Previous article FreeContributorsPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmailPrint SectionsMoreNour Abu-Assab ([email protected]) is a feminist sociologist with a PhD (2012) from the University of Warwick. She is cofounder and codirector of the Centre for Transnational Development and Collaboration, and a multidisciplinary practitioner and scholar with over 15 years of experience working on issues related to social justice in the Global South.Dilraba Anayatova ([email protected]) is a PhD student in the Educational Policy and Evaluation Program at Mary Lou Fulton Teachers College at Arizona State University. Dilraba is interested in rural education and its intersection with environmental education in and outside classrooms in Kazakhstan.Demet Arpacik ([email protected]) is a lecturer affiliated with the City University of New York. Her research is situated at the intersections of sociolinguistics and education and covers themes such as the politics of languages, decolonial language and education practices, and language ideologies. Her dissertation focused on the Kurdish language movement.Bilal Barakat ([email protected]) is a researcher, policy analyst, and lecturer specializing in education statistics and demography; former monitoring lead for the Global Education Monitoring Report; and founding partner of benedex. His analyses have appeared in leading academic journals and have informed the work of international organizations, including UNESCO and the IPCC.Dana Burde ([email protected], www.danaburde.com) is associate professor of international education and politics, director of the International Education Program at NYU Steinhardt, and founding editor-in-chief of the INEE-NYU Journal on Education in Emergencies. Her book Schools for Conflict or for Peace in Afghanistan won the 2017 Grawemeyer Award for Ideas Improving World Order.Martin Gustafsson ([email protected]) is an education economist working for Research on Socioeconomic Policy (RESEP), a unit within Stellenbosch University; does occasional work for the UNESCO Institute for Statistics (UIS); and is a part-time analyst and planner at the Department of Basic Education, the government body responsible for South Africa’s schooling sector.Sreemali Herath ([email protected]) is an assistant professor in the Faculty of Education of the University of Manitoba. Her research includes critical teacher education, postconflict reconciliation, and refugee narratives. She is a coeditor of Critical Action Research Challenging Neoliberal Language and Literacies Education: Auto and Duo Ethnographies of Global Experiences (2022).Dong Wook Jeong ([email protected]) is a professor in the Department of Education at Seoul National University. His research focuses on educational decentralization, school governance, educational opportunities and resource allocation, and education policy analysis for school effectiveness an
{"title":"Contributors","authors":"","doi":"10.1086/725588","DOIUrl":"https://doi.org/10.1086/725588","url":null,"abstract":"Previous article FreeContributorsPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmailPrint SectionsMoreNour Abu-Assab ([email protected]) is a feminist sociologist with a PhD (2012) from the University of Warwick. She is cofounder and codirector of the Centre for Transnational Development and Collaboration, and a multidisciplinary practitioner and scholar with over 15 years of experience working on issues related to social justice in the Global South.Dilraba Anayatova ([email protected]) is a PhD student in the Educational Policy and Evaluation Program at Mary Lou Fulton Teachers College at Arizona State University. Dilraba is interested in rural education and its intersection with environmental education in and outside classrooms in Kazakhstan.Demet Arpacik ([email protected]) is a lecturer affiliated with the City University of New York. Her research is situated at the intersections of sociolinguistics and education and covers themes such as the politics of languages, decolonial language and education practices, and language ideologies. Her dissertation focused on the Kurdish language movement.Bilal Barakat ([email protected]) is a researcher, policy analyst, and lecturer specializing in education statistics and demography; former monitoring lead for the Global Education Monitoring Report; and founding partner of benedex. His analyses have appeared in leading academic journals and have informed the work of international organizations, including UNESCO and the IPCC.Dana Burde ([email protected], www.danaburde.com) is associate professor of international education and politics, director of the International Education Program at NYU Steinhardt, and founding editor-in-chief of the INEE-NYU Journal on Education in Emergencies. Her book Schools for Conflict or for Peace in Afghanistan won the 2017 Grawemeyer Award for Ideas Improving World Order.Martin Gustafsson ([email protected]) is an education economist working for Research on Socioeconomic Policy (RESEP), a unit within Stellenbosch University; does occasional work for the UNESCO Institute for Statistics (UIS); and is a part-time analyst and planner at the Department of Basic Education, the government body responsible for South Africa’s schooling sector.Sreemali Herath ([email protected]) is an assistant professor in the Faculty of Education of the University of Manitoba. Her research includes critical teacher education, postconflict reconciliation, and refugee narratives. She is a coeditor of Critical Action Research Challenging Neoliberal Language and Literacies Education: Auto and Duo Ethnographies of Global Experiences (2022).Dong Wook Jeong ([email protected]) is a professor in the Department of Education at Seoul National University. His research focuses on educational decentralization, school governance, educational opportunities and resource allocation, and education policy analysis for school effectiveness an","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136136119","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}
Carrie Karsgaard, Iveta Silova, Dilraba Anayatova, A. Nielsen
In aworld brimmingwith amultitude of stories,modern schoolinghas served to systematically command and control single, totalizing narratives. Among these narratives is the story of the Anthropocene, which places humans as superior to the rest of the Earth system and its species, celebrates (neo)liberal individualism and competition over the common good, and narrates human evolution in terms of the so-called progress propelled by the vertiginous growth of fossil economies. This storyline has led us to a dead end, destroying the ecosystems that have sustained life on Earth for millions of years and threatening the survival of both people and the planet. Changing the story of theAnthropocene requires a critical interrogation of the dominant narratives that have long been in circulation and the capacity to bring into focus alternative stories—both new and existing ones—about what it means to be human. Education is at the core of this challenge, which is collectively addressed by the authors and editors of
{"title":"Storying New Worlds: Educating to Counter Violence and Activate Alternatives to the Anthropocene","authors":"Carrie Karsgaard, Iveta Silova, Dilraba Anayatova, A. Nielsen","doi":"10.1086/725634","DOIUrl":"https://doi.org/10.1086/725634","url":null,"abstract":"In aworld brimmingwith amultitude of stories,modern schoolinghas served to systematically command and control single, totalizing narratives. Among these narratives is the story of the Anthropocene, which places humans as superior to the rest of the Earth system and its species, celebrates (neo)liberal individualism and competition over the common good, and narrates human evolution in terms of the so-called progress propelled by the vertiginous growth of fossil economies. This storyline has led us to a dead end, destroying the ecosystems that have sustained life on Earth for millions of years and threatening the survival of both people and the planet. Changing the story of theAnthropocene requires a critical interrogation of the dominant narratives that have long been in circulation and the capacity to bring into focus alternative stories—both new and existing ones—about what it means to be human. Education is at the core of this challenge, which is collectively addressed by the authors and editors of","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"674 - 684"},"PeriodicalIF":1.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45276504","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":":The Nutmeg’s Curse: Parables for a Planet in Crisis","authors":"Leah Derksen","doi":"10.1086/725660","DOIUrl":"https://doi.org/10.1086/725660","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45495249","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 sheds light on the implications of the imposition of decontextualized hegemonic narratives around gender and sexuality on Arabic-speaking countries and the appropriation of intersectionality as a tool for resistance and consciousness raising by NGO-ized educational programs, as well as the importance of combining both intersectional and decolonial approaches in relation to education in general and to gender and sexuality education in particular. To do so, we rely on analyses of public discourses around LGBTQ rights, data from our experience leading gender and sexuality educational programs through the Centre for Transnational Development and Collaboration for over 1,400 individuals in the Global North and the Global South, and assessments of Sexual Orientation and Gender Identity (SOGI) trainings carried out by the majority of NGOs focusing on LGBTQ education in Arabic-speaking countries.
{"title":"LGBTQ Education in Arabic-Speaking Countries and Beyond: The Appropriation of Intersectionality and Decolonial Thought","authors":"Nour Abu-Assab, Nof Nasser-Eddin","doi":"10.1086/725443","DOIUrl":"https://doi.org/10.1086/725443","url":null,"abstract":"This article sheds light on the implications of the imposition of decontextualized hegemonic narratives around gender and sexuality on Arabic-speaking countries and the appropriation of intersectionality as a tool for resistance and consciousness raising by NGO-ized educational programs, as well as the importance of combining both intersectional and decolonial approaches in relation to education in general and to gender and sexuality education in particular. To do so, we rely on analyses of public discourses around LGBTQ rights, data from our experience leading gender and sexuality educational programs through the Centre for Transnational Development and Collaboration for over 1,400 individuals in the Global North and the Global South, and assessments of Sexual Orientation and Gender Identity (SOGI) trainings carried out by the majority of NGOs focusing on LGBTQ education in Arabic-speaking countries.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"615 - 629"},"PeriodicalIF":1.8,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46514801","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}
Avner Rogel, Orphée Senouf-Pilpoul, Rinat Kiperman, S. E. Marshall
Positive LGBT+ content in educational materials promotes a diverse and inclusive school environment for all students, particularly LGBT+. However, worldwide evidence shows that textbooks underrepresent LGBT+ issue. A possible explanation for this pattern is that most study topics do not lend themselves for issues related to sexuality and gender. We interrogate this argument by examining the representation of all sexual orientation, gender identity, and expression (SOGIE) in 36 state-approved history textbooks for high school in Israel. Utilizing an original standardized coding protocol, we compare representation of queer and hetero-cisgender content. Our findings reveal that textbooks include multiple references to SOGIE across various thematic contexts, yet these are almost exclusively limited to heterosexuality and cisgender persons, while queer sexualities and expressions are marginalized or excluded. We discuss the implications of these problematic patterns for school climate and offer recommendations for incorporating diverse SOGIE content in different study topics in history classes.
{"title":"History of Exclusion: Queer Representation in Israeli High School Textbooks","authors":"Avner Rogel, Orphée Senouf-Pilpoul, Rinat Kiperman, S. E. Marshall","doi":"10.1086/725497","DOIUrl":"https://doi.org/10.1086/725497","url":null,"abstract":"Positive LGBT+ content in educational materials promotes a diverse and inclusive school environment for all students, particularly LGBT+. However, worldwide evidence shows that textbooks underrepresent LGBT+ issue. A possible explanation for this pattern is that most study topics do not lend themselves for issues related to sexuality and gender. We interrogate this argument by examining the representation of all sexual orientation, gender identity, and expression (SOGIE) in 36 state-approved history textbooks for high school in Israel. Utilizing an original standardized coding protocol, we compare representation of queer and hetero-cisgender content. Our findings reveal that textbooks include multiple references to SOGIE across various thematic contexts, yet these are almost exclusively limited to heterosexuality and cisgender persons, while queer sexualities and expressions are marginalized or excluded. We discuss the implications of these problematic patterns for school climate and offer recommendations for incorporating diverse SOGIE content in different study topics in history classes.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"486 - 508"},"PeriodicalIF":1.8,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42258107","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}
War and conflict between and within nations are defining characteristics of human history, and these impacts are directly felt in education. When classrooms around the world experience conflict firsthand, undergo processes of postconflict reconciliation, become transit points for students fleeing war-torn homes, or receive students holding refugee status, how can teachers be assisted to reflect on their own identities so that they could develop more inclusive teaching selves that might help them to appreciate their students’ experiences? This article highlights the potential of identity portraits or self-generated identity texts to help teachers articulate their identities and responsibilities toward their learners. Set against the larger processes of reconciliation that took place at the end of one of the longest civil wars in modern times, this study draws data generated through a multisite inquiry in Sri Lanka.
{"title":"Visualizing Identity: The Potential of Identity Portraits in Developing Inclusive Teaching Selves in Times of Postconflict Reconciliation","authors":"Sreemali Herath","doi":"10.1086/725454","DOIUrl":"https://doi.org/10.1086/725454","url":null,"abstract":"War and conflict between and within nations are defining characteristics of human history, and these impacts are directly felt in education. When classrooms around the world experience conflict firsthand, undergo processes of postconflict reconciliation, become transit points for students fleeing war-torn homes, or receive students holding refugee status, how can teachers be assisted to reflect on their own identities so that they could develop more inclusive teaching selves that might help them to appreciate their students’ experiences? This article highlights the potential of identity portraits or self-generated identity texts to help teachers articulate their identities and responsibilities toward their learners. Set against the larger processes of reconciliation that took place at the end of one of the longest civil wars in modern times, this study draws data generated through a multisite inquiry in Sri Lanka.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"534 - 561"},"PeriodicalIF":1.8,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48005067","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}
Education is considered a key vehicle for creating hope among youth. This is important not only for hope’s sake, but because increased hope is thought to reduce participation in various forms of violence. But while other goals for education in mitigating participation in violence involve special programming and step-by-step theories, hope is generally presumed to emerge spontaneously via education. We investigated the relationship between education and hope through qualitative cross-national research in Nairobi, Kenya, and Karachi, Pakistan. We argue that although education can be important for fostering hope, the pathways from education to hope are neither simple, linear, nor unproblematic and that there are features of education that contribute to hope and others that detract from it. We present a more nuanced understanding of the relationship between education and hope and delineate key features through which education may cultivate or dash hopes, with important implications for both scholarship and practice.
{"title":"An Agenda for Hope: How Education Cultivates and Dashes Hope among Youth in Nairobi and Karachi","authors":"D. Burde, E. King","doi":"10.1086/725589","DOIUrl":"https://doi.org/10.1086/725589","url":null,"abstract":"Education is considered a key vehicle for creating hope among youth. This is important not only for hope’s sake, but because increased hope is thought to reduce participation in various forms of violence. But while other goals for education in mitigating participation in violence involve special programming and step-by-step theories, hope is generally presumed to emerge spontaneously via education. We investigated the relationship between education and hope through qualitative cross-national research in Nairobi, Kenya, and Karachi, Pakistan. We argue that although education can be important for fostering hope, the pathways from education to hope are neither simple, linear, nor unproblematic and that there are features of education that contribute to hope and others that detract from it. We present a more nuanced understanding of the relationship between education and hope and delineate key features through which education may cultivate or dash hopes, with important implications for both scholarship and practice.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"465 - 485"},"PeriodicalIF":1.8,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42665744","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}
Gender gaps in school enrollment and achievement are usually investigated as separate facets of gender inequality in education. This study suggests that they might be linked by design. If boys and girls differ in their school enrollment rates, the student population will be gender biased. Since out-of-school adolescents tend to be less advantaged than in-school ones, school-based large-scale assessments effectively compare a more fully represented group of one gender with a less represented and more advantaged group of the other one. This should shift student gender achievement gaps so that they favor the latter group. In country-level regression models using data from all PISA cycles, we indeed found evidence of a small, negative association between gender gaps in secondary school enrollment and gender gaps in student achievement. This finding is robust across different achievement domains and specifications. We discuss the study’s limitations and implications for applied research with PISA data.
{"title":"The Link between Gender Gaps in School Enrollment and School Achievement","authors":"Isa Steinmann, Leslie Rutkowski","doi":"10.1086/725395","DOIUrl":"https://doi.org/10.1086/725395","url":null,"abstract":"Gender gaps in school enrollment and achievement are usually investigated as separate facets of gender inequality in education. This study suggests that they might be linked by design. If boys and girls differ in their school enrollment rates, the student population will be gender biased. Since out-of-school adolescents tend to be less advantaged than in-school ones, school-based large-scale assessments effectively compare a more fully represented group of one gender with a less represented and more advantaged group of the other one. This should shift student gender achievement gaps so that they favor the latter group. In country-level regression models using data from all PISA cycles, we indeed found evidence of a small, negative association between gender gaps in secondary school enrollment and gender gaps in student achievement. This finding is robust across different achievement domains and specifications. We discuss the study’s limitations and implications for applied research with PISA data.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"584 - 612"},"PeriodicalIF":1.8,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41787393","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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