Outside of a specialist literature, the study of violence occupies a marginal position within comparative and international education scholarship. A key contributing factor is the absence of a holistic conceptual framework that can capture the nature, extent and causes of violence in education. The article proposes such a framework, by updating Johan Galtung’s model of direct, structural and cultural violence and putting it into dialogue with more recent theoretical work from the social sciences and humanities. This dialogue affirms the importance of each form of violence and the interconnections between them but proposes a deeper appreciation of the depth ontology of violence and a reappraisal of Galtung’s ideas about the visibility and invisibilization of violence. The article explores the utility of the framework by using it to explore the so-called learning crisis, which it argues may be more accurately considered a crisis of violence.
{"title":"Reconceptualizing Violence in International and Comparative Education: Revisiting Galtung’s Framework","authors":"Julia Paulson, Leon Tikly","doi":"10.1086/726372","DOIUrl":"https://doi.org/10.1086/726372","url":null,"abstract":"Outside of a specialist literature, the study of violence occupies a marginal position within comparative and international education scholarship. A key contributing factor is the absence of a holistic conceptual framework that can capture the nature, extent and causes of violence in education. The article proposes such a framework, by updating Johan Galtung’s model of direct, structural and cultural violence and putting it into dialogue with more recent theoretical work from the social sciences and humanities. This dialogue affirms the importance of each form of violence and the interconnections between them but proposes a deeper appreciation of the depth ontology of violence and a reappraisal of Galtung’s ideas about the visibility and invisibilization of violence. The article explores the utility of the framework by using it to explore the so-called learning crisis, which it argues may be more accurately considered a crisis of violence.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"35 15","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135818157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":":Navigating Precarity in Educational Contexts: Reflection, Pedagogy, and Activism for Change","authors":"Sara M. Pan-Algarra","doi":"10.1086/726910","DOIUrl":"https://doi.org/10.1086/726910","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"35 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139297290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Examining Accountability of International Aid Institutions in Promoting Conflict through Textbooks","authors":"Nangyalai Attal","doi":"10.1086/726913","DOIUrl":"https://doi.org/10.1086/726913","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"44 1","pages":"905 - 913"},"PeriodicalIF":1.8,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139302205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Transition and Change: A Decade of Comparative and International Education, 2013–2023","authors":"B. Nordtveit","doi":"10.1086/726616","DOIUrl":"https://doi.org/10.1086/726616","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"11 1","pages":"701 - 709"},"PeriodicalIF":1.8,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139303302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Renewing Protest and Earth Day at School: Thinking with Recent Texts on Anticolonial Methods and Climate Change Education","authors":"Benjamin D. Scherrer, Tavis D. Jules","doi":"10.1086/727431","DOIUrl":"https://doi.org/10.1086/727431","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"6 1","pages":"890 - 904"},"PeriodicalIF":1.8,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139294565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Comparative Education Review Guide to Searching for World Literature 2023","authors":"Kathryn Anderson-Levitt","doi":"10.1086/726619","DOIUrl":"https://doi.org/10.1086/726619","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"188 1","pages":"884 - 889"},"PeriodicalIF":1.8,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139295171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":":Emergent Trends in Comparative Education: The Dialectical of the Global and the Local","authors":"Martina Achieng Amoth","doi":"10.1086/726911","DOIUrl":"https://doi.org/10.1086/726911","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"37 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139294855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article addresses the issue of racial inequality in Brazil, specifically within the education system. We present statistical data highlighting the disparities between White and Black students regarding illiteracy rates, school attendance, and learning outcomes. We argue that traditional economic frameworks have difficulty incorporating racial issues in their analyses of inequality and call for increased academic research on the subject. Our discussion shows that these disparities are perpetuated by cyclical and historical processes that produce and reproduce various forms of racism. We also introduce the concept of “racial rules” to understand better how formal and informal rules have been institutionalized and employed to promote or hinder racial equity. The article outlines a typology of racial rules, including exclusionary, inclusionary, and nonrules, and uses it to analyze the historical evolution of public education policies in Brazil. To illustrate how formal educational rules perpetuate conditions of stagnation for the Black population in education, the article examines two periods in Brazilian history.
{"title":"Are Formal Rules Sufficient to Counteract the Burden of History? Racial Inequality and the Historical Evolution of Formal Educational Rules in Brazil","authors":"Ariana Britto, Roberta Costa, Fábio Waltenberg","doi":"10.1086/726615","DOIUrl":"https://doi.org/10.1086/726615","url":null,"abstract":"This article addresses the issue of racial inequality in Brazil, specifically within the education system. We present statistical data highlighting the disparities between White and Black students regarding illiteracy rates, school attendance, and learning outcomes. We argue that traditional economic frameworks have difficulty incorporating racial issues in their analyses of inequality and call for increased academic research on the subject. Our discussion shows that these disparities are perpetuated by cyclical and historical processes that produce and reproduce various forms of racism. We also introduce the concept of “racial rules” to understand better how formal and informal rules have been institutionalized and employed to promote or hinder racial equity. The article outlines a typology of racial rules, including exclusionary, inclusionary, and nonrules, and uses it to analyze the historical evolution of public education policies in Brazil. To illustrate how formal educational rules perpetuate conditions of stagnation for the Black population in education, the article examines two periods in Brazilian history.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136063636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yumi Saito, D. Brent Edwards, Manca Sustarsic, Derek Taira
This theoretical article not only applies a decolonial critique to the Christian-positivist-liberal-capitalist foundations of global governance and global education policies but also suggests an alternative approach to constructing globality that respects and learns from onto-epistemic difference, rather than furthering the epistemicide of non-Western and Indigenous worldviews by forcing them to assimilate to Western modernity. This article seeks to make an intervention in the literature on global governance, global education policy, and global citizenship education, where decolonial lenses are scantly employed. We argue that public school teachers are using frameworks rooted in the matrix of coloniality to teach a multicultural population in an occupied land about concepts of Global Citizenship Education that not only divert attention away from other ways of being, acting, and knowing but which, by their nature, cannot even recognize those other ways of being—at least not without contradicting its own Christian-positivist-liberal-capitalist onto-epistemic foundations.
{"title":"The Onto-Epistemic Foundations of Global Governance and Global Education Policies: A Decolonial Analysis of Global Citizenship Education in Hawai‘i","authors":"Yumi Saito, D. Brent Edwards, Manca Sustarsic, Derek Taira","doi":"10.1086/726613","DOIUrl":"https://doi.org/10.1086/726613","url":null,"abstract":"This theoretical article not only applies a decolonial critique to the Christian-positivist-liberal-capitalist foundations of global governance and global education policies but also suggests an alternative approach to constructing globality that respects and learns from onto-epistemic difference, rather than furthering the epistemicide of non-Western and Indigenous worldviews by forcing them to assimilate to Western modernity. This article seeks to make an intervention in the literature on global governance, global education policy, and global citizenship education, where decolonial lenses are scantly employed. We argue that public school teachers are using frameworks rooted in the matrix of coloniality to teach a multicultural population in an occupied land about concepts of Global Citizenship Education that not only divert attention away from other ways of being, acting, and knowing but which, by their nature, cannot even recognize those other ways of being—at least not without contradicting its own Christian-positivist-liberal-capitalist onto-epistemic foundations.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135092804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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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