in contexts with a professional ethos. Overall, teachers expressed a desire for more information, support, and professional development, including opportunities for collaboration, with regard to educating international students in their schools.
{"title":"We just try to work with the needs in front of us","authors":"Nancy Bell, Roopa Desai-Trilokekar","doi":"10.5206/cieeci.v50i2.13982","DOIUrl":"https://doi.org/10.5206/cieeci.v50i2.13982","url":null,"abstract":"The Ontario government’s International Education Strategy (2015) establishes goals for international education and the hosting of international students in Ontario schools. Using a critical policy lens, we focus on teachers as key to enacting these policy objectives in local contexts. The article presents findings from four focus groups of Ontario teachers working in schools with large international student cohorts. We found teacher participants were generally unaware of a broader vision or strategic goal for the presence of these students in their schools. They found it difficult to meet the needs of this growing cohort, and they faced this challenge with varying degrees of enthusiasm. Factors that influenced their enactment included personal background and education, as well their ability to collaborate and work in contexts with a professional ethos. Overall, teachers expressed a desire for more information, support, and professional development, including opportunities for collaboration, with regard to educating international students in their schools.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"97 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77513076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-08DOI: 10.5206/cieeci.v50i2.14250
Miglena S. Todorova, H. Brooks, Emily Moorhouse, Rachel Persaud
This article reports findings from a qualitative study exploring how international students and campus staff in urban universities in Canada perceive sexual violence and prevention initiatives enacted in their university. The study rests upon personal interviews and three focus groups involving a total of 95 participants (64 students from 25 countries and 31 campus support staff members who work directly with these learners). The analysis of these narratives focuses on three pivotal areas in sexual violence prevention: awareness, incident reporting patterns, and fostering a “culture of consent.” It reveals important misalignment between the needs and knowledges of international students and the Western, ethnocentric cultural logic of campus approaches. Instead, international students seek peer-led discussions about gender inequality, sexuality, safe sex, and the role of religion, culture, and parents within their own communities and countries of origin. They also seek safe spaces to think through and debate the kind of politics or actions that could enable changes within their home countries and the world.
{"title":"Sexual Violence Prevention and International Students in Canadian Universities: Misalignments, Gaps and Ways Forward","authors":"Miglena S. Todorova, H. Brooks, Emily Moorhouse, Rachel Persaud","doi":"10.5206/cieeci.v50i2.14250","DOIUrl":"https://doi.org/10.5206/cieeci.v50i2.14250","url":null,"abstract":"This article reports findings from a qualitative study exploring how international students and campus staff in urban universities in Canada perceive sexual violence and prevention initiatives enacted in their university. The study rests upon personal interviews and three focus groups involving a total of 95 participants (64 students from 25 countries and 31 campus support staff members who work directly with these learners). The analysis of these narratives focuses on three pivotal areas in sexual violence prevention: awareness, incident reporting patterns, and fostering a “culture of consent.” It reveals important misalignment between the needs and knowledges of international students and the Western, ethnocentric cultural logic of campus approaches. Instead, international students seek peer-led discussions about gender inequality, sexuality, safe sex, and the role of religion, culture, and parents within their own communities and countries of origin. They also seek safe spaces to think through and debate the kind of politics or actions that could enable changes within their home countries and the world.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"46 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80149394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-08DOI: 10.5206/cieeci.v50i2.14814
Sudhashree Girmohanta
{"title":"Book Review: Regimes of Belonging – Schools – Migrations: Teaching in (Trans)National Constellations","authors":"Sudhashree Girmohanta","doi":"10.5206/cieeci.v50i2.14814","DOIUrl":"https://doi.org/10.5206/cieeci.v50i2.14814","url":null,"abstract":"","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"235 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77473887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-08DOI: 10.5206/cieeci.v50i2.15039
Steve Sider
In my 2021 CIESC presidential address, I considered the question “What can inclusive comparative and international education research look like?” I situated my own experience to consider three “Cs” for the future of comparative and international education: complexity, care, and cautions. Complexity refers to the divisive and challenging global issues that exist and in which comparative education research takes place. As comparative and international education researchers, we need to practise an ethic of care in engaging in research in increasingly complex times. I concluded by providing three cautions for the future of research: transparency, positionality, and ethical relationality.
{"title":"Looking Back, Looking Forward: Reflections and Hopes for Inclusive Comparative and International Education","authors":"Steve Sider","doi":"10.5206/cieeci.v50i2.15039","DOIUrl":"https://doi.org/10.5206/cieeci.v50i2.15039","url":null,"abstract":"In my 2021 CIESC presidential address, I considered the question “What can inclusive comparative and international education research look like?” I situated my own experience to consider three “Cs” for the future of comparative and international education: complexity, care, and cautions. Complexity refers to the divisive and challenging global issues that exist and in which comparative education research takes place. As comparative and international education researchers, we need to practise an ethic of care in engaging in research in increasingly complex times. I concluded by providing three cautions for the future of research: transparency, positionality, and ethical relationality.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"153 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77606798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.1177/17454999221107960
Douglas R. Gress
The number of expatriate faculty members in Korea has been falling since 2013, intimating that Korean universities face a problem with international faculty satisfaction. This research develops a model for expatriate faculty overall workplace satisfaction at Korean universities by integrating acculturation and enculturation theory, social interaction and social connectedness, and workplace inclusivity considerations while delineating between them. Results are based on quantitative analyses of survey data from 318 PhD holding expatriate faculty working at over 50 universities nationwide. Regression results indicate that social interaction, an “identity blind” inclusive work environment, enculturation, and an “identity conscious” inclusive work environment are positively related to overall workplace satisfaction. By comparison, Korean ethnicity is negatively associated with workplace satisfaction, something explained in terms of Korean organizational culture and associated work expectations. Suggestions to facilitate the development of places to integrate and participate within established Korean university organizational cultures are ventured.
{"title":"Interstices: Workplace satisfaction, inclusion, and the cultural adjustment of expatriate academics at South Korean universities nationwide","authors":"Douglas R. Gress","doi":"10.1177/17454999221107960","DOIUrl":"https://doi.org/10.1177/17454999221107960","url":null,"abstract":"The number of expatriate faculty members in Korea has been falling since 2013, intimating that Korean universities face a problem with international faculty satisfaction. This research develops a model for expatriate faculty overall workplace satisfaction at Korean universities by integrating acculturation and enculturation theory, social interaction and social connectedness, and workplace inclusivity considerations while delineating between them. Results are based on quantitative analyses of survey data from 318 PhD holding expatriate faculty working at over 50 universities nationwide. Regression results indicate that social interaction, an “identity blind” inclusive work environment, enculturation, and an “identity conscious” inclusive work environment are positively related to overall workplace satisfaction. By comparison, Korean ethnicity is negatively associated with workplace satisfaction, something explained in terms of Korean organizational culture and associated work expectations. Suggestions to facilitate the development of places to integrate and participate within established Korean university organizational cultures are ventured.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"38 6","pages":"583 - 601"},"PeriodicalIF":2.1,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41243982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-30DOI: 10.1177/17454999221104373
Aline Muff, C. Donnelly
The purpose of this article is to compare teachers’ and students’ interpretations of citizenship education (CE) across different communities in conflict-affected societies. By drawing on qualitative research that was conducted in four different schools in Northern Ireland and Israel (Catholic, Protestant, Jewish-Israeli and Arab-Palestinian), we show what may be universal and particular about teaching and learning CE in these different contexts and why variations occur. Despite being a compulsory subject with a common curriculum in both jurisdictions, CE was subject to multiple and competing interpretations by teachers and students. It was variously deemed to be an empowering subject that teaches critical thinking and is relevant to students’ lives, a political tool that both stirs and silences controversies, and a subject that focuses on performance and whose importance was routinely underplayed. The findings illustrate the complex entanglement of CE with the particular political and community context that shapes its interpretations.
{"title":"Three-faced: The conflicting roles of citizenship education in conflict-affected societies – A comparison of Northern Ireland and Israel","authors":"Aline Muff, C. Donnelly","doi":"10.1177/17454999221104373","DOIUrl":"https://doi.org/10.1177/17454999221104373","url":null,"abstract":"The purpose of this article is to compare teachers’ and students’ interpretations of citizenship education (CE) across different communities in conflict-affected societies. By drawing on qualitative research that was conducted in four different schools in Northern Ireland and Israel (Catholic, Protestant, Jewish-Israeli and Arab-Palestinian), we show what may be universal and particular about teaching and learning CE in these different contexts and why variations occur. Despite being a compulsory subject with a common curriculum in both jurisdictions, CE was subject to multiple and competing interpretations by teachers and students. It was variously deemed to be an empowering subject that teaches critical thinking and is relevant to students’ lives, a political tool that both stirs and silences controversies, and a subject that focuses on performance and whose importance was routinely underplayed. The findings illustrate the complex entanglement of CE with the particular political and community context that shapes its interpretations.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"17 1","pages":"460 - 485"},"PeriodicalIF":2.1,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41788705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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