Compare-A Journal of Comparative and International Education最新文献

{"title":"Preserving ethos: facilitating factors and barriers for implementing ethos in primary schools in the Republic of Ireland","authors":"Aron Foley, Daniel Faas, Merike Darmody","doi":"10.1080/03057925.2023.2292520","DOIUrl":"https://doi.org/10.1080/03057925.2023.2292520","url":null,"abstract":"The question of ethos has become increasingly prevalent in Irish primary schools as the demographics of the country have changed dramatically in recent years. However, little is known about the fac...","PeriodicalId":47586,"journal":{"name":"Compare-A Journal of Comparative and International Education","volume":"80 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138691568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“The man is always in front while the woman is at the back”: gendered attitudes towards education in rural Sierra Leone","authors":"Elena Samonova, Dympna Devine","doi":"10.1080/03057925.2023.2292514","DOIUrl":"https://doi.org/10.1080/03057925.2023.2292514","url":null,"abstract":"Our research from Sierra Leone shows how the schooling experience presents new gender puzzles. Since the end of the civil war in 2002, serious efforts have been made to improve access to education ...","PeriodicalId":47586,"journal":{"name":"Compare-A Journal of Comparative and International Education","volume":"31 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138691422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inclusive university: the experience of Muslim female post-graduate students in an Italian university","authors":"Naima Mohammadi","doi":"10.1080/03057925.2023.2292521","DOIUrl":"https://doi.org/10.1080/03057925.2023.2292521","url":null,"abstract":"This paper reports on a qualitative study that explores the experiences of Iranian Muslim female post-graduate students in an Italian higher education institution. Focus groups followed by semi-str...","PeriodicalId":47586,"journal":{"name":"Compare-A Journal of Comparative and International Education","volume":"97 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138691570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multifaceted Regional Educational Inequality: Evidence from Türkiye","authors":"Derya Gultekin, Seda Yildiz","doi":"10.1080/03057925.2023.2292530","DOIUrl":"https://doi.org/10.1080/03057925.2023.2292530","url":null,"abstract":"Educational equality is a priority in sustaining economic and human development. This study examines regional educational inequality in Türkiye by considering educational attainment, income distrib...","PeriodicalId":47586,"journal":{"name":"Compare-A Journal of Comparative and International Education","volume":"27 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138691567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mapping the historical development and landscape of research about transnational higher education: a scientometric analysis from comparative and international perspectives","authors":"Kun Dai, Ka Ho Mok, Xiaoyuan Li","doi":"10.1080/03057925.2023.2292517","DOIUrl":"https://doi.org/10.1080/03057925.2023.2292517","url":null,"abstract":"Transnational higher education (TNHE) has become an important research topic in international higher education (HE). Many universities have actively engaged in developing TNHE for diverse developme...","PeriodicalId":47586,"journal":{"name":"Compare-A Journal of Comparative and International Education","volume":"9 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138691571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"<i>Sivistys</i> and the public good role of universities in Finland","authors":"Elisa Brewis","doi":"10.1080/03057925.2023.2268510","DOIUrl":"https://doi.org/10.1080/03057925.2023.2268510","url":null,"abstract":"The first half of this paper provides a historical overview of: (a) J. V. Snellman’s philosophy of sivistys; and (b) its legacy on public policy in Finland. The second half discusses the findings of a qualitative study exploring contemporary understandings of the public good among Finnish policymakers and university staff. The dataset comprised semi-structured interviews with 3 policymakers and 18 university staff. The findings show that sivistys forms a powerful political and socio-cultural basis for framing the public good role of HE, both as self-formation (critical thinking, ethical behaviour, orientation to truth) and societal transformation (shared values, ethics, serving humanity). Equitable access to HE is also considered a key feature of the public good, reflecting the broader social policy goals of equity and social cohesion. Changing political settlements and a policy focus on competition may threaten the resilience of the sivistys university.","PeriodicalId":47586,"journal":{"name":"Compare-A Journal of Comparative and International Education","volume":"59 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135322902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparing and contrasting approaches to education for transition and transformation","authors":"Anne Herrmann-Israel, Michael Byram","doi":"10.1080/03057925.2023.2268508","DOIUrl":"https://doi.org/10.1080/03057925.2023.2268508","url":null,"abstract":"ABSTRACTA comparative analysis of two approaches to education in two academic literatures in two languages is the basis for discussion of how education systems should respond to contemporary transitions in the world in an Anthropocene age. The first approach is based on francophone literature and argues for an ‘individual pedagogical education’ in contrast to the ‘social normative education’ which dominates mainstream education in France. The second anglophone approach focuses on how education can – and in experimentation has already – prepare learners for social action as denizens of their community even before they are formally citizens, with voting and similar rights. The combination of the two approaches suggests that current global transitions demand responses which involve substantial transformations in learners and that education systems must accept this responsibility.KEYWORDS: Citizenshipeducationpedagogyinterculturalitytransformationtransitions Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. There is remarkably little concern with the difficulties of translation in comparative education studies. Phillips and Schweisfurth (Citation2014) is an introductory text which devotes a page of commentary, but other such texts do not, and a search of major journals revealed no articles focussing on the issues. Alexander is, as we shall see below, an exception.2. Education. In Centre National de Ressources Textuelles et lexicales. https://www.cnrtl.fr/definition/éducation.3. There is a growing interest in and awareness of the role of languages, language repertoires, interpretation and translation in empirical research (Holmes, Reynolds, and Ganassin Citation2022) but here we refer to the problems of conceptual research which may easily be forgotten too.4. Following Venel-Guignard (Citation2012, 71) ’The gaze of the Other, through a game of mirrors, makes it possible to begin reflection on the relationship between language, culture and identity, which is necessary for the acceptance of the Other in his diversity’.Additional informationFundingByram’s contribution to this article is financed by the European Union-NextGenerationEU, through the National Recovery and Resilience Plan of the Republic of Bulgaria, project No [BG-RRP-2.004-0008].","PeriodicalId":47586,"journal":{"name":"Compare-A Journal of Comparative and International Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135884714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘You want to be like Neymar?’: connections between football, schooling and the future in eastern Uganda","authors":"Floris Burgers","doi":"10.1080/03057925.2023.2268511","DOIUrl":"https://doi.org/10.1080/03057925.2023.2268511","url":null,"abstract":"ABSTRACTLiterature on football in the Global South explains the popularity of the sport in relation to a devaluation of schooling. As schools no longer provide a route to successful adulthood in the neoliberal present, youth, ‘stuck’ in waithood, increasingly turn to football to find their way into the future. This article explores the relationships between football, schooling and the future in rural eastern Uganda and presents a different story. It argues that in eastern Uganda football and schooling reinforce each other’s popularity and their connection is harmonious rather than conflicting: football is used to perform a schooled identity; football is played to hold on to educational aspirations; and the sport provides schooled people with socio-political opportunities in the village. The article shows how youth out of school anticipate a future with more schooling through playing football.KEYWORDS: FootballschoolingeducationUgandawaithoodpace Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical approvalEthical approval for this research was obtained from the International Development Research Ethics Committee of the University of East Anglia (no approval number provided).Notes1. Pseudonyms are used to refer to people and villages within Bunyafa in this paper.2. The educational system in Uganda knows 7 years of primary school, 4 years of lower secondary school (O-levels) and two years of upper secondary school (A-levels).3. Bunyafa subcounty was redefined as a consequence of Uganda’s decentralisation policy when I was doing fieldwork. In this paper I use the term Bunyafa to refer to the area it covered before the redefinition in 2020.4. Tromp and Datzberger (Citation2021) provide a good historical overview of how UPE came about in Uganda.5. My survey data shows that only 6% of the children of the respondents never went to school, 42% passes primary school and there is hardly any gender disparity in primary and secondary school enrolment.6. The survey included 246 people of different households spread out over 20 different villages in Bunyafa sub-county, selected through a multistage cluster sampling strategy. Information was collected about respondents, their children and siblings.7. An example of such an organisation in the Mbale region is the Child Restoration Outreach (CRO).8. Translations are in Lugisu, the language spoken in Bunyafa, also by football players.9. There are other activities, in addition to football, through which an educated identity is performed in rural Uganda, such as playing Ludo or participating in community organisation (see Jones Citation2020, Citationforthcoming).10. The beach, I later found out, appeared to be a small stream, a few miles away from the village and mainly surrounded by rocks. It did not resemble an actual beach, but the boys used the place like most people in the Global North make use of the beach – to swim, relax and enjoy free time.","PeriodicalId":47586,"journal":{"name":"Compare-A Journal of Comparative and International Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135884035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating U.S. and German pre-service teachers’ beliefs regarding digital technology","authors":"Julian Küsel, Florence Martin, Silvija Markic, Erik Jon Byker, Drew Polly","doi":"10.1080/03057925.2023.2268518","DOIUrl":"https://doi.org/10.1080/03057925.2023.2268518","url":null,"abstract":"ABSTRACTBased on different educational policies around the world, pre-service teachers are expected to use digital technology in their future teaching in school. However, to do this successfully, they need knowledge, skills and appropriate beliefs regarding utilising digital technology in learning scenarios. Thus, this study explores pre-service teachers’ beliefs regarding current digital technologies in their learning and future teaching. 232 pre-service teachers from Germany and the US participated in the comparative study and responded to the Digital Technologies Survey. The results show that overall pre-service teachers’ beliefs regarding digital technology in learning and teaching are on a moderate level. However, significant differences were seen between pre-service teachers from Germany and the US. For US pre-service teachers, digital technology seems more important and helpful for their current learning and future teaching than for German pre-service teachers. The same can be seen for self-assessed competence. The results and further implications are discussed.KEYWORDS: Beliefsdigitisation of educationICT enhanced teaching and learninghigher educationtechnology in education and training Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47586,"journal":{"name":"Compare-A Journal of Comparative and International Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136032756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What matters more? An investigation of factors influencing student satisfaction in transnational higher education","authors":"John P. Haupt, Elham Chelabi","doi":"10.1080/03057925.2023.2268507","DOIUrl":"https://doi.org/10.1080/03057925.2023.2268507","url":null,"abstract":"ABSTRACTGiven the growth and evolution in transnational higher education models, the present study investigates students’ perceptions of service quality in dual-degree programmes. It also compares how different programme components and student demographic characteristics influence their overall satisfaction with their programmes. A survey was administered to 117 recent graduates from dual-degree programmes in Cambodia, Indonesia, and Jordan. Survey data were analysed using descriptive statistics, a principal components analysis, and a linear regression model. The findings indicate that students perceived their learning experiences and available resources to be of quality and were satisfied with their programmes. Regression results showed that higher ratings for local partner university professors, perceived learning and development, technology and resources, and plans to be internationally mobile upon graduation significantly predicted student satisfaction. These findings have implications for the study of transnational higher education and the importance of considering programme models and for universities with transnational higher education programmes.KEYWORDS: Service qualitystudent satisfactiontransnational higher educationdual-degrees AcknowledgmentsThe authors would like to thank two anonymous reviewers for helpful comments on earlier drafts of the manuscript. They would also like to acknowledge Dr. Jenny J Lee and Xiaojie Li, who supported instrument development and data collection for this study.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe participants of this study did not give written consent for their data to be shared publicly, so due to the nature of the research supporting data is not available.","PeriodicalId":47586,"journal":{"name":"Compare-A Journal of Comparative and International Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135995924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}