Campus space
, 120–121, 126
Canada
anti-homophobic aggressions in
, 134
decriminalized homosexuality in
, 122
queer campus spaces in
, 120, 135
review of policy in
, 181–199
Canadian education system
, 192
Canadian international schools
, 226
Capabilities theory
, 208–209
Career and Technical Education (CTE)
, 206
CTE/TVET in comparative context
, 207
CTE/TVET internationalization in comparative context
, 207–208
data analysis
, 211
data collection
, 210–211
equalization of opportunity
, 218–219
findings
, 212
importance of internationalization experiences
, 213–218
literature review
, 207
meaningful impacts for students of diverse identities
, 219
methods
, 210
participants
, 210
participation in international experiences
, 212–213
positionality/reflexivity statement
, 212
social justice
, 219–220
theoretical construct
, 208–210
trustworthiness
, 211
Careers
, 145, 212, 215, 219, 226, 242
Case study
, 54–55, 197–198, 208
Categorical reclassification
, 62
Caucasianization in Egypt
, 65
Cellphilm method
, 120–121
(un)safe space
, 128
COVID-19 effects on research
, 134–135
data collection
, 125–127
findings
, 127
framing study
, 124–125
participant recruitment poster for new Brunswick workshop
, 126
queer comparative educational research
, 120–123
queer universities and safe spaces
, 129–134
safe spaces
, 127–128, 128–129
situating ourselves within study
, 123–124
Certificate of Eligibility (CE)
, 190
Chi-squared analysis
, 210, 212
Citizenship
, 67, 111, 145, 206–207, 210
Classroom
, 166–167
pedagogy
, 168
Commodification of knowledge
, 108–109
Common Collaborative Learning Environment (CCLE)
, 174
Community cultural wealth model
, 218
Community mobilization
, 91
Comparative and International Education (CIE)
, 26, 45, 50
critical realism, methodological issues, and production of contextualized knowledge
, 52–55
critical realism and justification for critical approach to
, 51–52
Comparative and International Education Society (CIES)
, 8
Comparative and International Education: Survey of an Infinite Field
, 9
Comparative education
, 4, 52, 165
historical evolution shaped by contextually induced discourse
, 4–9
outlook for comparative and international education
, 18–19
Comparative Education Review
, 11
Comparative international education
, 96, 242
Comprehensive selection method
, 210
Concessional lending program
, 103
Conflict
, 26–29, 54, 60, 66, 127, 131, 164, 187
slow
, 35–37
Conflict-affected contexts (CACs)
, 52
Context, learning about
, 93–94
Control of educational content
, 106–108
1989 Convention of the Rights of the Child
, 26
Conventional schooling
, 17
Courageous principled action
, 230
Courageous principled action
, 237
Covid-19 pandemic
, 4, 142, 164, 173, 263
in Bolivia
, 32–35
effects on research
, 134–135
“factors and forces” phase
, 7
field stuck in formative path
, 9–12
heterodoxy
, 8
heterogeneity
, 9
historical evolution of comparative and international education
, 4
impact on education
, 12–18
impact on education
, 4
outbreak of COVID-19 pandemic in 2020
, 12
outlook for comparative and international education
, 18–19
participants acculturative stress and
, 236–237
phase of international cooperation
, 6
phase of systematic study of foreign education systems for borrowing
, 5–6
social science phase
, 7–8
stages
, 4–5
systemic racial, gender, and economic emergencies in US
, 29–32
travelers’ tales since time immemorial
, 5
Critical Cultural Political Economy of Education (CCPE)
, 52
Critical decolonial studies
, 80
Critical naturalism
, 47–48
“Critical naturalism”
, 45
Critical race studies (CRS)
, 112
Critical realism (CR)
, 44
aspects of
, 44
critical naturalism
, 47–48
critical realism in CIE research
, 50–55
depth realism and laminated view of reality
, 46–47
epistemic fallacy and mind-independent world
, 45–46
epistemic relativism and judgmental rationality
, 49–50
open systems
, 48–49
reality as emergent
, 47
Critical social science
, 80
Critique
of empirical realism
, 45
explanatory
, 45, 51
narrative
, 209
safe space
, 131
cross-cultural differences
CTE/TVET
in comparative context
, 207
internationalization in comparative context
, 207–208
cultu
ral learning
, 219, 227, 240
Cultural capital theory
, 208, 229
Cultural competence/competencies
, 192, 220, 226, 229, 238, 240, 243
“Cultural fit” proposition
, 227
Culturally and Linguistically Diverse (CALD)
, 63
Culture shock
all participants experienced
, 233–235
hue and cry
, 238
opportunities for professional development and leadership advancement
, 239
participants inventoried commendations
, 238–239
participants sought cultural learning and cultural challenges
, 240
repeat sojourn experiences
, 239–240
theory
, 233
Curriculum
, 14, 70, 106, 166, 168, 173, 185–187, 191–192, 194
“Curse of Ham” theory
, 65
Customs and Border Patrol (CBP)
, 143
Early childhood education
, 171
Early-career teachers (ECTs)
, 226
Ecological model of human development
, 53
Economic emergencies in US
, 29–32
Education
, 26, 182
COVID-19 pandemic impact on
, 12
dimensions of education supply project
, 13
globally before pandemic
, 14–16
pandemic impact on
, 16–18
theoretical framework
, 12–14
Education and pedagogy
, 150
Education for All program
, 6, 26
Education in conflict and crisis
, 28
Education in Emergencies (EiE)
, 26, 164
COVID-19 in Bolivia
, 32–35
evidence of modern emergencies
, 29
historical review of
, 26–29
slow conflict and genocide
, 35–37
systemic racial, gender, and economic emergencies in US
, 29–32
Education policy
, 53, 183, 197
Education systems
, 182
in Global South
, 102
Educational development
, 5, 100–113
Educational diplomacy
, 150
Educational inequality
, 14, 165
Educational leadership
, 183
learning environment
, 188–189
literature review
, 185
methods
, 184
New Jersey policy and preparation
, 189–192
objectives
, 183
Ontario educational leadership policy and preparation
, 192–196
policy
, 183
policy review
, 189, 196
practicing educators
, 198–199
role and preparation of educational leaders
, 185–188
school leaders
, 196–197
Educational leadership preparation
, 184
Educational opportunities
, 14, 36, 145
Educational research
, 44, 50, 55, 185
queer comparative
, 120–123
Educational system
, 50, 100, 109, 111, 191, 242
Educational technology
, 165
and pedagogy
, 168
platforms
, 167
Educational Testing Service (ETS)
, 191
Educator acculturation
, 227
acculturative stress
, 235–238
adaptive leadership and self-leadership theories
, 230–231
all participants experienced culture shock
, 233–235
context and review of literature
, 227
culture shock and acculturation processes
, 228–229
findings
, 233
hired expatriate teachers
, 227–228
hue and cry
, 238–240
international school
, 226–227
language barriers
, 235
methods
, 231–233
positive organizational scholarship
, 229–230
self-leadership mitigated acculturative challenges
, 240–241
Educator acculturation
, 229
Egypt
Black kingdoms of antiquity in
, 65
caucasianization in
, 65
civilization
, 64–65
Electronic Privacy Information Center
, 144
Emergencies
in Afghanistan
, 35–37
in Iraq
, 35–37
in Myanmar
, 35–37
in Syria
, 35–37
Employers
, 85, 157, 217, 221, 226–227
Employment information
, 144
Energy consumption and emissions statement (ECES)
, 158n1
English Language Learners (ELL)
, 188
English-medium international schools
, 226
English-speaking teachers
, 226
Enhanced workplace knowledge and skills
, 215–216
Enrollment, recruitment and
, 152
Epistemic relativism
, 49–50
Epistemological reproduction
, 61
Epistemologies of the South
, 107
Equal educational opportunities
, 14
Equality in education
, 14
Equity
, 32, 63, 165–166, 191–195, 206–207, 212, 221
Eurocentric conceptualization of education
, 187
Eurocentric knowledge
, 107
“Explanatory critique”
, 45
Identification
, 48, 62, 111, 124, 145, 154
Illegal Immigration Reform and Immigrant Responsibility Act
, 143
Immigrant
, 32, 147, 187–188, 197, 217, 219, 228
Immigrant students
, 38, 143, 146–147, 157, 188, 197–198
Immigration
, 150–151
immigration-related tasks
, 143
Immigration and Customs Enforcement (ICE)
, 142
Immigration and Naturalization Service (INS)
, 158n3, 207–208
INCHEON Declaration and Framework for Action (2015)
, 6
2015 Incheon Declaration
, 170
Inclusion
, 63, 182, 183, 194–195, 220, 221
dimensions of
, 167
of new SEVIS responsibilities
, 149
queer
, 121
of RFI youth
, 182, 196
Inclusive equitable quality education
, 165
Inclusive quality education for all
COVID-19 pandemic
, 164
defining pedagogical practices in context of pandemic
, 166
early childhood and pre-primary pedagogical response
, 170–172
educational technology and pedagogy
, 168
expanding classroom
, 166–167
higher education pedagogical response
, 173–176
K-12 education pedagogical response
, 172–173
SDG4 agenda for
, 165
SDGS and inclusive quality education
, 169–170
India
experienced external colonialism
, 81
ghats in
, 89
government schools in
, 89
multi-religious household in
, 81
nationwide lockdown in
, 90
Indigenous peoples
in Indonesia
, 65
in New Zealand
, 65, 66
racist against
, 68
in settler colonial contexts
, 36
Inequalities
, 166–167
in education
, 18
Injustice
, 8, 35, 51, 95, 107, 124
Institutionalized policy
, 182
Inter-Agency Network for Education in Emergencies (INEE)
, 27
Intercultural competency skills
, 208
Intercultural experiences
, 214
Intercultural learning
, 219
Interdisciplinary
, 52, 55
International development programs
, 208
International education
, 4, 206
historical evolution shaped by contextually induced discourse
, 4–9
outlook for comparative and international education
, 18–19
International education surveillance studies
additional topics
, 154
background
, 143–146
benefits to United States
, 148
competitive advantages
, 148–149
costs
, 149–150
education and pedagogy
, 150
educational diplomacy
, 150
findings
, 148
immigration
, 150–151
methods
, 146–148
privacy
, 151
recordkeeping
, 151–152
recruitment and enrollment
, 152
security and terrorism
, 152
SEVP
, 142–143
student perceptions
, 151
technological implementation
, 152–153
timing
, 153
tracking and surveillance
, 154–155
workload
, 153–154
International educational development interventions
colonial legacy and ongoing imperialism
, 102–106
deficit theories and oppressive benevolence
, 111–113
hegemony of northern epistemologies
, 106–111
types of international organizations
, 100–102
International governmental organizations (IGOs)
, 100
International higher education
, 18
International learning
, 26
International Monetary Fund
, 12, 103
International nongovernmental organizations (INGOs)
, 101
International offshore schools
, 226
International organization types
, 100–102
International schools
, 229–230
American
, 226
British
, 226
Canadian
, 226
English-medium
, 226
exponential growth of
, 424
premature teacher attrition rates from
, 28
teachers in
, 226
International student mobility and migration policies (ISM policies)
, 149
International students
, 142–155
International studies
, 242
International teachers
, 228, 239
Internationalization
diverse workplace
, 216
enhanced workplace knowledge and skills
, 215–216
experiences
, 213
of higher education
, 209
job relevance
, 215
making purposeful choices
, 213–214
maximizing international opportunities
, 214–215
personal growth and appreciation for diversity
, 217–218
professional impact
, 216–217
programs
, 208, 210
Internationalization at Home (IaH)
, 212
Internationalization of Higher Education for Society (IHES)
, 219
Intersectional framework
, 124
Interviews
, 61, 84–86, 92, 94, 198, 210–211, 213, 216–217, 232, 236
Intimate partner violence
, 30
Safe space
, 12, 127–1283
queer universities and
, 129–134
School education
high quality elementary and high
, 75
primary
, 15
School Leaders Licensure Assessment (SLLA)
, 191
School leadership
, 190–191, 197–198
Schooling
conventional
, 17
face-to-face
, 172
formal
, 80–81, 198
high quality
, 75
home
, 17
in-person schooling
, 92, 173
inclusive
, 177
international
, 231
online
, 167
pandemic affected
, 33
primary
, 169
private online
, 33
traditional structure of
, 83
Science, technology, engineering, and mathematics (STEM)
, 148
Self-leadership
, 231
mitigated acculturative challenges
, 240–241
theories
, 230–231
Semi-structured interviews
, 211
Skills, enhanced workplace knowledge and
, 215–216
Smart Education Policy
, 16
Social capital theory
, 208
Social emotional learning
, 195
Social Origins of Education
, 50–51
Social-emotional learning
, 195
Societal product quality
, 14
Sociology of education
, 50
South African education
, 18
Sponsorship Management System (SMS)
, 157
Structural Adjustment Programs (SAPs)
, 103
Student
of diverse identities
, 219
perceptions
, 151
student–teacher interaction
, 172
visas
, 145
Student Exchange Visitor Information System (SEVIS)
, 143–144, 146–147, 150
implementing
, 153–154
Student Exchange Visitor Program (SEVP)
, 142–143
Students with Interrupted Formal Education (SIFE)
, 38
Study abroad
, 209, 210–212, 214, 216–218, 219
Sub-Saharan Africa, educational development in
, 100, 106, 109
Surveillance strategy
, 154–155
Surveillance studies in education
, 143
Survey
assessment of global education project
, 12
design
, 211
educators
, 242
on-line
, 210
quantitative
, 52
Sustainable Development Goals (SDG)
, 6, 102, 207, 209
Synchronous technology-mediated learning environments
, 166
Systemic inequalities
, 92
Systemic racial emergencies in US
, 29–32
Teacher acculturation
, 229
Teacher education
, 11, 17
Teacher training
, 34, 106, 169, 228, 231, 243
Teacher-bound factors
, 14
Teacher–parent relationship
, 171
Teachers
, 183, 227
acculturation
, 229
pedagogical decision-making
, 172
Teacher–student engagement
, 166
Teaching
, 53
of comparative education
, 11
culture as assets for
, 192
online
, 171, 175
plans for
, 239
at post-secondary tier of school
, 175
practice
, 54, 106
quality of
, 14, 228, 238
surveillance of
, 142
training for
, 170
Teaching assistants (TAs)
, 176
Technical Vocational Education and Training (TVET)
, 206
CTE/TVET in comparative context
, 207
CTE/TVET internationalization in comparative context
, 207–208
Technology-mediated learning
, 165
Technology-mediated models
, 173
Temporary acculturating groups
, 227, 229
9/11 terrorist attacks
, 80
Thai community colleges
, 207
“Third Face” of education
, 28
Tracking and surveillance
, 154–155
Trans gender identities
, 124
“Transcendental realism”
, 45
Transition
, 33
financial demands of
, 34
MDGs to SDGs
, 169–170
to online learning
, 174–177
period
, 153
Trauma, identity, and language (TIDAL)
, 183
Tri-Council Policy Statement
, 85
Trinidad and Tobago
cellphilms
, 127
micro and macro aggressions in
, 121
participants
, 125, 131–132
queer, trans, and non-binary university students from
, 120
queer campus spaces in
, 120
Sexual Offences Act of
, 121
sociocultural context in
, 121
“Trinity of inequality”
, 14
TVET higher education
, 207, 221
“Two Faces of Education” theory
, 28