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ANNUAL REVIEW OF COMPARATIVE AND INTERNATIONAL EDUCATION 2022

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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 46, PART B

ANNUAL REVIEW OF COMPARATIVE AND INTERNATIONAL EDUCATION 2022

EDITED BY

ALEXANDER W. WISEMAN

Texas Tech University, USA

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

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Emerald Publishing Limited

Emerald Publishing, Floor 5, Northspring, 21-23 Wellington Street, Leeds LS1 4DL.

First edition 2024

Editorial Matter and Selection © 2024 Alexander W. Wiseman.

Individual chapters © 2024 The authors.

Published under exclusive licence by Emerald Publishing Limited.

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British Library Cataloguing in Publication Data

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

ISBN: 978-1-83797-485-6 (Print)

ISBN: 978-1-83797-484-9 (Online)

ISBN: 978-1-83797-486-3 (Epub)

ISSN: 1479-3679 (Series)

Contents

About the Editor

Alexander W. Wiseman is 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 conducts comparative educational research on educational policy and practice using large-scale education datasets on math and science education, information and communication technology, teacher preparation, professional development, and curriculum as well as school principal’s instructional leadership activity. He is the author of many research-to-practice articles and books, and serves as 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).

About the Contributors

Praphan Chansema is a Faculty member in the Department of General Management and Entrepreneurship, Faculty of Business Administration, Siam University, Bangkok, Thailand. He received a bachelor’s degree in Engineering and graduate degree in Industrial Education and also has experiences as an invited lecturer in basic education schools and colleges. At present, he is appointed as a member of sustainability committee of the university and has played an active role in sustainable development projects. Besides teaching courses in business department, he is responsible for general education course – Sufficiency Economy Philosophy for Sustainable Development or SEP for SD – which is a required course for undergraduate students. He has worked with many communities which serve as social living labs for Siam University, mainly Lertsuksom Community and Wat Champa Community. In addition, he has been a part of research projects relating to campus and community sustainable development as well as proposing guidelines for developing virtual museum relating to the implementation of the late King Rama IX’s Sufficiency Economy Philosophy in communities.

Cahit Erdem received his BA in English Language Teaching Department at Bogazici University, Turkey (2009) and his PhD in the Curriculum and Instruction department at Anadolu University, Turkey (2018). He is currently an Assistant Professor in the Curriculum and Instruction department at Afyon Kocatepe University, Turkey. His academic interests include teacher education, educational technology, curriculum, instruction, academic achievement, and media literacy.

Burcu Erdemir received her BA (Hacettepe University) and MA (Atılım University) in English Language and Literature, MS (Middle East Technical University/METU) in European Studies, and PhD (METU) in Educational Administration and Planning. She worked for many years as an English language instructor teaching general and academic English at different universities in Turkey. During her MS, as a Jean-Monnet Scholarship student, she carried out studies at University of Rome, La Sapienza, and during the PhD, as an Erasmus student at UCL, IOE Center for Leadership. She is currently working as an Assistant Professor at Bahcesehir University Educational Sciences Faculty. She has given under(graduate) courses on various topics. In the recent past, she completed her post-doctoral studies on higher education at New York University, Steinhardt Institute, School of Culture, Education, and Human Development. Her academic interests are on leadership, higher education and educational policies, social justice, equity, and access in (higher) education, organizational ethics and culture, and psychological abuse (mobbing) in academia.

tavis d. jules is Professor of Cultural and Educational Policy Studies at Loyola University Chicago, USA, specifically focusing on comparative and international education and international higher education. His professional and academic experiences have led to research and publications across the Caribbean and North Africa. He is the author of 9 books and more than 60 refereed articles. He is the immediate past-President of the Caribbean Studies Association, co-editor (with Florin D. Salajan) for the Comparative Education Review, an International Institute of Islamic Thought Fellow, and a Senior Fellow at NORRAG.

Robert Kruschel is currently a University Teacher and Researcher in the Department of Special Education at the University of Leipzig (Germany). Since 2010, he has been working intensively on the implementation of inclusive education in the school system and conducting national and international research in this area, lastly with regard to urban districts with special development needs.

Theresa (Therri) A. Papp is a researcher and instructor at the post-secondary level. She has been designing and delivering unique programs for youth and adults since the 1990s. These programs initially gained recognition on the North American stage and led to various invitations internationally to share her instructional approaches. Her passion is to create classroom and learning experiences that are student-driven and improve engagement. In 2016, she earned the President’s Innovation Award for implementing gamification techniques in classrooms for adults as well as middle school classrooms. In 2021, she was awarded the Saskatchewan Polytechnic Faculty Award for Excellence in Teaching. Her research has extended from Canada to New Zealand with her primary focus on improving educational attainment levels for indigenous students. She currently is conducting research at two post-secondary institutions in Saskatchewan on student and employees’ perceptions about working and learning remotely during the COVID-19 pandemic in Canada. Most of Dr Papp’s research has been funded by the Social Sciences and Humanities Research Council (SSHRC).

Mustafa Polat received his BA from the English Language Teaching Department (2010), International Relations (2021) and his PhD (2019) in the Curriculum and Instruction Department at Anadolu University, Turkey. He has been teaching at the tertiary level for 10 years, and he is currently working as an Assistant Professor at the School of Foreign Languages, Karabuk University, Turkey. His research interests lie in curriculum, instruction, foreign language teaching, language anxieties, effective learning, and internationalization of higher education. Dr. Polat has presented a number of papers in national and international congresses, prepared European Union projects and published several book chapters and articles in national and international scientific journals.

Jaratdao Reynolds is Assistant Professor and Assistant Dean for International Relations, Faculty of Nursing, Siam University, Bangkok, Thailand. She received her bachelor’s degree in Nursing from Assumption University, Thailand and a doctorate in Education Administration from the University of Newcastle, Australia. She has served twice as the Committee of International Affair, Nursing Association of Thailand (from 2016 to 2018). At present, she is responsible for community development projects of the faculty and the university and was appointed a member of the university research committee. Currently, she is working on research projects on identifying needed competencies of the nursing graduates for competition in ASEAN communities, health technology for nursing education in the 21st century, roles of private sector in the production of health workforce, and transformative health professional education in five countries: namely, Bangladesh, China, India, Thailand, and Vietnam. She also works as one of the leaders of the research projects on Development of Thonburi Canal Communities Through Local Think Tank Networking and Ecological Spatial Planning for Sustainable Green Local Economy.

Chanita Rukspollmuang is Professor Emeritus, Vice President, and Dean of the Graduate School of Education, Siam University, Bangkok, Thailand. She is responsible for academic development, general education program, and sustainable development projects. Prior to join Siam University, she was Dean of Faculty of Education, Chulalongkorn University. Examples of her research projects on sustainability are virtual museum on implementing sufficiency economy philosophy in communities, Thonburi canal communities local think tank networking, and global citizenship education. At present, she was appointed an Associate Fellow of the Royal Institute and committee members of many national organizations such as Office of the Education Council, Office for National Education Standards and Quality Assessment, Teachers’ Council of Thailand, Office of the Teacher Civil Service and Educational Personnel Commission, and Office of the Secretariat of Senate. She is also an elected President of Thai Association of University Women (TAUW) and a steering committee of National Council of Social Welfare of Thailand (NCSWT). Internationally, she has served twice as an elected President, Comparative Education Society of Asia (CESA) and member organization of the World Council of Comparative Education Societies (WCCES). She also has worked with UNESCO, Bangkok office, APCEIU and has been appointed a SEAMEO-ESD Fellow since 2019.

Evanthia Kalpazidou Schmidt is Associate Professor and Research Director at the Department of Political Science, the Danish Centre for Studies in Research and Research Policy, Aarhus University, Denmark. She specializes in higher education policy and governance; research and innovation policy; gender in knowledge production and research organizations; European gender policies and strategies; and research evaluation. She has been involved in a number of research projects on higher education funded by the European Union (EU), and has been frequently engaged by the European Commission (EC) as expert in the evaluations of the EU’s research funding programmes projects. She was member of the EU group of experts working on the ex ante impact assessment of the research funding programme Horizon 2020 in the area of Environment and Climate Change, and on the ex post evaluation of the 7th Framework Programme in the area of International Cooperation. She is the EC appointed Danish expert member of the European RTD Evaluation Network and former expert member of the Horizon 2020 Advisory Group on Gender.

Syed Amir Shah is a Lecturer in the Department of Political Science, University of Balochistan, Pakistan. Currently, he is doing his doctoral research in Cultural and Education Policy Studies at the School of Education, Loyola University Chicago. With a major in comparative education, his academic interests lie in the field of education in emergencies, with a particular focus on the role of higher education in the conflict-affected context of Pakistan.

Agnete Vabø holds a dr. polit degree in Sociology. She is Associate Professor at Oslo Metropolitan University where she teaches in Public Governance and Administration. She holds an adjunct position as Research Professor at the Nordic Institute for Studies in Innovation, Science and Education, NIFU. She has published numerous research reports, books, and articles in higher education and science studies. She is the PI of the project Gender, Academic Power, and Citizenship, funded by the Norwegian Research Council, and she participates in a range of research projects investigating changes in higher education and research. She is widely used as an Advisor and Evaluator, as in the Swedish Research Council’s program for educational research. Currently, she contributes to a report on academic autonomy and freedom of expression commissioned by the Norwegian Ministry of Education and Research.

Qiuxiang Wu received his BA in Management Science from Renmin University of China (RUC), and PhD in Educational Economics and Management from RUC. He works as an Assistant Professor in the RUC School of Education, and a researcher in the RUC Center of Education Development and Public Policy. He was also a Visiting Scholar in Higher Education Policy at the Steinhardt School of Culture, Education, and Human Development, New York University. He focuses on higher education economics and public policy, education equity, individual education choice, and development studies.

Keiichiro Yoshinaga is a scholar of Higher Education Policy Study in Japan. He is committed to comparative higher education study as a scholar and educational reforms as a practitioner. He travels extensively Europe, North America, and Asia, and understands the close relationship among higher education systems, cultural traditions, and social structures. He critically examines the American higher education system which is rapidly spreading all over the world. He has served several governmental committees and is an active member of the Japan Association for College and University Education, the Japanese Association of Higher Education Research, and the Japan Comparative Education Society. He gave many talks at academic societies and universities, which include the Council of Graduate Schools, European Higher Education Society, Ghent University, Flinders University, and Bandung Institute of Technology. Currently, he is working on the transformation of the concept of learning in Japan through the reform of university admission systems and is looking for a way to improve the output skills of Japanese students with online technology.

Preface

This is the 10 annual volume of the Annual Review of Comparative and International Education! As the first and only Annual Review of Comparative and International Education as a field, the 10th anniversary is a special milestone. The original goal of the Annual Review was to examine perspectives and identify directions for the field of comparative and international education grounded in the voices and perspectives of both scholars and professionals working in related research, careers, and communities. After 10 years of reviews covering education systems, phenomena, issues, and topics from every continent (except for Antarctica) and every major culture, society, political system, and economic context, and publishing almost every possible combination of comparative analysis, theoretical framework, political perspective, and professional scenario, the Annual Review of Comparative and International Education has definitely achieved its original goal.

Now after 10 years of reviewing the field, this 10 anniversary volume of the Annual Review of Comparative and International Education implements the most fundamental purpose of any review of the field and its work, which was a key goal of the Annual Review since the inaugural volume back in 2013: reflective practice. The introductory chapter as well as short introductions to each section reflect on the content of the chapters within each section in this volume as well as on the development of the field of comparative and international education in relation to each section’s focus. This reflective component especially highlights any significant changes in the field during the past 10 years, and speculates on the role that the Annual Review may have played in documenting and perhaps influencing those changes, at least to some minor extent.

The readers of the Annual Review of Comparative and International Education comprise a diverse group of scholars and professionals. Stakeholders in the field of comparative and international education include researchers and academics (i.e., traditional scholars), but also include professionals working in or related to comparative and international education contexts, issues, and other purposes. These same stakeholders are the target audience of the Annual Review, and their priorities are reflected in the chapters that are among the most downloaded and most cited from the past decade of the Annual Review of Comparative and International Education. For example, the top 10 most downloaded chapters from all years of the Annual Review are (in reverse order):

• 10.

  “Conceptualizing Teacher Education in Comparative and International Context” by John C. Weidman, W. James Jacob, and Daniel Casebeer (2014)

• 9.

  “Psychological and Academic Adjustment Among Resettled Refugee Youth” by Mary E. Brenner and Maryam Kia-Keating (2016)

• 8.

  “Doing Mixed Methods Research in Comparative Education: Some Reflections on the Fit and a Survey of the Literature” by Qiang Zha and Derreck Tu (2015)

• 7.

  “Comparative Education in Egypt: Trends, Directions, and Aspirations” by Ahmed Ismail Heggi (2015)

• 6.

  “Cross-Cultural Approaches to the Study of ‘Inclusive’ and ‘Special Needs’ Education” by Simona D’Alessio and Steven Cowan (2013)

• 5.

  “What Is Comparative Education?” by David A. Turner (2018)

• 4.

  “Teacher Education and Professional Development in Global Mathematics” by Deepa Srikantaiah and Wendi Ralaingita (2014)

• 3.

  “Schooling Inequality in South Africa: Productive Capacities and the Epistemological Divide” by Patricia K. Kubow (2017)

• 2.

  “The White Saviour in the Mirror” by Christopher J. Frey (2016)

• 1.

  “Rethinking Refugee Education: Principles, Policies, and Practice from a European Perspective” by Lutine de Wal Pastoor (2016)

These top 10 most downloaded chapters from the Annual Review of Comparative and International Education suggest that the readers (i.e., stakeholders) in the field are looking for information about what comparative and international education experts in the field have to say about refugee education (Brenner & Kia-Keating, 2016; Pastoor, 2016), race and inequality (Frey, 2016; Kubow, 2017), and teacher education (Srikantaiah & Ralaingita, 2014; Weidman et al., 2014) as well as the state of the field (Heggi, 2015; Turner, 2018), inclusive education (D’Alessio & Cowan, 2013), methodology in comparative and international education (Zha & Tu, 2015).

Another snapshot of Annual Review stakeholder interests and readership trends is in the top most cited chapters published in the Annual Review of Comparative and International Education over the past decade. The most cited chapters are (in reverse order):

• 7.

  “Rethinking Refugee Education: Principles, Policies and Practice from a European Perspective Abstract Note” by Lutine de Wal Pastoor (2016)

• 6.

  “A Synthesis of Published Comparative Education Research, 2014–2015: Further Data for Reflection in Comparative and International Education Abstract” by Alexander W. Wiseman, Petrina M. Davidson, and Calley Stevens-Taylor (2016)

• 5.

  “Reflecting on Trends in Comparative and International Education: A Three-Year Examination of Research Publications Abstract” by Petrina M. Davidson, Calley Stevens Taylor, Maureen Park, Nino Dzotsenidze, and Alexander W. Wiseman (2017)

• 4.

  “Psychosocial and Academic Adjustment among Resettled Refugee Youth” by Mary E. Brenner and Maryam Kia-Keating (2016)

• 3.

  “Reflections on the Field of Comparative and International Education, and the Benefits of an Annual Review Abstract” by Alexander W. Wiseman and Emily Anderson (2013)

• 2.

  “Shifting the Discourse on Neo-Institutional Theory in Comparative and International Education Abstract” by Alexander W. Wiseman and Audree Chase-Mayoral (2013)

• 1.

  “The Role of Teachers in Quality Education in Latin America and the Caribbean: Exploring New Forms of Horizontal Cooperation Abstract” by Laura C. Engel, Michaela Reich, and Adriana Vilela (2014)

There are some familiar titles and names across both lists, which suggests that these are the areas where most stakeholders are both reading and applying the information, at least within the scholarly community. In particular, Pastoor’s (2016) chapter on refugee education within Europe and Brenner and Kia-Keating’s (2016) chapter on resettled refugee youth adjustment are both highly downloaded and highly cited. This may be a reflection of the key events of the decade in which the Annual Review has been publishing, but it still shows that there is a lot of attention being paid to annual reviews of refugee education and refugee youth situations, especially given the Syrian civil war, which highlighted a massive and highly visible forced migration of refugees worldwide, and other refugee-related crises taking place on the world stage during the Annual Review of Comparative and International Education’s first 10 years.

All of the other most highly cited chapters from the first decade of the Annual Review of Comparative and International Education reflect the ongoing importance of reviews and reflections on the field of comparative and international education itself (Davidson et al., 2017; Wiseman & Anderson, 2013; Wiseman et al., 2016) and the theoretical and conceptual developments in comparative and international education (Wiseman & Chase-Mayoral, 2013). This suggests that, unsurprisingly, the most relevant work published in the Annual Review is comprised of reflections on the field itself. Although critics may call this “navel-gazing,” there is a genuine relevance of reflections on the field, especially during this period of pre-professionalization. So, it is a positive sign for the field that stakeholders reading and citing the Annual Review of Comparative and International Education are paying special attention to the reviews of work published in the field, syntheses of the topics and issues being addressed by research published in the field, and critical examinations and developments of theoretical frameworks relevant to and used in the field.

This tenth anniversary volume of the Annual Review of Comparative and International Education also signals a shift in editorship and perspective, which is relevant and important for the development of a healthy field. After 10 years at the helm of the Annual Review, I am transitioning out of the chief editorship role and Emily Anderson (Florida International University) is transitioning into the role. Changes in leadership of any component of a scholarly and professional field can be potentially unsettling, but this transition is both important and significant. As a researcher and scholar in the field of comparative and international education, my specialties and field-specific background is in quantitative analysis and cross-national comparisons. I also have brought my own cumulative experiences to the editorship of the Annual Review, which are unique to my race, class, gender, nationality, educational path, among other details. Emily Anderson’s background and path are unique to her as well, and signify an important contrast with my own. This kind of plurality in theory, method, and experience in the editorship is an important detail that undoubtedly will bring the Annual Review into new territory, but this is an important shift. And, perhaps a decade from now, Emily Anderson will transition out and someone else with different perspectives, background characteristics, and educational pathways will move into that role. Although I am personally going to miss my role as editor, this move is healthy and good for the field, and the Annual Review could not be in better hands than those of Dr Anderson moving forward.

At the 10-year mark, it is also time to thank the Annual Review of Comparative and International Education’s advisory board for their service. The responsibilities of the advisory board were heavy in the first few years of the Annual Review’s existence. Developing the structure of the Annual Review along with the details of organization, content, publication process, and other items were among the issues that this advisory board provide expertise, advise, and frankly some of the most valuable direction and recommendations that I have ever experienced professionally. So, it is with sincere gratitude and appreciation that I thank the outgoing advisory board comprised of the following scholars and professionals in the field: Monisha Bajaj, David P. Baker, Steven J. Hite, Lihong Huang, Nancy Kendall, Daniel Kirk, Shirley Miske, Diane Napier, Nikolay Popov, Francisco O. Ramirez, David Turner, Frances Vavrus, John Weidman, and Shoko Yamada. I owe all of you a drink for your service to the Annual Review of Comparative and International Education and to the field itself. Thank you!

I want to give credit to David P. Baker for making the Annual Review of Comparative and International Education an idea that became a reality. Originally, David Baker was the series editor of the International Perspectives on Education and Society (IPES) volume series when it was with another publisher, but as I transitioned into the role of series editor of IPES, Baker shared with me his vision of creating an annual review of the field of comparative and international education within the volume series. It was this vision that I and the advisory board developed into the first and only Annual Review of Comparative and International Education. When the volume series moved to Emerald Publishing, the development editors at Emerald were, have been, and continue to be instrumental in supporting both the vision of the series and the Annual Review, in particular. As the Annual Review moves into this next phase of its publication and the field’s ongoing development, I know that David Baker and our colleagues at Emerald Publishing continue to support the mission, vision, and purpose of annually reviewing the field of comparative and international education that Emily Anderson will carry forward as the next chief editor of the Annual Review of Comparative and International Education.

Finally, the most personally important part of editing the Annual Review has been the ability to work with the following individuals on many years of the Annual Review’s chapters, publication syntheses, and beyond. These stellar individuals are: Dr Petrina Davidson, Dr Maureen Park, Dr Nino Dzotsenidze, and Ms Obioma Okogbue. Truly thank you, Petrina, Maureen, Nino, and Obioma. You have been and always will be among the most incredible colleagues I’ve ever had the pleasure of working with.

To celebrate the depth and diversity present in the field of comparative and international education and in honor of the Annual Review of Comparative and International Education’s 10th anniversary, this year’s annual review is divided into two full volumes as follows:

• Volume A, includes Part 1: Comparative Education Trends and Directions and Part 2: Conceptual and Methodological Developments.

• Volume B, includes Part 3: Research-to-Practice, Part 4: Area Studies and Regional Developments, and Part 5: Diversification of the Field.

I would be remiss if I did not personally thank Emerald for allowing these adjustments in support of the publication as well as the field as a whole. Thank you!

Alexander W. Wiseman