Pub Date : 2022-07-19DOI: 10.1080/03050068.2022.2094580
Shelby Sissing, W. Boterman
ABSTRACT In 2015, Amsterdam implemented a centralised primary school admissions policy, constraining school choice after a long history of highly autonomous schools and free parental choice which has resulted, in part, in the city's segregated schooling environment. Introduced out of concerns of inequality for parents and disorganisation by schools, this policy implemented a uniform choosing procedure and a distance-based priority mechanism. Drawing on interviews with school directors and municipal education officials, this paper examines how schools seek to maintain their legitimacy in a highly segregated school choice environment undergoing constrained change. The Amsterdam case serves as a unique example of local education officials confronting the well-documented negative effects of school choice through policies controlling school choice in an era of global school choice expansion.
{"title":"Maintaining the legitimacy of school choice in the segregated schooling environment of Amsterdam","authors":"Shelby Sissing, W. Boterman","doi":"10.1080/03050068.2022.2094580","DOIUrl":"https://doi.org/10.1080/03050068.2022.2094580","url":null,"abstract":"ABSTRACT In 2015, Amsterdam implemented a centralised primary school admissions policy, constraining school choice after a long history of highly autonomous schools and free parental choice which has resulted, in part, in the city's segregated schooling environment. Introduced out of concerns of inequality for parents and disorganisation by schools, this policy implemented a uniform choosing procedure and a distance-based priority mechanism. Drawing on interviews with school directors and municipal education officials, this paper examines how schools seek to maintain their legitimacy in a highly segregated school choice environment undergoing constrained change. The Amsterdam case serves as a unique example of local education officials confronting the well-documented negative effects of school choice through policies controlling school choice in an era of global school choice expansion.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"42 1","pages":"118 - 135"},"PeriodicalIF":3.3,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84231424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-18DOI: 10.1080/03050068.2022.2102324
Jacqueline Michl
Published in Comparative Education (Vol. 58, No. 4, 2022)
发表于《比较教育》(Vol. 58, No. 4, 2022)
{"title":"Examining Teach for All: International Perspectives on A Growing Global Network","authors":"Jacqueline Michl","doi":"10.1080/03050068.2022.2102324","DOIUrl":"https://doi.org/10.1080/03050068.2022.2102324","url":null,"abstract":"Published in Comparative Education (Vol. 58, No. 4, 2022)","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"60 5","pages":""},"PeriodicalIF":3.3,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138504349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-20DOI: 10.1080/03050068.2022.2088691
L. Yiu, Min Yu
ABSTRACT Drawing on two multi-site ethnographic projects in Beijing and Shanghai, we explore how teachers in both public schools and schools for migrant children have responded to state policies that restrict educational opportunities for migrant students. We argue the importance of political context in re-conceptualising empowerment by raising the question ‘empowerment from what?’ By making explicit what is normalised, we problematise the ways in which the predominant definition of empowerment has marginalised and trivialised the experiences of educators who are also engaging in powerful acts of empowerment in China. Importantly, this study sheds light on the ways in which Chinese teachers use ‘citizenship talk’ practices to engage in empowerment processes for migrant students. We contend that the value of this piece lies in pushing critical scholars to think more deeply about empowerment as socio-cultural transformation and advancing the field by generating debate on how context matters.
{"title":"Empowerment from what? Teacher ‘citizenship talk’ practices for migrant children in China","authors":"L. Yiu, Min Yu","doi":"10.1080/03050068.2022.2088691","DOIUrl":"https://doi.org/10.1080/03050068.2022.2088691","url":null,"abstract":"ABSTRACT Drawing on two multi-site ethnographic projects in Beijing and Shanghai, we explore how teachers in both public schools and schools for migrant children have responded to state policies that restrict educational opportunities for migrant students. We argue the importance of political context in re-conceptualising empowerment by raising the question ‘empowerment from what?’ By making explicit what is normalised, we problematise the ways in which the predominant definition of empowerment has marginalised and trivialised the experiences of educators who are also engaging in powerful acts of empowerment in China. Importantly, this study sheds light on the ways in which Chinese teachers use ‘citizenship talk’ practices to engage in empowerment processes for migrant students. We contend that the value of this piece lies in pushing critical scholars to think more deeply about empowerment as socio-cultural transformation and advancing the field by generating debate on how context matters.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"11 1","pages":"526 - 541"},"PeriodicalIF":3.3,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81239525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-15DOI: 10.1080/03050068.2022.2083342
P. Bennell
ABSTRACT This article critically evaluates the most important data set on teacher absence in sub-Saharan Africa, namely the World Bank’s national education service delivery indicator school surveys which have been conducted in 10 countries during the last decade. The three main conclusions of this review are (i) the very high levels of teacher absenteeism reported in these surveys are, for a variety of reasons, overestimated; (ii) the reporting and interpretation of the survey findings have been misleading and incorrect; and (iii) the failure to contextualise properly teacher absence leads to shortcomings in the proposed interventions for addressing this problem.
{"title":"Missing in action? The World Bank’s surveys of teacher absenteeism in sub-Saharan Africa","authors":"P. Bennell","doi":"10.1080/03050068.2022.2083342","DOIUrl":"https://doi.org/10.1080/03050068.2022.2083342","url":null,"abstract":"ABSTRACT This article critically evaluates the most important data set on teacher absence in sub-Saharan Africa, namely the World Bank’s national education service delivery indicator school surveys which have been conducted in 10 countries during the last decade. The three main conclusions of this review are (i) the very high levels of teacher absenteeism reported in these surveys are, for a variety of reasons, overestimated; (ii) the reporting and interpretation of the survey findings have been misleading and incorrect; and (iii) the failure to contextualise properly teacher absence leads to shortcomings in the proposed interventions for addressing this problem.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"1 1","pages":"489 - 508"},"PeriodicalIF":3.3,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90620198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-09DOI: 10.1080/03050068.2022.2074090
Tanushree Sarkar, Cravens Xiu
ABSTRACT A provision of India’s Right to Education Act requires private schools to enrol 25% of children from ‘disadvantaged’ and ‘economically weaker’ backgrounds. Described as a unique public-private partnership, this policy has been widely debated for its promotion of private actors in ensuring equity and access to education. Within this controversial policy field is the increasing involvement of non-governmental organisations (NGOs) that aim to reform the education sector through neoliberal logics and privatisation in India and globally. We analyse documents and reports from two NGOs and pay special attention to the discursive strategies employed. Among them, we find that establishing neutral expertise, legitimising educational privatisation, and promoting assimilationist pedagogy are noteworthy practices. We contribute to the extant literature by illuminating how NGOs implement this controversial provision and negotiate tensions around their position within a neoliberal policy landscape, which embodies privatisation in education yet touts social justice and equality as its objectives.
{"title":"Inclusion and social justice in neoliberal India: examining the world’s largest public-funded programme for private education","authors":"Tanushree Sarkar, Cravens Xiu","doi":"10.1080/03050068.2022.2074090","DOIUrl":"https://doi.org/10.1080/03050068.2022.2074090","url":null,"abstract":"ABSTRACT A provision of India’s Right to Education Act requires private schools to enrol 25% of children from ‘disadvantaged’ and ‘economically weaker’ backgrounds. Described as a unique public-private partnership, this policy has been widely debated for its promotion of private actors in ensuring equity and access to education. Within this controversial policy field is the increasing involvement of non-governmental organisations (NGOs) that aim to reform the education sector through neoliberal logics and privatisation in India and globally. We analyse documents and reports from two NGOs and pay special attention to the discursive strategies employed. Among them, we find that establishing neutral expertise, legitimising educational privatisation, and promoting assimilationist pedagogy are noteworthy practices. We contribute to the extant literature by illuminating how NGOs implement this controversial provision and negotiate tensions around their position within a neoliberal policy landscape, which embodies privatisation in education yet touts social justice and equality as its objectives.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"48 1","pages":"417 - 433"},"PeriodicalIF":3.3,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90717671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-06DOI: 10.1080/03050068.2022.2069327
A. Hayashi
ABSTRACT In this paper, Teaching Expertise in Three Countries project is used as an example to show the significance and contribution of international comparative research and to think about the possible implications for policy in early childhood education. The project studied the development of expertise in preschool teaching in Japan, China, and the United States by employing ‘video-cued multivocal ethnography’ to explore how teaching expertise is defined in each of these countries and what processes help teachers acquire advanced teaching skills. This project has shown similarities and culturally specific notions, in what the participants have to say about characteristics of less and more experienced teachers. These research findings raise issues and challenges in early childhood education that resonate with the situation not only in the three countries but also possibly in other countries, such as problematizing the role of remembering and reflection in professional practice and the value of experience.
{"title":"Teaching Expertise in Three Countries: findings and policy implications from an international comparative study in early childhood education","authors":"A. Hayashi","doi":"10.1080/03050068.2022.2069327","DOIUrl":"https://doi.org/10.1080/03050068.2022.2069327","url":null,"abstract":"ABSTRACT In this paper, Teaching Expertise in Three Countries project is used as an example to show the significance and contribution of international comparative research and to think about the possible implications for policy in early childhood education. The project studied the development of expertise in preschool teaching in Japan, China, and the United States by employing ‘video-cued multivocal ethnography’ to explore how teaching expertise is defined in each of these countries and what processes help teachers acquire advanced teaching skills. This project has shown similarities and culturally specific notions, in what the participants have to say about characteristics of less and more experienced teachers. These research findings raise issues and challenges in early childhood education that resonate with the situation not only in the three countries but also possibly in other countries, such as problematizing the role of remembering and reflection in professional practice and the value of experience.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"20 1","pages":"315 - 327"},"PeriodicalIF":3.3,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87635925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-01DOI: 10.1080/03050068.2022.2071018
D. Sousa, P. Moss
ABSTRACT In this article, we consider the current state of comparative studies in Early Childhood Education (ECE) and set out proposals for future directions, in particular contesting the increasing dominance of a ‘science of solutions’ and proposing the benefits and implications of pursuing a ‘science of difference’ (Nóvoa [2018]. “Comparing Southern Europe: The Difference, the Public, and the Common.” Comparative Education 54 (4): 548–561). By adopting a ‘critical’ perspective and working with Nóvoa’s concepts, we draw on the papers included in this special issue, to debate issues of purpose, paradigm, position, and power, alongside their significance for the comparative study of ECE. We argue that respecting and valuing diversity discourages solutionist technocratic comparative education approaches. The article maps directions from the past to the present and connects them with the future of comparative education in ECE as a diversity engaged, ethical and democratic ‘science’.
{"title":"Concluding reflections: current issues and future directions for comparative studies in early childhood education","authors":"D. Sousa, P. Moss","doi":"10.1080/03050068.2022.2071018","DOIUrl":"https://doi.org/10.1080/03050068.2022.2071018","url":null,"abstract":"ABSTRACT In this article, we consider the current state of comparative studies in Early Childhood Education (ECE) and set out proposals for future directions, in particular contesting the increasing dominance of a ‘science of solutions’ and proposing the benefits and implications of pursuing a ‘science of difference’ (Nóvoa [2018]. “Comparing Southern Europe: The Difference, the Public, and the Common.” Comparative Education 54 (4): 548–561). By adopting a ‘critical’ perspective and working with Nóvoa’s concepts, we draw on the papers included in this special issue, to debate issues of purpose, paradigm, position, and power, alongside their significance for the comparative study of ECE. We argue that respecting and valuing diversity discourages solutionist technocratic comparative education approaches. The article maps directions from the past to the present and connects them with the future of comparative education in ECE as a diversity engaged, ethical and democratic ‘science’.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"34 10 1","pages":"402 - 416"},"PeriodicalIF":3.3,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77237644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-01DOI: 10.1080/03050068.2022.2071019
D. Sousa, P. Moss
ABSTRACT In recent years, Early Childhood Education (ECE) has emerged as a policy priority for many governments and international organisations. Yet while there has been much research about ECE, and despite some notable exceptions, comparative studies have figured less in ECE than in other sectors of education. This paper introduces the special issue on ‘comparative studies in early childhood education’. It provides the rationale for this issue alongside a brief historical overview of the relationship between ECE and comparative education, explaining how the embodiment of diverse forms of comparative enquiry can reveal interplays between policy, politics and practice in the past, present, and future comparative studies of ECE. It concludes by introducing the contrast between comparative education as a ‘science of solutions’ and as a ‘science of difference’, concepts that frame the special issue.
{"title":"Introducing the special issue on ‘Comparative studies in early childhood education: past, present and future’","authors":"D. Sousa, P. Moss","doi":"10.1080/03050068.2022.2071019","DOIUrl":"https://doi.org/10.1080/03050068.2022.2071019","url":null,"abstract":"ABSTRACT In recent years, Early Childhood Education (ECE) has emerged as a policy priority for many governments and international organisations. Yet while there has been much research about ECE, and despite some notable exceptions, comparative studies have figured less in ECE than in other sectors of education. This paper introduces the special issue on ‘comparative studies in early childhood education’. It provides the rationale for this issue alongside a brief historical overview of the relationship between ECE and comparative education, explaining how the embodiment of diverse forms of comparative enquiry can reveal interplays between policy, politics and practice in the past, present, and future comparative studies of ECE. It concludes by introducing the contrast between comparative education as a ‘science of solutions’ and as a ‘science of difference’, concepts that frame the special issue.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"28 1","pages":"287 - 296"},"PeriodicalIF":3.3,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84482482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-21DOI: 10.1080/03050068.2022.2055297
W. Boterman, I. Lobato
ABSTRACT While several studies have investigated the role of parental school choice in exacerbating school segregation, less attention has been paid to the role of institutional contexts and specific educational policies and regulations. However, since the institutional context sets the framework for both school autonomy regarding the admission process and the actual extent of school choice, it has a significant effect on parents’ choices. By comparing two educational contexts that have undergone opposite policy interventions regarding the role of parental choice in school allocation – Mülheim, Germany and Amsterdam, the Netherlands – we confirm the idea that expanding parental choice increases segregation levels. However we also suggest that the relationship between education policies and segregation patterns is very complex and dependent on the interactions of various aspects lying within and outside the education system. Both cases reveal that competition between schools and theirdiscretionary scope in admitting pupils also plays a key part.
{"title":"Meddling with school choice: comparing education policy interventions and their impact on school segregation","authors":"W. Boterman, I. Lobato","doi":"10.1080/03050068.2022.2055297","DOIUrl":"https://doi.org/10.1080/03050068.2022.2055297","url":null,"abstract":"ABSTRACT While several studies have investigated the role of parental school choice in exacerbating school segregation, less attention has been paid to the role of institutional contexts and specific educational policies and regulations. However, since the institutional context sets the framework for both school autonomy regarding the admission process and the actual extent of school choice, it has a significant effect on parents’ choices. By comparing two educational contexts that have undergone opposite policy interventions regarding the role of parental choice in school allocation – Mülheim, Germany and Amsterdam, the Netherlands – we confirm the idea that expanding parental choice increases segregation levels. However we also suggest that the relationship between education policies and segregation patterns is very complex and dependent on the interactions of various aspects lying within and outside the education system. Both cases reveal that competition between schools and theirdiscretionary scope in admitting pupils also plays a key part.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"14 1","pages":"470 - 488"},"PeriodicalIF":3.3,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74766470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-13DOI: 10.1080/03050068.2022.2062949
A. Gupta
ABSTRACT The Indian Government released the latest version of its National Education Policy (NEP) on 31 July 2020 – a document last revised in 1986. The Early Childhood Education (ECE) section of this new policy urges a Developmentally Appropriate Practices (DAP) approach incorporating ‘play-based, activity-based, and discovery-based learning’ (NEP [2020]. “Ministry of Human Resource Development.” Government of India. New Delhi, India, 6). The purpose of this article is to examine the policy’s core recommendations for early childhood education, analyse the language and content borrowed from the global ECE discourse and identify the constraints posed by the local realities of the Indian school system.
{"title":"Global and local discourses in India’s policies for early childhood education: policy borrowing and local realities","authors":"A. Gupta","doi":"10.1080/03050068.2022.2062949","DOIUrl":"https://doi.org/10.1080/03050068.2022.2062949","url":null,"abstract":"ABSTRACT The Indian Government released the latest version of its National Education Policy (NEP) on 31 July 2020 – a document last revised in 1986. The Early Childhood Education (ECE) section of this new policy urges a Developmentally Appropriate Practices (DAP) approach incorporating ‘play-based, activity-based, and discovery-based learning’ (NEP [2020]. “Ministry of Human Resource Development.” Government of India. New Delhi, India, 6). The purpose of this article is to examine the policy’s core recommendations for early childhood education, analyse the language and content borrowed from the global ECE discourse and identify the constraints posed by the local realities of the Indian school system.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"1 1","pages":"364 - 382"},"PeriodicalIF":3.3,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88227031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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