Prelims

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WORLD EDUCATION PATTERNS IN THE GLOBAL NORTH

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INTERNATIONAL PERSPECTIVES ON EDUCATION AND SOCIETY

Series Editor: Alexander W. Wiseman

Recent Volumes:

Series Editor from Volume 11: Alexander W. Wiseman

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INTERNATIONAL PERSPECTIVES ON EDUCATION AND SOCIETY - VOLUME 43 PART A

WORLD EDUCATION PATTERNS IN THE GLOBAL NORTH: THE EBB OF GLOBAL FORCES AND THE FLOW OF CONTEXTUAL IMPERATIVES

EDITED BY

C. C. WOLHUTER

North West University, South Africa

ALEXANDER W. WISEMAN

Texas Tech University, USA

United Kingdom – North America – Japan – India – Malaysia – China

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Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2022

Editorial matter and selection: © 2022 C. C. Wolhuter and Alexander W. Wiseman

Chapters 5, 6 and 8 © 2022 Emerald Publishing Limited.

Chapters 1, 2, 3, 4, 7, 9 and 10 © 2022 The authors.

Published under exclusive licence by Emerald Publishing Limited.

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A catalogue record for this book is available from the British Library

ISBN: 978-1-80262-518-9 (Print)

ISBN: 978-1-80262-517-2 (Online)

ISBN: 978-1-80262-519-6 (Epub)

ISSN: 1479-3679 (Series)

Contents

About the Authors

Tímea Ceglédi received her PhD degree in Educational Studies (2018). In her research work, she focusses on the Sociology of Resilience. She researches students with outstanding achievements despite their social disadvantages. These students are also known as resilient students. She has vast experience in the field of educational sociology thanks to participating in 35 national and international research projects related to public and tertiary education such as resilience, family, mentoring, graduate career tracking, shadow education, social cohesion, teacher training, disadvantaged backgrounds, catching up programs, talent development, and added value. Currently, she is an Assistant Lecturer at the University of Debrecen and researcher at the Centre for Higher Education Research and Development (CHERD-Hungary). She worked as a Researcher in the Hungarian Institute for Educational Research and Development, and other research centers.

Tatiana Dubayova, PhD, graduated from Psychology at the Faculty of Arts of Prešov University in Prešov in 2001; in 2010, she completed the PhD study at the Faculty of Medical Sciences, University of Groningen, Groningen (the Netherlands) in the area of health sciences focusing on the quality of life of Parkinson’s patients. Since 2006, she has been with the Department of Special Education of the Faculty of Education of Prešov University in Prešov, Slovakia. She is the Author and Co-author of several research studies published in peer-reviewed journals. Since 2013, she has cooperated with the Roma Education Fund in Prešov as a Lecturer of Mentorship Courses in which she has been preparing high school teachers for the mentor’s role. She worked at the civic organization Victim Support Slovakia (Pomoc obetiam násilia) for several years and underwent a long-lasting training in systemic therapy. At present, she also provides distant consulting to children in the civic organization Spoločnosť priateľov detí Li(e)nka (Children’s Friends Society).

Klara Skubic Ermenc is an Associate Professor and Head of the Department of Educational Sciences, Faculty of Arts, University of Ljubljana, Slovenia. She teaches several undergraduate and graduate courses: comparative pedagogy, intercultural education, strategies of education development, and integration of theory and practice in vocational education. Her fields of research are: European trends in vocational education; the role and the development of comparative pedagogy; intercultural and inclusive education. As a Researcher or Consultant, she has participated in 17 domestic and European projects. In 2016, she worked as a Visiting Professor at the University of Belgrade. She also lectured at the University of Wroclaw, Poland; North-West University, Potchefstroom, South Africa; Comenius University Bratislava, Slovakia. She has published more than 50 scientific articles and edited chapters in scientific monographs worldwide, (co)authored three scientific and seven professional monographs. She is a Consultant for the Development of Vocational Education and Training in Slovenia, and a Member of Government Expert Team for the development of the Slovenian qualifications framework. Between 2015 and 2017, she was an Editor-in-Chief of the scientific journal Sodobna pedagogika/Journal of Contemporary Educational Studies, and between 2018 and 2020, she was the President of the Association of Slovenian Educationalists.

Belén Espejo-Villar has been Professor of Education Policy at the Department of Theory and History of Education, Faculty of Education, University of Salamanca. She is a Member of GIPEP, the Transdisciplinary Research Group of the University of Salamanca. She currently holds the position of Deputy Secretary of the Spanish Comparative Education Society (SEEC). She is a Member of the Editorial Board of the Spanish Journal of Comparative Education (REEC). She has management experience at the Department of Theory and History of Education. She is the Coordinator of the Bachelor’s Degree in Pedagogy. Her research areas focus on public policies and educational reforms, with particular emphasis on the research of the transfer market and new management models in socioeducational policies. Specialized teaching in political economy of education, socioeducational policies, governance and research on educational developments, and the employment dimension of pedagogy.

Katalin Godó is affiliated with the University of Debrecen, Doctoral School of Education, Debrecen, Hungary.

Hedviga Hafičová, PhD, completed her doctoral studies in Theory of Teaching Lower Primary Level Subjects at the Faculty of Education at Prešov University in Prešov, Slovakia, in 2010 and focused on the application of information and communication technologies in primary education. She works at the Department of Natural and Technical Disciplines of the Faculty of Education of Prešov University in Prešov. Her research work focusses on the application of modern technologies in the education of pre-school and young school-age children. She was the Co-investigator in several grant projects. As a Lecturer, she concentrates on the continuous education of teachers of pre-primary, primary, and secondary education levels and develops methodologies of pedagogical practices. Within the projects organized by the Roma Education Fund, she lectured courses covering preparation of teachers for mentoring, co-authored the programme of specialization education and a university textbook for this course.

Moon Suk Hong is an Assistant Professor and the Head of the newly established International Development and Cooperation Major, Busan University of Foreign Studies (BUFS), Korea. Prior to Busan, she taught South-east Asian studies, global development, and education theories and methodology at Seoul National University. Also, she worked as an Adjunct Professor at the Graduate School of Pan-Pacific International Studies, Kyung Hee University, and a Visiting Professor at the Department of Anthropology at the University of Yangon. Holding a PhD in Global Education from the Seoul National University (SNU), and an MA in Anthropology and Development from the Australian National University (ANU), she has extensively worked in East and South-east Asia in the areas of international development and education. For Korea’s international studies community, she currently serves as an External Advisor of the Presidential Committee on New Southern Policy, a Policy Advisor of the Evaluation Committee for the Prime Minister Office’s Committee for International Development Cooperation (CDIC), as well as a Co-Chair of the research committee, Korean Association of International Development and Cooperation (KAIDEC).

Martin Kaleja, PhD, works as the Head of the Research Centre for Social Inclusion at Silesian University in Opava, Czech Republic. He is a Special Educational Needs Teacher and Social Pedagogue. In 2001, he started teaching at a primary school as a Roma Teaching Assistant, becoming a Teacher in 2002. Currently, he is a Polish “Profesor Uczelni” at Jan Dlugosz University in Czestochowa. He managed several projects focusing on school inclusion in four Czech cities, with his tasks including provision of support in education, building teams and connecting them, establishment of a good communication mode, making school environment socially fair for the marginalized students in their education. His academic, research, pedagogical, lecturing, and other professional activities concentrate on the following areas: inclusive approaches at school and social context, special educational needs of people with conduct disorder, manifestations of risk behavior; social justice in education, and multi- and intercultural education.

Yuto Kitamura is a Professor at the Graduate School of Education, The University of Tokyo, Japan. He graduated from Keio University and received his MA and PhD, both in education, from the University of California, Los Angeles (UCLA). He worked in the Education Sector of UNESCO in Paris as an Assistant Education Specialist and taught as an Associate Professor at the Graduate School of International Development, Nagoya University and Department of Education, Faculty of Human Sciences, Sophia University. He is specialized in comparative education and educational development studies. He has conducted his research extensively on education policy in developing countries, particularly in South and Southeast Asia, focusing on Cambodia.

Edina Kovács is a Hungarian Literature and Pedagogy Teacher and Educational Researcher. She received her PhD degree at the University of Debrecen within the Educational Sciences Doctoral Program. Her main research topics include commitment and achievement of in-service and pre-service teachers, and different aspects of teacher training. The dimension of gender is important in this field, because of the feminization of the teaching profession. She won the grant of the International Visegrad Fund in 2014 and examined Slovak and Hungarian students in teacher training. She also won grants of the National Excellence Program in 2013 and 2016. She is a Member of the Editorial Board of the European Journal of Educational Research since 2018. During the last six years, she has researched the development of students’ attitudes and the options for reducing their prejudices toward Roma people, and especially Roma students.

Jing Liu is an Associate Professor at the Graduate School of Education, Tohoku University, Japan. Prior to the current position, he served as an assistant professor at the Graduate School of International Development, Nagoya University, Japan, from 2013 to 2017. Then, he worked as a Japan Society for Promotion of Science (JSPS) research fellow at the Graduate School of Education, The University of Tokyo between 2017 and 2019. His research areas include sociology of education, international comparative education and development, and education for sustainability. His current research projects include school collaboration for school improvement in China and Japan, small-scale schools and quality education in rural China, and transformation of higher education for sustainability in Asia.

María-Jesús Martínez-Usarralde has been a Professor of Comparative Education and International Education at Department of Comparative Education and History of Education of the Faculty of Education at the University of Valencia (UV, Spain) since 1998. Member of the Spanish Comparative Education Society (SEEC), she currently holds the position of Deputy member of its board of Directors from 2008 to 2010. She has been Vice Dean of Innovation and Educational Quality in the Faculty of Philosophy and Science of Education of the UV, from 2009 to 2011. From 2015 to 2018, she has been the Director of the Training Center Manuel Sanchis Guarner of the University of Valencia, from which she has been responsible for the policies of university teacher training and educational innovation of the UV. Her research interests focus on the topics of Comparative and International Education and questions related to its methodology, Cooperation for Educational Development, intercultural issues as mediation and educational policies of migration, as well as methodologies of learning and innovation at university like the Service Learning and its relation with Social Responsibility and inclusive policies, having been researcher of various national projects of these topics.

Irina Maslo specializes in the promotion in out-school activities for active work-life participation. Habilitation in individualization of the schooling pedagogical process on the base of international accreditation of national level innovations. Creator and implementer of master programme on Educational Treatment of Diversity. Head of the LU Doctoral school on human capacity and life wide learning in inclusive contexts of super diversity. Supervising of doctoral theses (15 defenced and five in development), for example, on youth participation in integration process in multicultural environment; the learning outcomes approach in formal second chance education; opportunities of applying continuing bilingual, intercultural and inclusive education: experiences for inclusion of third-country nationals; transversal skills and main attributes of constructivist transformational learning activities for promoting excellence in adult education and training. The directions of scientific research: LLL strategies for improving of motivation of 18–24 aged early school leavers and 25–36 aged gifted adults to participate in LLL in diverse inclusive contexts in Asia and Europe. Around 200 publications, 25 years’ education and training experiences. Ten years’ education and training national and international founded research experiences. The Programme committee convener and reviewer in European Education Research Association (Research network 11 on Educational Improvement and Quality Assurance); University of Latvia management representative in University Council of ASEM Education and Research Hub for Lifelong Learning (ASEM HUB LLL). Last four years – Independent National Experts Network Member in the area of adult education/adult skills, consulting experience in ECORYS and Horizon 2020 program EduMAP – Adult Education as a Means to Active Participatory Citizenship project.

Adam Nir is a Professor of Educational Administration Policy and Leadership and the Abraham Shiffman Chair in Secondary Education at The Seymour Fox School of Education, the Hebrew University of Jerusalem Israel. He is the former Chair of the Department of Education at the Hebrew University and the past President of the International Society for Educational Planning (ISEP). His scholarship focuses on school autonomy decentralization and School-Based Management, educational planning, leadership and human resource management in public education.

Alexander W. Wiseman, PhD, is a Professor of Educational Leadership & Policy in the College of Education and Director of the Center for Research in Leadership and Education (CRLE) at Texas Tech University, USA. He holds a dual-degree PhD in Comparative & International Education and Educational Theory & Policy from Pennsylvania State University, a MA in International Comparative Education from Stanford University, a MA in Education from The University of Tulsa, and a BA in Letters from the University of Oklahoma. He taught secondary English in both the United States and Japan before returning to higher education. He conducts comparative educational research on educational policy and practice using large-scale education datasets on math and science education, information and communication technology (ICT), teacher preparation, professional development and curriculum as well as school principal’s instructional leadership activity, and is the Author of many research-to-practice articles and books. He serves as a Senior Editor of the online journal, FIRE: Forum for International Research in Education, and as Series Editor for the International Perspectives on Education and Society volume series (Emerald Publishing).

C. C. Wolhuter, PhD, studied at the University of Johannesburg, the University of Pretoria, the University of South Africa and the University of Stellenbosch. His doctorate was awarded in Comparative Education at the University of Stellenbosch, South Africa. He is a former Junior Lecturer of History of Education and Comparative Education at the University of Pretoria and a former Senior Lecturer of History of Education and Comparative Education at the University of Zululand. Currently he is a Comparative and International Education Professor at the Potchefstroom Campus of North-West University, South Africa. In the winter semester of 2012, he taught Comparative and International Education as Visiting Professor at Brock University, Canada. He is the Author of several books and articles in the fields of Comparative and International Education and History of Education, and has served as President of SACHES, the Southern African Comparative and History of Education Society.

About the Editors

C. C. Wolhuter, PhD, studied at the University of Johannesburg, the University of Pretoria, the University of South Africa and the University of Stellenbosch. His doctorate was awarded in Comparative Education at the University of Stellenbosch, South Africa. He is a former Junior Lecturer of History of Education and Comparative Education at the University of Pretoria and a former Senior Lecturer of History of Education and Comparative Education at the University of Zululand. Currently he is a Comparative and International Education Professor at the Potchefstroom Campus of North-West University, South Africa. In the winter semester of 2012, he taught Comparative and International Education as Visiting Professor at Brock University, Canada. He is the Author of several books and articles in the fields of Comparative and International Education and History of Education, and has served as President of SACHES, the Southern African Comparative and History of Education Society.

Alexander W. Wiseman, PhD, is a Professor of Educational Leadership & Policy in the College of Education and Director of the Center for Research in Leadership and Education (CRLE) at Texas Tech University, USA. He holds a dual-degree PhD in Comparative & International Education and Educational Theory & Policy from Pennsylvania State University, a MA in International Comparative Education from Stanford University, a MA in Education from The University of Tulsa, and a BA in Letters from the University of Oklahoma. He taught secondary English in both the United States and Japan before returning to higher education. He conducts comparative educational research on educational policy and practice using large-scale education datasets on math and science education, information and communication technology (ICT), teacher preparation, professional development and curriculum as well as school principal’s instructional leadership activity, and is the Author of many research-to-practice articles and books. He serves as a Senior Editor of the online journal, FIRE: Forum for International Research in Education, and as Series Editor for the International Perspectives on Education and Society volume series (Emerald Publishing).

Preface

World Education Patterns

Global North Volume

The shape and form of education worldwide is the product of many varied as well as intersecting phenomena. As a result, the shapes, forms, and intersections of phenomena that affect education comprise the bulk of the scholarship, research, practice, and evaluation of education within as well as across educational systems around the world. These companion volumes look at the ebb and flow of both context and agenda to both identify and distinguish those educational patterns that may be shared or may conflict among countries and regions. Given that the world is too broad of a landscape to cover in a single volume, there are two companion volumes of World Education Patterns: The Ebb of Global Forces and the Flow of Contextual Imperatives. The first volume introduces the phenomenon of world education patterns and examines those patterns in countries and regions that may be broadly characterized as the Global North. The second volume establishes and examines ways that countries and regions in the broadly defined Global South experience education within their unique contexts as well. The goal is that through a thorough examination of educational patterns worldwide, the shapes and forms of education in context can be better understood for improved scholarship and practice worldwide.

Each chapter in both volumes of World Education Patterns explains and investigates the educational impact of as many of the following contextual elements as possible, including: geography, demography, economy, technology, society, politics and policy, religion, and culture. Some chapters go beyond this foundation of contextual elements and introduce others or intersect them in ways that make more sense or create unique meaning in their particular context, but all of the chapters in both volumes are grounded in Wolhuter’s three aligned chapters included in the Global North volume.

In this volume, C. C. Wolhuter’s chapter, “Terra Invicta: Comparative and International Education,” introduces and explores the importance of context to the scholarship and practice of comparative and international education. Wolhuter also clarifies the impact of globalization on education in this first chapter. In his second chapter, “Terra Incognita: The Challenging Forces of the Unprecedented Twenty-first Century Globalized Societal Context,” Wolhuter continues his examination of globalization and introduces several of the contextual elements mentioned above as a way of outlining a framework not only for further chapters across both volumes, but also to identify and interrogate the global forces that shape and form education worldwide. Wolhuter’s third chapter, “Terra Nova: The Global Education Response,” looks specifically at ways that educational experiences, expectations, practices, and policies have responded to not only globalization but also the unique intersections of context and agendas shaping education worldwide.

Other chapters in this volume focused on the Global North include Alexander W. Wiseman’s chapter on globalization and educational trends in North America. This chapter examines the diversity of contexts and difficulties of identifying recognizable patterns across such a decentralized and multicultural landscape. María-Jesús Martínez-Usarralde and Belén Espejo-Villar investigate Western European education systems to determine the degree to which there is a coherent political agenda or European strategic framework when it comes to education. Irina Maslo explains the transformation of education in Baltic countries from post-socialist to new-liberal education. Edina Kovács, Hedviga Haficova, Tatiana Dubayova, Tímea Ceglédi, Katalin Godó, and Martin Kaleja focus on the experiences of Roma students as a way to investigate the influence of globalization on education in Central Europe. Klara Skubic Ermenc examines education in South-East European countries in relation to the Europeanization process. Yuto Kitamura, Jing Liu, and Moon Hong highlight school education, in particular, in China, Japan, and Korea, and the ways that socioeconomic inequality and new teaching and learning approaches are transforming it. Finally, Adam Nir, looks at the influence that policy borrowing in the form of school-based management policy has on both the Israeli education system and the Israeli society, more broadly, as well.

Through the thorough introduction and framing work of Wolhuter’s first three chapters, the rest of this volume’s focus on the Global North becomes more clearly recognizable in terms of educational patterns and intersecting contexts. Yes, there are unique elements in every national educational system and regional educational culture or practice, but the shared expectations and practices are overwhelmingly obvious as well. Those shared experiences are often overlooked because they are taken-for-granted aspects of education worldwide, but they become even more apparent when the practice of education becomes increasingly decoupled from the contexts of education. This may be less apparent in the Global North as investigated in this volume, but will be even more apparent in the companion volume focused on education in the Global South.

Alexander W. Wiseman

Series Editor