{"title":":Humanizing Education for Immigrant and Refugee Youth: 20 Strategies for the Classroom and Beyond","authors":"Radhika Iyengar","doi":"10.1086/724387","DOIUrl":"https://doi.org/10.1086/724387","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48792680","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":":Educating for Peace and Human Rights: An Introduction","authors":"Sandra L. Sirota","doi":"10.1086/724386","DOIUrl":"https://doi.org/10.1086/724386","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48817599","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}
Previous articleNext article FreeContributorsPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreThea Renda Abu El-Haj ([email protected]), a professor at Barnard College, Columbia University, is an educational anthropologist. Her research explores questions raised by transnational migration and conflict, about belonging, rights, and citizenship. Her second book, Unsettled Belonging: Educating Palestinian American Youth after 9/11 won the 2016 American Educational Studies Association Critics Choice Award.Md Maksud Ali ([email protected], https://orcid.org/0000-0002-4449-8061) recently earned a PhD from the University of Queensland, where he works in the School of Education. Ali is interested in policy, politics, and practices of human capital development in English-language education and in relation to the United Nations’ Sustainable Development Goals. His research has been published in ELT Journal, TESOL Quarterly, English Today, Compare: A Journal of Comparative and International Education, and Language Assessment Quarterly.Minahil Asim ([email protected]) is assistant professor of educational leadership and program evaluation in the Faculty of Education, University of Ottawa. She studies education reforms and policies that are focused on improving learning outcomes and educational trajectories for disadvantaged students.Hyeyon Chung ([email protected]) is a public school teacher in Korea and a PhD candidate in comparative education at Yonsei University. Her general research interest focuses on education policy, future school reforms, and teacher education. She is currently participating in the development of international faculty from developing countries and projects that measure student well-being.M. Obaidul Hamid ([email protected], https://orcid.org/0000-0003-3205-6124) is associate professor of TESOL education at the University of Queensland. Previously, he worked at the University of Dhaka. His research focuses on the policy and practice of TESOL education in developing societies. Hamid is coeditor of Language Planning for Medium of Instruction in Asia (Routledge, 2014). He is on the editorial boards of Discourse: Studies in the Cultural Politics of Education, Current Issues in Language Planning, English Teaching Practice & Critique, and Journal of Asia TEFL.Ian Hardy ([email protected], https://orcid.org/0000-0002-8124-8766) is associate professor of education in the School of Education, University of Queensland. Hardy’s work is informed by research into the relationship between education and society, particularly broader policy and political discourses and educators’ responses to the sociopolitical contexts in which their work is undertaken. His School Reform in an Era of Standardization: Authentic Accountabilities was published by Routledge in 2021.Rania Jaber ([email protected]) is a researcher interested in migration and global art practices.
{"title":"Contributors","authors":"","doi":"10.1086/724223","DOIUrl":"https://doi.org/10.1086/724223","url":null,"abstract":"Previous articleNext article FreeContributorsPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreThea Renda Abu El-Haj ([email protected]), a professor at Barnard College, Columbia University, is an educational anthropologist. Her research explores questions raised by transnational migration and conflict, about belonging, rights, and citizenship. Her second book, Unsettled Belonging: Educating Palestinian American Youth after 9/11 won the 2016 American Educational Studies Association Critics Choice Award.Md Maksud Ali ([email protected], https://orcid.org/0000-0002-4449-8061) recently earned a PhD from the University of Queensland, where he works in the School of Education. Ali is interested in policy, politics, and practices of human capital development in English-language education and in relation to the United Nations’ Sustainable Development Goals. His research has been published in ELT Journal, TESOL Quarterly, English Today, Compare: A Journal of Comparative and International Education, and Language Assessment Quarterly.Minahil Asim ([email protected]) is assistant professor of educational leadership and program evaluation in the Faculty of Education, University of Ottawa. She studies education reforms and policies that are focused on improving learning outcomes and educational trajectories for disadvantaged students.Hyeyon Chung ([email protected]) is a public school teacher in Korea and a PhD candidate in comparative education at Yonsei University. Her general research interest focuses on education policy, future school reforms, and teacher education. She is currently participating in the development of international faculty from developing countries and projects that measure student well-being.M. Obaidul Hamid ([email protected], https://orcid.org/0000-0003-3205-6124) is associate professor of TESOL education at the University of Queensland. Previously, he worked at the University of Dhaka. His research focuses on the policy and practice of TESOL education in developing societies. Hamid is coeditor of Language Planning for Medium of Instruction in Asia (Routledge, 2014). He is on the editorial boards of Discourse: Studies in the Cultural Politics of Education, Current Issues in Language Planning, English Teaching Practice & Critique, and Journal of Asia TEFL.Ian Hardy ([email protected], https://orcid.org/0000-0002-8124-8766) is associate professor of education in the School of Education, University of Queensland. Hardy’s work is informed by research into the relationship between education and society, particularly broader policy and political discourses and educators’ responses to the sociopolitical contexts in which their work is undertaken. His School Reform in an Era of Standardization: Authentic Accountabilities was published by Routledge in 2021.Rania Jaber ([email protected]) is a researcher interested in migration and global art practices.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134992382","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}
Minahil Asim, K. Mundy, Caroline Manion, Izza Tahir
Research in the context of decentralization has primarily focused on the role of school-based actors in improving educational outcomes for students in low- and middle-income countries (LMICs). The role of the “middle tier,” such as subnational staff at the regional or district levels of educational leadership within the education bureaucracy, has not been systematically understood. We conduct a rigorous review of academic and gray literature in the English language and find that (1) research on the middle tier is limited in the discourse on education reform in LMICs; (2) in the available research, there is tension in the theoretical conceptualization and the practices of the middle tier between different fields of study and research methods; (3) we know even less about whether and how the middle tier supports improvements in student learning. Our article calls on researchers to investigate how the middle tier can strengthen education service delivery in LMICs.
{"title":"The “Missing Middle” of Education Service Delivery in Low- and Middle-Income Countries","authors":"Minahil Asim, K. Mundy, Caroline Manion, Izza Tahir","doi":"10.1086/724280","DOIUrl":"https://doi.org/10.1086/724280","url":null,"abstract":"Research in the context of decentralization has primarily focused on the role of school-based actors in improving educational outcomes for students in low- and middle-income countries (LMICs). The role of the “middle tier,” such as subnational staff at the regional or district levels of educational leadership within the education bureaucracy, has not been systematically understood. We conduct a rigorous review of academic and gray literature in the English language and find that (1) research on the middle tier is limited in the discourse on education reform in LMICs; (2) in the available research, there is tension in the theoretical conceptualization and the practices of the middle tier between different fields of study and research methods; (3) we know even less about whether and how the middle tier supports improvements in student learning. Our article calls on researchers to investigate how the middle tier can strengthen education service delivery in LMICs.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"353 - 378"},"PeriodicalIF":1.8,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46457552","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}
Although soft skills are considered important for quality education, there is little consensus on which skills matter for which populations and few cross-culturally validated measures. We propose a conceptual and methodological remedy to this quandary through an investigation of “agency” as an outcome measure for adolescent girls’ life skills programs. We engage community practitioners in East Africa to derive a four-dimensional structure of agency from theory, practitioner expertise, and empirical evidence. We develop and pilot this regional measure of agency for adolescent girls, utilizing confirmatory factor analysis to confirm the underlying structure of our instrument and to investigate its use as a pre-post measure. Analysis was conducted using data collected from 1,953 girls in four countries. Results indicate a four-latent factor structure representing the construct of agency. We argue that researchers should prioritize investigating the regional limits to validity of contextually specific soft skills measures over establishing universal metrics.
{"title":"Assessment of a Practitioner-Derived Framework for Measuring Girl’s Agency in East Africa","authors":"A. Sidle, B. Oulo","doi":"10.1086/724154","DOIUrl":"https://doi.org/10.1086/724154","url":null,"abstract":"Although soft skills are considered important for quality education, there is little consensus on which skills matter for which populations and few cross-culturally validated measures. We propose a conceptual and methodological remedy to this quandary through an investigation of “agency” as an outcome measure for adolescent girls’ life skills programs. We engage community practitioners in East Africa to derive a four-dimensional structure of agency from theory, practitioner expertise, and empirical evidence. We develop and pilot this regional measure of agency for adolescent girls, utilizing confirmatory factor analysis to confirm the underlying structure of our instrument and to investigate its use as a pre-post measure. Analysis was conducted using data collected from 1,953 girls in four countries. Results indicate a four-latent factor structure representing the construct of agency. We argue that researchers should prioritize investigating the regional limits to validity of contextually specific soft skills measures over establishing universal metrics.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"331 - 352"},"PeriodicalIF":1.8,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42199217","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}
Legacies of violence—and the exigencies of care that emerge in contexts of conflict—become visible in schools and yet often remain unacknowledged. These conflicts are often elided in educational policy making and research focused on developing best practices. I step back from research oriented toward problem solving to argue for a method (ethnography), a stance (witnessing), and a refusal (to draw implications for practice). Documenting the work of teaching in one Lebanese public school, I analyze the complexities of relationships and practices that emerge as teachers live with children in a space of enduring precarity. I show how, given the enormity of the conflicts, and the impossibility of addressing them through education, teachers’ silence about the conditions of children’s lives is almost the only thing that makes sense; but in the “almost” rests space for crafting an education that weaves affiliative forms of sociality across the rifts of a conflict-ridden society.
{"title":"Against Implications: Ethnographic Witnessing as Research Stance in the Lebanese Conflict Zone","authors":"Thea Renda Abu El-Haj","doi":"10.1086/724175","DOIUrl":"https://doi.org/10.1086/724175","url":null,"abstract":"Legacies of violence—and the exigencies of care that emerge in contexts of conflict—become visible in schools and yet often remain unacknowledged. These conflicts are often elided in educational policy making and research focused on developing best practices. I step back from research oriented toward problem solving to argue for a method (ethnography), a stance (witnessing), and a refusal (to draw implications for practice). Documenting the work of teaching in one Lebanese public school, I analyze the complexities of relationships and practices that emerge as teachers live with children in a space of enduring precarity. I show how, given the enormity of the conflicts, and the impossibility of addressing them through education, teachers’ silence about the conditions of children’s lives is almost the only thing that makes sense; but in the “almost” rests space for crafting an education that weaves affiliative forms of sociality across the rifts of a conflict-ridden society.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"231 - 250"},"PeriodicalIF":1.8,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44967549","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}
Myriad academic, situational, and organizational factors play an important role in parental decision-making for school choice. We propose a framework for how hot knowledge is processed through the lens of parents’ own sociopolitical values (i.e., constraints) to inform preferences. This study employs 8 months of ethnographic case study data from the Dominican Republic to understand how parents make decisions in contexts where a school’s values (liberalism) contrast with the majority belief of the community (traditionalism). We observe three primary choice rationalities, ranging from belief in the opportunities that liberal education can provide to rejection of the liberal option. This clash of values between a school and its surrounding community has implications for our understanding of which families may or may not choose to access nontraditional education around the globe.
{"title":"Unpacking Value Clash in School Choice: Reactions to a Liberal School in a Conservative Community","authors":"Anant Pai","doi":"10.1086/724125","DOIUrl":"https://doi.org/10.1086/724125","url":null,"abstract":"Myriad academic, situational, and organizational factors play an important role in parental decision-making for school choice. We propose a framework for how hot knowledge is processed through the lens of parents’ own sociopolitical values (i.e., constraints) to inform preferences. This study employs 8 months of ethnographic case study data from the Dominican Republic to understand how parents make decisions in contexts where a school’s values (liberalism) contrast with the majority belief of the community (traditionalism). We observe three primary choice rationalities, ranging from belief in the opportunities that liberal education can provide to rejection of the liberal option. This clash of values between a school and its surrounding community has implications for our understanding of which families may or may not choose to access nontraditional education around the globe.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"379 - 398"},"PeriodicalIF":1.8,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42447000","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 differences are one of the most contentious issues in educational research. This study analyzes long-term changes in gender gaps in reading comprehension at the end of primary school in 63 education systems. It links test data from seven comparative studies that were conducted between 1970 and 2016 using a common achievement scale based on item response theory. We investigate whether mean gender gaps have widened or narrowed over time—controlling for changes in the sample of countries from measurement point to measurement point—using a system-level regression with fixed effects. We observe an advantage of girls over boys in reading in almost all countries, although the size of the gender gap varies considerably internationally. Further, we observe a significant increase in the international gender gap between 1971 and 2001 and a slight decrease since then.
{"title":"International Reading Gaps between Boys and Girls, 1970–2016","authors":"Isa Steinmann, Rolf Strietholt, Monica Rosén","doi":"10.1086/724089","DOIUrl":"https://doi.org/10.1086/724089","url":null,"abstract":"Gender differences are one of the most contentious issues in educational research. This study analyzes long-term changes in gender gaps in reading comprehension at the end of primary school in 63 education systems. It links test data from seven comparative studies that were conducted between 1970 and 2016 using a common achievement scale based on item response theory. We investigate whether mean gender gaps have widened or narrowed over time—controlling for changes in the sample of countries from measurement point to measurement point—using a system-level regression with fixed effects. We observe an advantage of girls over boys in reading in almost all countries, although the size of the gender gap varies considerably internationally. Further, we observe a significant increase in the international gender gap between 1971 and 2001 and a slight decrease since then.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"298 - 330"},"PeriodicalIF":1.8,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47483317","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}
Contrary to past studies focusing on the global aspirations of students already studying abroad, our study seeks to explore whether and how academic elite Korean youth with little to no experience and plans to study abroad pursuing domestic pathways engage with globalization narratives as they negotiate their choices. Based on in-depth interviews with 17 Korean college students sampled from a larger survey, we found that they held strong aspirations for international credentials and global flexible lifestyles, which were unambiguously perceived as highly desirable. However, they still chose domestic pathways which were practical and offered increasing opportunities with Korea’s rapid development. Our interviewees’ global aspirations influenced their domestic pursuit of upward mobility and self-realization as they simultaneously sought ways to upgrade their credentials while reconstructing their career choice narratives to emulate the elusive but flexible lifestyles they imagined to belong to the developed world community.
{"title":"Global Aspirations, Domestic Choices: South Korean Youth Pursuing Domestic Pathways","authors":"Sungwon Kim, Hyeyon Chung, Cong Zhang","doi":"10.1086/724088","DOIUrl":"https://doi.org/10.1086/724088","url":null,"abstract":"Contrary to past studies focusing on the global aspirations of students already studying abroad, our study seeks to explore whether and how academic elite Korean youth with little to no experience and plans to study abroad pursuing domestic pathways engage with globalization narratives as they negotiate their choices. Based on in-depth interviews with 17 Korean college students sampled from a larger survey, we found that they held strong aspirations for international credentials and global flexible lifestyles, which were unambiguously perceived as highly desirable. However, they still chose domestic pathways which were practical and offered increasing opportunities with Korea’s rapid development. Our interviewees’ global aspirations influenced their domestic pursuit of upward mobility and self-realization as they simultaneously sought ways to upgrade their credentials while reconstructing their career choice narratives to emulate the elusive but flexible lifestyles they imagined to belong to the developed world community.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"399 - 419"},"PeriodicalIF":1.8,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41673624","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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