This article explores critical ways that migrant groups engage in diverse forms of resistance. In this comparative case study, we draw on our longitudinal ethnographic research on migrant groups, particularly those that are characterized as undocumented, with a focus on the ways in which they engage in activism and resistance in China and the United States, respectively. We aim to expand the literature about comparison by asking: how is comparison understood differently through the lens of crisscrossing, and what productive insights can be uncovered through this theoretically informed approach? What implications might crisscrossing have for studying grassroots level resistance from migrants across borders?
{"title":"Activism and Resistance from the Trenches: Crisscrossing Comparison and Undocumented Migrant Experiences in China and the United States","authors":"S. Rodriguez, C. Bennett, Min Yu, J. Acree","doi":"10.1086/722832","DOIUrl":"https://doi.org/10.1086/722832","url":null,"abstract":"This article explores critical ways that migrant groups engage in diverse forms of resistance. In this comparative case study, we draw on our longitudinal ethnographic research on migrant groups, particularly those that are characterized as undocumented, with a focus on the ways in which they engage in activism and resistance in China and the United States, respectively. We aim to expand the literature about comparison by asking: how is comparison understood differently through the lens of crisscrossing, and what productive insights can be uncovered through this theoretically informed approach? What implications might crisscrossing have for studying grassroots level resistance from migrants across borders?","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"6 - 30"},"PeriodicalIF":1.8,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43618831","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}
C. Johnstone, Matthew J. Schuelka, Yeshi Choeki, T. Yetsho
Disability-inclusive education and development have become priorities for global governance organizations over the past decade and have thus introduced new complexities to existing development narratives. One reason for this is the long-standing discourse of “disability models” (medical, social, and cultural models) most often found in disability studies discourses. This study demonstrates that individuals with disabilities and their advocates navigate education and development opportunities through the lens of multiple models simultaneously. In this article, we introduce the philosophical theory of dialectics as a way of understanding how seemingly competing models might simultaneously inform the actions that individuals take in relation to disability-inclusive education and development. We present three minicases—two from teachers and one from a youth with a disability—drawn from a recent 3-year project in Bhutan. These case examples demonstrate how dialectical thinking is often present in education and development initiatives.
{"title":"Disability-Inclusive Education, Development, and Dialectics: Complex Cases in Bhutan","authors":"C. Johnstone, Matthew J. Schuelka, Yeshi Choeki, T. Yetsho","doi":"10.1086/722814","DOIUrl":"https://doi.org/10.1086/722814","url":null,"abstract":"Disability-inclusive education and development have become priorities for global governance organizations over the past decade and have thus introduced new complexities to existing development narratives. One reason for this is the long-standing discourse of “disability models” (medical, social, and cultural models) most often found in disability studies discourses. This study demonstrates that individuals with disabilities and their advocates navigate education and development opportunities through the lens of multiple models simultaneously. In this article, we introduce the philosophical theory of dialectics as a way of understanding how seemingly competing models might simultaneously inform the actions that individuals take in relation to disability-inclusive education and development. We present three minicases—two from teachers and one from a youth with a disability—drawn from a recent 3-year project in Bhutan. These case examples demonstrate how dialectical thinking is often present in education and development initiatives.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"147 - 166"},"PeriodicalIF":1.8,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43887995","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}
In this essay, I begin by situating Burna Boy’s song “Monsters You Made” within a larger context of music as a rebellious form of resistance while connecting its significance with the #EndSARS protests in Nigeria. Then, I discuss anti-Blackness within colonial education in Nigeria, broadening the global conversation around BLM to include voices from the most populous Black nation in the world.
在这篇文章中，我首先将Burna Boy的歌曲“Monsters You Made”置于一个更大的音乐背景中，作为一种反叛的抵抗形式，并将其与尼日利亚的#EndSARS抗议活动联系起来。然后，我讨论了尼日利亚殖民教育中的反黑人，扩大了围绕BLM的全球对话，包括来自世界上人口最多的黑人国家的声音。
{"title":"Challenging “Dem European Teachings in My African School”: Burna Boy’s Music as Resistance","authors":"Oyemolade Osibodu","doi":"10.1086/722218","DOIUrl":"https://doi.org/10.1086/722218","url":null,"abstract":"In this essay, I begin by situating Burna Boy’s song “Monsters You Made” within a larger context of music as a rebellious form of resistance while connecting its significance with the #EndSARS protests in Nigeria. Then, I discuss anti-Blackness within colonial education in Nigeria, broadening the global conversation around BLM to include voices from the most populous Black nation in the world.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"S178 - S185"},"PeriodicalIF":1.8,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44871555","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}
There is currently a dearth of research on the creation and the implications of Black educational space, even with the increased awareness raised by the Black Lives Matter (BLM) movement to the individual and structural antiblackness inherent in the United States. This essay aims to share the BLM history that helped to motivate and inform two Black college educators’ construction of Black educational space. The analysis reveals that a pro-Black political imagination is required to authentically and meaningfully engage in centering, supporting, and honoring Black people in classroom spaces and beyond. The article shares reflections from the two educators’ about their experiences of constructing Black educational spaces. In doing so, this work attempts to motivate concrete pro-Black action by disrupting standardized academic practices in making commitments to ourselves, our students, and our communities. This work is significant insofar as it contributes to international debates about the purposes of education, and it reimagines how pedagogy can be operationalized to transform classrooms in global educational contexts into sites for Black Healing.
{"title":"Black Lives Matter and the Making of Black Educational Spaces","authors":"J. Bell, Yolanda Sealey-Ruiz","doi":"10.1086/722217","DOIUrl":"https://doi.org/10.1086/722217","url":null,"abstract":"There is currently a dearth of research on the creation and the implications of Black educational space, even with the increased awareness raised by the Black Lives Matter (BLM) movement to the individual and structural antiblackness inherent in the United States. This essay aims to share the BLM history that helped to motivate and inform two Black college educators’ construction of Black educational space. The analysis reveals that a pro-Black political imagination is required to authentically and meaningfully engage in centering, supporting, and honoring Black people in classroom spaces and beyond. The article shares reflections from the two educators’ about their experiences of constructing Black educational spaces. In doing so, this work attempts to motivate concrete pro-Black action by disrupting standardized academic practices in making commitments to ourselves, our students, and our communities. This work is significant insofar as it contributes to international debates about the purposes of education, and it reimagines how pedagogy can be operationalized to transform classrooms in global educational contexts into sites for Black Healing.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"S129 - S148"},"PeriodicalIF":1.8,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49203545","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 the relationship between Black social movements in Brazil and the United States through over a century of formations of struggle. Drawing from a review of Black periodicals in three time periods ranging from twentieth-century print press to contemporary digital social media, this article affirms the significance of the transnational Black struggle; demonstrates the ways in which knowledge and language about Black struggle has been circulated, exchanged, and produced within a dynamic and shifting relationship; and analyzes ways that US and Brazilian Black movements have served as educators for one another and their own societies. We argue that understanding the contemporary moment of antiracist struggles requires examining the longer and nuanced relationship between US and Brazilian Black activism. This deepening, critical relationship fortified the Black movement as educator of society and reframes how we understand the global Movement for Black Lives as a historical and transnational phenomenon.
{"title":"On the Matter of Black Lives across the Americas: Historical, Transnational, and Educational Perspectives on Antiracist Struggles in Brazil and the United States","authors":"Alice Y. Taylor, C. Gordon, A. Pereira","doi":"10.1086/722031","DOIUrl":"https://doi.org/10.1086/722031","url":null,"abstract":"This article examines the relationship between Black social movements in Brazil and the United States through over a century of formations of struggle. Drawing from a review of Black periodicals in three time periods ranging from twentieth-century print press to contemporary digital social media, this article affirms the significance of the transnational Black struggle; demonstrates the ways in which knowledge and language about Black struggle has been circulated, exchanged, and produced within a dynamic and shifting relationship; and analyzes ways that US and Brazilian Black movements have served as educators for one another and their own societies. We argue that understanding the contemporary moment of antiracist struggles requires examining the longer and nuanced relationship between US and Brazilian Black activism. This deepening, critical relationship fortified the Black movement as educator of society and reframes how we understand the global Movement for Black Lives as a historical and transnational phenomenon.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"S25 - S45"},"PeriodicalIF":1.8,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43217226","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}
In this article, the epistemology and pedagogy of an Afro-Brazilian woman named Diva are discussed as a culturally sustaining praxis in the context of the transnational and feminist #BlackLivesMatter movement. Diva works to dismantle white supremacy in her roles as a preschool teacher, doll maker, children’s book author, and mother. Findings come from ethnographic fieldwork conducted between 2018 and 2020 that involved collecting narratives and videos, examining artifacts, and developing a continued relationship and solidarity. This article demonstrates a form of Black Brazilian culturally sustaining pedagogy and Black feminism, which can help the field of comparative and international education (CIE) move away from the white gaze toward racial equity, as exemplified by Diva’s praxis.
{"title":"Diva’s Culturally Sustaining Black Feminism: Tales from an Afro-Brazilian Teacher-Activist-Mother","authors":"Marla R. Goins","doi":"10.1086/722272","DOIUrl":"https://doi.org/10.1086/722272","url":null,"abstract":"In this article, the epistemology and pedagogy of an Afro-Brazilian woman named Diva are discussed as a culturally sustaining praxis in the context of the transnational and feminist #BlackLivesMatter movement. Diva works to dismantle white supremacy in her roles as a preschool teacher, doll maker, children’s book author, and mother. Findings come from ethnographic fieldwork conducted between 2018 and 2020 that involved collecting narratives and videos, examining artifacts, and developing a continued relationship and solidarity. This article demonstrates a form of Black Brazilian culturally sustaining pedagogy and Black feminism, which can help the field of comparative and international education (CIE) move away from the white gaze toward racial equity, as exemplified by Diva’s praxis.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"S149 - S170"},"PeriodicalIF":1.8,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46599870","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}
Early childhood education (ECE) programs are expanding across sub-Saharan Africa. But the quality of these programs, and their effectiveness when implemented at scale, remains unclear. Defining quality is not simple, as learning environments are shaped by cultural values and societal sociodemographics. Framed within sociocultural theory, this study broadens understanding of ECE classroom quality by examining whether and how Ghanaian educators foster children’s development in ways that are culturally and contextually adaptive but not included in current definitions of quality, using an existing classroom observation tool as a prompt. ECE teachers and school headteachers participated in semistructured interviews and focused discussions of the most widely used standards-based observation tool—the CLASS—highlighting elements of agreements, disagreements, differences, and key features of the teacher-child relationship not captured by the tool. The findings highlight ways in which the sociocultural and educational contexts need to be considered when measuring classroom quality.
{"title":"Cultural Considerations in Defining Classroom Quality: Ghanaian Preschool Teachers’ Agreements and Disagreements with Standards-Based Instruments","authors":"S. Wolf, E. Avornyo","doi":"10.1086/722802","DOIUrl":"https://doi.org/10.1086/722802","url":null,"abstract":"Early childhood education (ECE) programs are expanding across sub-Saharan Africa. But the quality of these programs, and their effectiveness when implemented at scale, remains unclear. Defining quality is not simple, as learning environments are shaped by cultural values and societal sociodemographics. Framed within sociocultural theory, this study broadens understanding of ECE classroom quality by examining whether and how Ghanaian educators foster children’s development in ways that are culturally and contextually adaptive but not included in current definitions of quality, using an existing classroom observation tool as a prompt. ECE teachers and school headteachers participated in semistructured interviews and focused discussions of the most widely used standards-based observation tool—the CLASS—highlighting elements of agreements, disagreements, differences, and key features of the teacher-child relationship not captured by the tool. The findings highlight ways in which the sociocultural and educational contexts need to be considered when measuring classroom quality.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"188 - 210"},"PeriodicalIF":1.8,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45359487","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 merges the frameworks of Black feminist geography, coloniality, and racial capitalism to examine corporatized educational reform in Liberia. It argues that corporatized schooling exhibits the logics, politics, and economies common to the West African plantation. Throughout, I focus on the case of the Liberian Education Advancement Program (LEAP), a recent educational reform, to demonstrate how corporatized schooling (1) perpetuates plantation logics that label communities and geographies in Africa as “in crisis” or “without” and therefore in need of technopolitical solutions; (2) implements racialized, precarious, and surveilled plantation-style labor regimes; and (3) perpetuates production processes and forms of extraction that commodify and homogenize education for the benefit of global capital. By recognizing LEAP as mirroring plantation systems, the article exposes the ongoing racialized violence that lies at the foundation of corporate schooling in Liberia, while highlighting how “thinking with the plantation” can reveal acts and instances of resistance and decolonial life.
{"title":"Schooling as Plantation: Racial Capitalism and Plantation Legacies in Corporatized Education Reform in Liberia","authors":"T. Hook","doi":"10.1086/722176","DOIUrl":"https://doi.org/10.1086/722176","url":null,"abstract":"This article merges the frameworks of Black feminist geography, coloniality, and racial capitalism to examine corporatized educational reform in Liberia. It argues that corporatized schooling exhibits the logics, politics, and economies common to the West African plantation. Throughout, I focus on the case of the Liberian Education Advancement Program (LEAP), a recent educational reform, to demonstrate how corporatized schooling (1) perpetuates plantation logics that label communities and geographies in Africa as “in crisis” or “without” and therefore in need of technopolitical solutions; (2) implements racialized, precarious, and surveilled plantation-style labor regimes; and (3) perpetuates production processes and forms of extraction that commodify and homogenize education for the benefit of global capital. By recognizing LEAP as mirroring plantation systems, the article exposes the ongoing racialized violence that lies at the foundation of corporate schooling in Liberia, while highlighting how “thinking with the plantation” can reveal acts and instances of resistance and decolonial life.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"S89 - S109"},"PeriodicalIF":1.8,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46302416","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}
Marketization of education in South Africa accelerated at the crossroads of the postapartheid democratic transition and global neoliberal turn, reflecting both educational policy impacts of the country’s protracted negotiated settlement and transnational trends. A controversial 2018 provincial amendment further entrenched marketization in the Western Cape by introducing “collaboration schools,” public-private partnerships modeled on charter schools from the United States and academy schools from the United Kingdom. This article employs critical policy ethnography to argue that racial capitalism shapes transnational policy borrowing and to illustrate that a perceived portability of marketized reforms rests on racialized notions of the function of schooling for marginalized youth across contexts. I draw on Cedric Robinson’s analysis of capitalism as a ubiquitously racialized, interconnected global order and Neville Alexander’s insistence that antiracism must be anticapitalist, particularly in education, a site and strategy of struggle with dual potential to perpetuate or undermine racial capitalism.
{"title":"Shareholder Schools: Racial Capitalism, Policy Borrowing, and Marketized Education Reform in Cape Town, South Africa","authors":"Amelia Simone Herbert","doi":"10.1086/722271","DOIUrl":"https://doi.org/10.1086/722271","url":null,"abstract":"Marketization of education in South Africa accelerated at the crossroads of the postapartheid democratic transition and global neoliberal turn, reflecting both educational policy impacts of the country’s protracted negotiated settlement and transnational trends. A controversial 2018 provincial amendment further entrenched marketization in the Western Cape by introducing “collaboration schools,” public-private partnerships modeled on charter schools from the United States and academy schools from the United Kingdom. This article employs critical policy ethnography to argue that racial capitalism shapes transnational policy borrowing and to illustrate that a perceived portability of marketized reforms rests on racialized notions of the function of schooling for marginalized youth across contexts. I draw on Cedric Robinson’s analysis of capitalism as a ubiquitously racialized, interconnected global order and Neville Alexander’s insistence that antiracism must be anticapitalist, particularly in education, a site and strategy of struggle with dual potential to perpetuate or undermine racial capitalism.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"S66 - S88"},"PeriodicalIF":1.8,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47146540","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}
As colleges and universities—particularly predominantly White institutions (PWIs)—look to offer healing and reconciliation for racialized transgressions, it is important that these institutions also honor the sacrifices of those brave students who not only broke barriers but also held open the door of opportunity through which others may walk. This commissioned poem was written to honor the first Black women to integrate the residence halls at a PWI in the US South. The poem, in addition to a weekend-long celebration at the university, commemorates the fiftieth anniversary of their milestone, reflecting on the legacy of courage they left behind. As the nation navigates its own racial reckoning, this poem attempts to compel higher education professionals—and institutions of higher education more broadly—to look at their past through a critical lens.
{"title":"Psalms of Brick and Mortar","authors":"Donovan Livingston","doi":"10.1086/722033","DOIUrl":"https://doi.org/10.1086/722033","url":null,"abstract":"As colleges and universities—particularly predominantly White institutions (PWIs)—look to offer healing and reconciliation for racialized transgressions, it is important that these institutions also honor the sacrifices of those brave students who not only broke barriers but also held open the door of opportunity through which others may walk. This commissioned poem was written to honor the first Black women to integrate the residence halls at a PWI in the US South. The poem, in addition to a weekend-long celebration at the university, commemorates the fiftieth anniversary of their milestone, reflecting on the legacy of courage they left behind. As the nation navigates its own racial reckoning, this poem attempts to compel higher education professionals—and institutions of higher education more broadly—to look at their past through a critical lens.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"S171 - S177"},"PeriodicalIF":1.8,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47962416","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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