Moving beyond the nominal recognition of Black lives toward a struggle for Black liberation raises several challenges, one of which is the critical role of political education. For this reason, this article explores Euromodernity’s constructions and sustenance of apolitical educational arrangements that constrain political speech fundamental to a democratic education. It argues, among other things, that the primacy of capitalist logics in education forecloses salient political questions and the role of racism in sustaining the relationship between exploitative capitalism and schooling. The essay critically examines the unthinking subject as a product of miseducation, and as such, miseducation becomes fundamentally antipolitical and serves as a form of dehumanization. This means repoliticizing education for racial liberation mandates centering Black valuation in educational arrangements. In applied terms, the article offers an examination of participatory action research as an approach to the repoliticization of education.
{"title":"Black Liberation and Political Education: The Valorizing of Afro-Ecuadorian Thought","authors":"D. Chevannes, Josué López","doi":"10.1086/722032","DOIUrl":"https://doi.org/10.1086/722032","url":null,"abstract":"Moving beyond the nominal recognition of Black lives toward a struggle for Black liberation raises several challenges, one of which is the critical role of political education. For this reason, this article explores Euromodernity’s constructions and sustenance of apolitical educational arrangements that constrain political speech fundamental to a democratic education. It argues, among other things, that the primacy of capitalist logics in education forecloses salient political questions and the role of racism in sustaining the relationship between exploitative capitalism and schooling. The essay critically examines the unthinking subject as a product of miseducation, and as such, miseducation becomes fundamentally antipolitical and serves as a form of dehumanization. This means repoliticizing education for racial liberation mandates centering Black valuation in educational arrangements. In applied terms, the article offers an examination of participatory action research as an approach to the repoliticization of education.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"32 1","pages":"S46 - S65"},"PeriodicalIF":1.8,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60727861","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 one of the most important determinants of occupational attainment, and country-comparative scholars have increasingly focused their attention on the stratification of education systems, that is, the extent to which students are differentiated into different groups for instructional purposes. This article introduces a new microlevel risk ignored by previous theories, that is, the risk of productivity loss. I argue that the criterion guiding the first selection into different schools or curricula within a school reduces skill heterogeneity and employers’ risk of productivity loss, strengthening the link between education and occupation. Data of the European Social Survey are complemented with new indicators of education systems’ characteristics coming from an expert survey that involved more than 200 experts in 34 OECD countries. Findings show that as the first selection is increasingly based on students’ ability, the educational gradient in occupational attainment increases for those respondents who achieved an academic upper-secondary degree.
{"title":"Educational Gradient in Occupational Attainment: Does the Stratification of Education Systems Really Matter?","authors":"Claudia Traini","doi":"10.1086/722957","DOIUrl":"https://doi.org/10.1086/722957","url":null,"abstract":"Education is one of the most important determinants of occupational attainment, and country-comparative scholars have increasingly focused their attention on the stratification of education systems, that is, the extent to which students are differentiated into different groups for instructional purposes. This article introduces a new microlevel risk ignored by previous theories, that is, the risk of productivity loss. I argue that the criterion guiding the first selection into different schools or curricula within a school reduces skill heterogeneity and employers’ risk of productivity loss, strengthening the link between education and occupation. Data of the European Social Survey are complemented with new indicators of education systems’ characteristics coming from an expert survey that involved more than 200 experts in 34 OECD countries. Findings show that as the first selection is increasingly based on students’ ability, the educational gradient in occupational attainment increases for those respondents who achieved an academic upper-secondary degree.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"123 - 146"},"PeriodicalIF":1.8,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43177304","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 both actively excludes (through suspensions and expulsions) and tries to include (through inclusion policies, programs, and pathways). Students who experience both exclusion and attempts at inclusion tend to be racialized Black, Brown, and/or Indigenous; identify as queer or trans; be experiencing poverty; and/or be living with a disability. These are also the young people who tend to experience incarceration in settler colonial states. In this article we draw on and develop the metaphor of the “school-to-prison pipeline,” which originated in the United States, to examine the contours and tensions of educational exclusion in Australia. In doing this we map a range of “modes of exclusion” that we illustrate are based on the interconnected racial logics of settler colonialism and racial capitalism. We propose a new research agenda for understanding the links between racial domination, criminality, carcerality, and educational exclusion in settler colonial contexts that seeks to go beyond normative models of inclusion.
{"title":"Education, Racial Justice, and the Limits of Inclusion in Settler Colonial Australia","authors":"Sophie Rudolph, Archie Thomas","doi":"10.1086/722158","DOIUrl":"https://doi.org/10.1086/722158","url":null,"abstract":"Education both actively excludes (through suspensions and expulsions) and tries to include (through inclusion policies, programs, and pathways). Students who experience both exclusion and attempts at inclusion tend to be racialized Black, Brown, and/or Indigenous; identify as queer or trans; be experiencing poverty; and/or be living with a disability. These are also the young people who tend to experience incarceration in settler colonial states. In this article we draw on and develop the metaphor of the “school-to-prison pipeline,” which originated in the United States, to examine the contours and tensions of educational exclusion in Australia. In doing this we map a range of “modes of exclusion” that we illustrate are based on the interconnected racial logics of settler colonialism and racial capitalism. We propose a new research agenda for understanding the links between racial domination, criminality, carcerality, and educational exclusion in settler colonial contexts that seeks to go beyond normative models of inclusion.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"S110 - S128"},"PeriodicalIF":1.8,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49555858","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}
Krystal Strong, Sharon Walker, Derron Wallace, A. Sriprakash, L. Tikly, C. Soudien
This opening editorial for the special issue “Black Lives Matter and Global Struggles for Racial Justice in Education” engages with the theory and praxis of Black Lives Matter (BLM). One cannot fully understand the powerful intellectual and political work of BLM without considering the macro-level structural forces of state violence, racial capitalism, and anti-Blackness that BLM boldly challenges. To this end, the editorial first outlines the origins of the Movement for Black Lives and the genealogy of Black resistance that informs it. We then interrogate the global legacies of state violence that BLM confronts and the foundational systems of anti-Blackness and racial capitalism that sustain structural inequalities in schools and society. Finally, we return to BLM’s charge to forge abolitionist horizons within and beyond the Global North in order to set out implications for the field of comparative and international education and global struggles for racial justice in education.
{"title":"Learning from the Movement for Black Lives: Horizons of Racial Justice for Comparative and International Education","authors":"Krystal Strong, Sharon Walker, Derron Wallace, A. Sriprakash, L. Tikly, C. Soudien","doi":"10.1086/722487","DOIUrl":"https://doi.org/10.1086/722487","url":null,"abstract":"This opening editorial for the special issue “Black Lives Matter and Global Struggles for Racial Justice in Education” engages with the theory and praxis of Black Lives Matter (BLM). One cannot fully understand the powerful intellectual and political work of BLM without considering the macro-level structural forces of state violence, racial capitalism, and anti-Blackness that BLM boldly challenges. To this end, the editorial first outlines the origins of the Movement for Black Lives and the genealogy of Black resistance that informs it. We then interrogate the global legacies of state violence that BLM confronts and the foundational systems of anti-Blackness and racial capitalism that sustain structural inequalities in schools and society. Finally, we return to BLM’s charge to forge abolitionist horizons within and beyond the Global North in order to set out implications for the field of comparative and international education and global struggles for racial justice in education.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"S1 - S24"},"PeriodicalIF":1.8,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41761276","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}
Research on teacher well-being that works from a localized socioeconomic perspective tends to neglect the nestedness of teacher well-being within wider systems. Randomized controlled trials are illustrative of such decontextualized ontological and epistemological foundations. In this article, we demonstrate the benefits of a system dynamics cultural political economy–informed analysis for research on teacher well-being in protracted crises. Zooming into teacher contract and salary policies in the Democratic Republic of Congo, we compare our largely qualitative research with two randomized controlled trials. Our article yields two insights for future systemic analyses of teacher well-being in protracted crises. First, such research necessitates a methodological design that captures the multiscalar systems in which teacher well-being is embedded. Second, such research requires an exploration of cultural, political, and economic dynamics that affect teachers and establish boundaries for teacher well-being.
{"title":"Researching Teacher Well-Being in Protracted Crises: A Multiscalar Cultural Political Economy Perspective","authors":"C. Brandt, Mieke T. A. Lopes Cardozo","doi":"10.1086/722815","DOIUrl":"https://doi.org/10.1086/722815","url":null,"abstract":"Research on teacher well-being that works from a localized socioeconomic perspective tends to neglect the nestedness of teacher well-being within wider systems. Randomized controlled trials are illustrative of such decontextualized ontological and epistemological foundations. In this article, we demonstrate the benefits of a system dynamics cultural political economy–informed analysis for research on teacher well-being in protracted crises. Zooming into teacher contract and salary policies in the Democratic Republic of Congo, we compare our largely qualitative research with two randomized controlled trials. Our article yields two insights for future systemic analyses of teacher well-being in protracted crises. First, such research necessitates a methodological design that captures the multiscalar systems in which teacher well-being is embedded. Second, such research requires an exploration of cultural, political, and economic dynamics that affect teachers and establish boundaries for teacher well-being.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"167 - 187"},"PeriodicalIF":1.8,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48667035","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 memory sites and formal schooling both serve as battlegrounds for postconflict disputes over memory, there is a dearth of research that examines the connection between the two. This article draws on the case of Colombia to explore the use of memory sites, such as museums and memorials, as pedagogical tools in education for peace building. Through observations of school visits to the Centro de Memoria, Paz y Reconciliación (Center for Memory, Peace, and Reconciliation) and interviews with students, I highlight the potential that memory sites have for establishing a sense of closeness in students’ understanding of conflict. I conceptualize closeness across three axes: familiarity, temporality, and spatiality. In bringing students closer to the history of the armed conflict, memory sites hold the potential to transmit a sense of responsibility toward peace building. This research adds to our understanding of the construction, transmission, and contestation of collective memories of violence.
尽管记忆场所和正规学校教育都是战后记忆争议的战场，但研究两者之间联系的研究却很少。本文以哥伦比亚为例，探讨如何利用博物馆和纪念馆等记忆场所作为建设和平教育的教学工具。通过对学校访问记忆中心，Paz y Reconciliación(记忆、和平与和解中心)的观察和对学生的采访，我强调了记忆场所在学生对冲突的理解中建立亲密感的潜力。我将亲密感概念化在三个轴上:熟悉度、时间性和空间性。在让学生更接近武装冲突的历史的过程中，记忆遗址有可能传递一种对和平建设的责任感。这项研究增加了我们对暴力集体记忆的建构、传播和争论的理解。
{"title":"“We Think We’re Far from Conflict, but That’s Not True”: Peace Building and Remembrance through Memory Sites in Colombia","authors":"Paula Mantilla-Blanco","doi":"10.1086/722801","DOIUrl":"https://doi.org/10.1086/722801","url":null,"abstract":"Although memory sites and formal schooling both serve as battlegrounds for postconflict disputes over memory, there is a dearth of research that examines the connection between the two. This article draws on the case of Colombia to explore the use of memory sites, such as museums and memorials, as pedagogical tools in education for peace building. Through observations of school visits to the Centro de Memoria, Paz y Reconciliación (Center for Memory, Peace, and Reconciliation) and interviews with students, I highlight the potential that memory sites have for establishing a sense of closeness in students’ understanding of conflict. I conceptualize closeness across three axes: familiarity, temporality, and spatiality. In bringing students closer to the history of the armed conflict, memory sites hold the potential to transmit a sense of responsibility toward peace building. This research adds to our understanding of the construction, transmission, and contestation of collective memories of violence.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"78 - 99"},"PeriodicalIF":1.8,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42642832","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}
The autonomous global system of science, grounded in collegial networks of scientists, publishing, and cross-border papers, is expanding rapidly and spreading to a growing number of countries. Strong national science systems have emerged outside Euro-America. Yet the multipolarization of economic capacity and scientific output plays out within a continuing Euro-American science world regulated by an inside/outside binary. Global science remains primarily Anglo-American in language, leading institutions, disciplinary and publishing regimes, agendas, and topics. Non-English and endogenous knowledges are excluded. The article critiques the world-systems theory interpretation of relations of power in science. The determinist center-periphery model fails to grasp the growth and pluralization of global science and its relation with national science systems. It normalizes the Eurocentrism it opposes, radically underestimating agency outside the “center” countries. The article argues for a more ontologically open theorization of global power in science, in terms of cultural hegemony, and for an ecology-of-knowledges approach.
{"title":"Hegemony and Inequality in Global Science: Problems of the Center-Periphery Model","authors":"S. Marginson, Xin Xu","doi":"10.1086/722760","DOIUrl":"https://doi.org/10.1086/722760","url":null,"abstract":"The autonomous global system of science, grounded in collegial networks of scientists, publishing, and cross-border papers, is expanding rapidly and spreading to a growing number of countries. Strong national science systems have emerged outside Euro-America. Yet the multipolarization of economic capacity and scientific output plays out within a continuing Euro-American science world regulated by an inside/outside binary. Global science remains primarily Anglo-American in language, leading institutions, disciplinary and publishing regimes, agendas, and topics. Non-English and endogenous knowledges are excluded. The article critiques the world-systems theory interpretation of relations of power in science. The determinist center-periphery model fails to grasp the growth and pluralization of global science and its relation with national science systems. It normalizes the Eurocentrism it opposes, radically underestimating agency outside the “center” countries. The article argues for a more ontologically open theorization of global power in science, in terms of cultural hegemony, and for an ecology-of-knowledges approach.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"31 - 52"},"PeriodicalIF":1.8,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47607655","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":":Marcher sur l’eau","authors":"Christina T. Kwauk","doi":"10.1086/722254","DOIUrl":"https://doi.org/10.1086/722254","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45756764","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 are numerous reasons why one might be averse to using social theory when investigating comparative and international education (CIE) issues. As educational concerns are generically grounded in social practice, manymight wonder why it is a worthy pursuit to immerse oneself in knowledge domains that are conventionally construed as occupying independent spaces, whose positioning is separate and distant from the social practices to which they are then applied. Even in his classic text The Reflective Practitioner (1984), in which Donald Schön reiterated the importance of thought and practice as a continuum, practice was certainly viewed as foundational in giving direction and substance to acts of reflection and higher order thinking, rather than the two entities comprising equivalent importance. The multidisciplinary character of CIE as an academic field creates additional challenges to the creation of coherence and unity, two characteristics not always associated with CIE but factors that the theoretical is designed to potentially provide. Indeed, the degree of fragmentation within the field extends beyond what constitutes appropriate curricular and disciplinary subjectmatter to include differences with regard to the determination of an optimal scale of analysis, the type of methodological approach to be employed, and the authenticity of representation as determined by the constructed relationship between researcher and subject. Skeptics might argue that even if an embrace of theory was desirable in the abstract, such fissures within the field mitigate against its potential utility. However, there are strong counterarguments to these assertions. First, the assumption that theory occupies a space separate from that of practice can be contested. There is no reason to think of the creation and application of theory as being anything other than a specific form of practice. The process
{"title":"Why Theory","authors":"Irving R. Epstein","doi":"10.1086/721810","DOIUrl":"https://doi.org/10.1086/721810","url":null,"abstract":"There are numerous reasons why one might be averse to using social theory when investigating comparative and international education (CIE) issues. As educational concerns are generically grounded in social practice, manymight wonder why it is a worthy pursuit to immerse oneself in knowledge domains that are conventionally construed as occupying independent spaces, whose positioning is separate and distant from the social practices to which they are then applied. Even in his classic text The Reflective Practitioner (1984), in which Donald Schön reiterated the importance of thought and practice as a continuum, practice was certainly viewed as foundational in giving direction and substance to acts of reflection and higher order thinking, rather than the two entities comprising equivalent importance. The multidisciplinary character of CIE as an academic field creates additional challenges to the creation of coherence and unity, two characteristics not always associated with CIE but factors that the theoretical is designed to potentially provide. Indeed, the degree of fragmentation within the field extends beyond what constitutes appropriate curricular and disciplinary subjectmatter to include differences with regard to the determination of an optimal scale of analysis, the type of methodological approach to be employed, and the authenticity of representation as determined by the constructed relationship between researcher and subject. Skeptics might argue that even if an embrace of theory was desirable in the abstract, such fissures within the field mitigate against its potential utility. However, there are strong counterarguments to these assertions. First, the assumption that theory occupies a space separate from that of practice can be contested. There is no reason to think of the creation and application of theory as being anything other than a specific form of practice. The process","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"66 1","pages":"760 - 771"},"PeriodicalIF":1.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46920432","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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