This article draws on a framework based on Bernstein’s three-message systems of schooling and Ball’s notion of policy cycle to examine how the human capital development goal incorporated into the Bangladesh secondary English curriculum has been translated into pedagogy and assessment practices. Data were collected from classroom observations and teacher and principal interviews and document analysis. Findings indicate that while the curriculum has emphasized human capital development as an important English language education policy goal, pedagogy and assessment appear to be pursuing divergent goals and are mediated by local structures shaped by the colonial past and the current political economic context. The article highlights how human capital development is inadequate for substantive pedagogical and assessment practices and contributes to comparative education policy enactment studies by revealing how neoliberally oriented global education policy trends of human capital development unfold locally in schooling contexts in developing societies, namely, Bangladesh.
{"title":"Problematizing Human Capital Development in English Language Education in Bangladesh","authors":"MD Maksud Ali, M. Hamid, I. Hardy, M. A. Khan","doi":"10.1086/724029","DOIUrl":"https://doi.org/10.1086/724029","url":null,"abstract":"This article draws on a framework based on Bernstein’s three-message systems of schooling and Ball’s notion of policy cycle to examine how the human capital development goal incorporated into the Bangladesh secondary English curriculum has been translated into pedagogy and assessment practices. Data were collected from classroom observations and teacher and principal interviews and document analysis. Findings indicate that while the curriculum has emphasized human capital development as an important English language education policy goal, pedagogy and assessment appear to be pursuing divergent goals and are mediated by local structures shaped by the colonial past and the current political economic context. The article highlights how human capital development is inadequate for substantive pedagogical and assessment practices and contributes to comparative education policy enactment studies by revealing how neoliberally oriented global education policy trends of human capital development unfold locally in schooling contexts in developing societies, namely, Bangladesh.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"420 - 442"},"PeriodicalIF":1.8,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45075839","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}
P. Levitt, Ezequiel Saferstein, R. Jaber, Doyeon Shin
We hear calls to globalize, internationalize, decolonize, and diversify higher education from all corners of the world. What changes do they actually seek? Who is behind them and whose interests do they serve? How much are curricula actually changing? In this article, we explore these questions from outside Europe and the United States by examining art history and comparative literature syllabi from Argentina, Lebanon, and South Korea. We find that despite a broad interest in globalizing the university, stark differences characterize what that means on the ground. Content and theory produced in Europe and North American are still overrepresented in classrooms outside these regions. While a regional focus offsets this somewhat in Argentina, it is a less effective counterpoint in South Korea and Lebanon, where regionalization projects are weaker and contested. The global distribution of intellectual and cultural power still mimics the distribution of geopolitical and economic power.
{"title":"Decolonizing Decoloniality: Decentering Art History and Comparative Literature Classrooms outside Europe and the United States","authors":"P. Levitt, Ezequiel Saferstein, R. Jaber, Doyeon Shin","doi":"10.1086/724062","DOIUrl":"https://doi.org/10.1086/724062","url":null,"abstract":"We hear calls to globalize, internationalize, decolonize, and diversify higher education from all corners of the world. What changes do they actually seek? Who is behind them and whose interests do they serve? How much are curricula actually changing? In this article, we explore these questions from outside Europe and the United States by examining art history and comparative literature syllabi from Argentina, Lebanon, and South Korea. We find that despite a broad interest in globalizing the university, stark differences characterize what that means on the ground. Content and theory produced in Europe and North American are still overrepresented in classrooms outside these regions. While a regional focus offsets this somewhat in Argentina, it is a less effective counterpoint in South Korea and Lebanon, where regionalization projects are weaker and contested. The global distribution of intellectual and cultural power still mimics the distribution of geopolitical and economic power.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"277 - 297"},"PeriodicalIF":1.8,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42234257","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 examines how global institutions contribute to educational change by analyzing the role of Education for All (EFA) in the recent rise of a global field dedicated to education in emergencies (EiE). I build on new sociological insights to argue that global institutions like EFA, commonly critiqued as ineffectual or mere vehicles for powerful interests, can nonetheless provide cultural ingredients and work spaces for the construction of new agendas. I draw on documentary evidence to suggest that the EFA framing of education as a human right provided a powerful cultural frame justifying EiE as an area of need, and that EFA work spaces helped consolidate and legitimate key EiE initiatives and activists, especially early on. The article expands our understanding of how global institutions shape educational change and adds to existing analyses of the rise of EiE as a new global field of intervention.
{"title":"How Global Institutions Matter: Education for All and the Rise of Education as a Humanitarian Response","authors":"Julia C. Lerch","doi":"10.1086/724176","DOIUrl":"https://doi.org/10.1086/724176","url":null,"abstract":"This article examines how global institutions contribute to educational change by analyzing the role of Education for All (EFA) in the recent rise of a global field dedicated to education in emergencies (EiE). I build on new sociological insights to argue that global institutions like EFA, commonly critiqued as ineffectual or mere vehicles for powerful interests, can nonetheless provide cultural ingredients and work spaces for the construction of new agendas. I draw on documentary evidence to suggest that the EFA framing of education as a human right provided a powerful cultural frame justifying EiE as an area of need, and that EFA work spaces helped consolidate and legitimate key EiE initiatives and activists, especially early on. The article expands our understanding of how global institutions shape educational change and adds to existing analyses of the rise of EiE as a new global field of intervention.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"251 - 276"},"PeriodicalIF":1.8,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48199383","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":":School Reform in an Era of Standardization: Authentic Accountabilities","authors":"Tae-Hee Choi, Nancy Zhang Mingyan","doi":"10.1086/722955","DOIUrl":"https://doi.org/10.1086/722955","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41654302","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":":Global Pathways to Education: Cultural Spheres, Networks, and International Organizations","authors":"Tatiana Feitosa de Britto","doi":"10.1086/722956","DOIUrl":"https://doi.org/10.1086/722956","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45356296","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":":Gender Equity in STEM in Higher Education: International Perspectives on Policy, Institutional Culture, and Individual Choice","authors":"He Yayi, W. Nian","doi":"10.1086/722954","DOIUrl":"https://doi.org/10.1086/722954","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44369989","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":":Advancing the Global Agenda for Human Rights, Vulnerable Populations, and Environmental Sustainability: Adult Education as Strategic Partner","authors":"Rosie Falcon-Shapiro","doi":"10.1086/722953","DOIUrl":"https://doi.org/10.1086/722953","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42113187","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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