Index

Annual Review of Comparative and International Education 2019

ISBN: 978-1-83867-724-4, eISBN: 978-1-83867-723-7

ISSN: 1479-3679

Publication date: 17 June 2020

This content is currently only available as a PDF

Citation

(2020), "Index", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2019 (International Perspectives on Education and Society, Vol. 39), Emerald Publishing Limited, Leeds, pp. 353-364. https://doi.org/10.1108/S1479-367920200000039027

Publisher

:

Emerald Publishing Limited

Copyright © 2020 Emerald Publishing Limited


INDEX

Note: Page numbers followed by “n” indicate notes.

Academic.edu
, 143

Academic/academia

academic achievement, materialistic values relative preeminence to
, 316

academic/practice divide
, 36

gatekeeping in
, 4–5

practitioner
, 29

publishing
, 38

research
, 19, 36, 38–39, 49, 51

socio-professional networking platforms
, 143–144

Acceptance
, 241

Access
, 38–40

Accessibility
, 42

Actual representation
, 138

Adivasi janajati
, 232, 249n1

Adjusted net enrollment ratio, one year before the official age of primary entry (ANER1P)
, 172–173, 175–178

Advocacy
, 271

African Development Bank (AfDB)
, 214

Agency
, 101–102, 156, 159–160

freedom and achievement
, 103

Agent perforce
, 95

American educational systems
, 341

ANAR1P-UIS
, 181–182

Annual Review
, 2, 13

Annual Review of Comparative and International Education (ARCIE)
, 2–3, 257

Anthropocene
, 286–287

Asia Society
, 56

Asian Development Bank (ADB)
, 214

Aspiration
, 101

Assemblage of minoritarian becoming
, 145

Assemblage theory
, 135–140

Assemblage thinking (see Assemblage theory)

Atlas Ti software
, 310, 313

Australian and New Zealand Comparative and International Education Society (ANZCIES)
, 258

Author affiliation
, 11

Author Country and Collaboration
, 11–12

Authorship
, 10–11, 14

“Banking concept”
, 295

Basic education
, 185, 211, 215, 239

Basic Needs paradigm
, 96

Best practices
, 37–38

Big data
, 135, 137, 140, 141, 147

as deterritorializing vector in CIE
, 145–146

as reterritorializing force in CIE
, 140–145

Bill and Melinda Gates Foundation
, 59

BL data
, 121

Borgen Project
, 58

Bribery
, 336–338, 340–341, 344–345, 347

Buenos Aires, school choice landscape in
, 310–312

Capability approach (CA)
, 90, 94, 96–98, 105n1

Capability empowerment approach in education
, 103

Capacity building
, 52, 246

Cartography
, 137, 139

Center for Universal Education (CUE)
, 43

Central Capabilities’ evaluation
, 98

Centrality of person and agency
, 92

Cheating
, 347

Child development
, 186, 210–212, 214

Choice of pathways
, 261

Chomskian-era theoretical tradition of universal grammar
, 290

Christianization
, 287

Chronicle of Higher Education, The
, 340, 343–344, 346

CIES Connect
, 146

Citations
, 5–6, 18, 20

Civilization
, 287

CLA
, 206n3

Clinical medicine model
, 50

Clusters of higher education corruption
, 340–342

Coaching
, 198

strategies for
, 199–200

Coercion
, 337

Cognitive protest
, 293

Collaborating, Learning, and Adapting
, 204

Coloniality of knowledge
, 288

Communist regimes
, 337

Communities of research
, 41–44

Comparative and international education (CIE)
, 2, 28, 36, 56, 62, 134–135, 154, 281

crisis and development
, 281–282

data and methods
, 10

feminist institutionalism and
, 8–9

gender in
, 6–8, 15–18

in IED practice
, 36–38

language revolution and social change in CIE reimagination
, 298–299

limitations
, 18–19

and/as loci of epistemic struggles
, 292

power of knowledge transactions
, 297–298

professionalization of
, 8

publication in
, 7

researchers
, 42

rethinking CIE through assemblage theory
, 135–140

sites of knowledge enactment
, 294–297

sources of knowledge traditions
, 292–294

status and trends in field
, 10–15

Comparative and International Education Society (CIES)
, 2–3, 90, 140, 283

Comparative education
, 30, 65

Comparative Education (CE)
, 10

Comparative Education Review (CER)
, 10

Comparative Education Society
, 141

Comparative educational thought
, 257

Comparative international education (CIE)
, 90

Comparative International Education Society
, 30

Comparative method
, 2, 137

Comparativists
, 28, 30–32, 265

Compare: A Journal of Comparative and International Education, International Journal of Educational Development (IJED)
, 10

Comprehensive pre-school education
, 219

Conditions range
, 92–93

Connections
, 138, 260

and heterogeneity principles
, 137

Constitutive dimension of freedom
, 93–94

Context
, 233–234

Contextual complexity
, 49

Correlation
, 112

Corruption in higher education
, 336–338

findings
, 343–348

research methodology
, 340–343

theoretical framework
, 338–340

Cost

of bifurcation
, 137

of education
, 74, 307

Critical theory
, 97

Cross-country analyses
, 129n9

Cultural evolution theory
, 309

Cultural identities
, 291

Cultural institutions
, 324

schools as
, 325

Cultural survival and continuity
, 261

Curriculum
, 327–328

Cutting-edge
, 271–273

Data
, 10, 121

Data-based educational assessment
, 141

De-Westernization
, 299

Decentralization implications on language education policy
, 246–247

Decolonial delinking
, 299

Decoloniality
, 286

Decolonizing critical pedagogism
, 294

Decoupling
, 196

Deferred fees
, 73

“Deformed” corrosive functionings
, 97

Deincarceration of learning
, 297

Deinstitutionalization
, 297

Deinstitutionalize learning
, 297

Demographic and Health Surveys (DHS)
, 173

Demographic changes
, 80

Department for International Development (DfID)
, 214

Department of Education (DOE)
, 199

Dependency syndrome
, 326

Deterritorialization
, 137

Deterritorializing
, 139

Developing countries
, 74–77, 82–83, 104

Development

of education
, 286

as freedom
, 94

Developmental research
, 271, 272

Developmentalist universalism
, 288

Diaspora
, 267

Differentiation effects
, 118

Dis/empowerment in Gujarat, India
, 158–161

Discourse
, 158–159

in girls’ education policy analysis
, 161–166

research
, 154

Displacement
, 326

Dissemination
, 49–52

District Education Offices (DEOs)
, 199

Donor-funded, low-resource contexts
, 48–49

Donor-funded TPD programs
, 48

Donors
, 53n2

Early childhood development (ECD)
, 210

Early childhood education (ECE)
, 172–173, 210–211

analyses
, 177–183

challenges and opportunities under multilateralism
, 211–215

commitment to SDG 4. 2
, 223–224

comparative case studies
, 217–223

literature review
, 173–175

methodology
, 175–177

objective
, 175

socio-cultural and political economy
, 215–217

Early Childhood Educational Development (ECED)
, 211

Early grade reading
, 192

and EGRA
, 193–194

harnessing research evidence for policy and programs
, 193

implementation
, 199–200

instructional time in Nigeria
, 200–201

iterative learning toward improvement in Nepal
, 200

lessons from satisficing lens
, 203–206

satisficing in
, 198

strategies for coaching
, 199–200

teacher support in Nepal
, 198–199

time as key factor in learning
, 201

time for teaching and materials design
, 201–202

Early Grade Reading Assessment (EGRA)
, 193–194

Early grade reading programs (EGRPs)
, 192–193, 195–196

Economic(s)

of education
, 72

evolution
, 312

globalization
, 62

“production-function” approach
, 50

Education
, 81, 100–103, 112, 280–281, 323–332

analytical approach
, 102–103

corruption
, 339

costs of
, 74

data and measures
, 121

and economic growth
, 74–75

economics of
, 72

empowerment-capability framework for
, 103–104

ethnographic perspectives on
, 154–161

finance
, 77–81, 80–82

findings
, 121–126

global inequality
, 114–115

and global norm making
, 282–291

in Gujarat, India
, 158–161

human capital
, 72–73

hypotheses
, 117–118

markets, choice, and incentives
, 75–77

methods
, 119–121

past studies
, 118–119

policy
, 345

private and social benefits of
, 73

quality
, 206

reform
, 232

role in post-colonial formation
, 299n1

theoretical background
, 115–117

trends in between-country inequality
, 113

Education for All initiatives (EFA initiatives)
, 214

Education management information systems (EMIS)
, 172, 175, 181–185

Educational access
, 325

Educational achievement distribution (EAD)
, 78, 82–83

Educational crisis
, 280

Educational efficiency
, 79

Educational initiatives
, 58

Educational materials in Nepal
, 244

Educational policy
, 307

Educational research
, 50

Educational systems
, 305–306

Educational thinking
, 270

Educators
, 56, 324

Educators’ response, structural challenges and
, 330–332

Efficiency
, 80

Embezzlement
, 341, 346

Empowerment
, 2, 100–103, 156, 164

ethnographic perspectives on
, 154–161

Empowerment-capability framework for education
, 103–104

English as Second Language (ESL)
, 39

English medium education
, 247–248

Enrollment
, 186n12

Epistemic monolinguality
, 295

Epistemic normativity of Eurocentric linguistic imaginations
, 295

Equality
, 2

Equity
, 94

Eradicate violence
, 285

Ethics
, 269

Ethnically “fractionalized” societies
, 290

Ethnographic/ethnography
, 265

in girls’ education policy analysis
, 161–166

perspectives on education, gender, and empowerment
, 154–161

research
, 154

Eurocentric linguistic convergence
, 291

Eurocentric modernity
, 280

European colonial languages
, 289

European-imagined boundaries
, 256

Examination schooling
, 128n3

Feminist ethnography
, 158

Feminist institutionalism and CIE
, 8–9

Fidelity
, 196, 205

Fijian Vanua framework
, 264

Finland, in ECE
, 219–220

First International Mathematics Study (FIMS)
, 148n1

Fostering academic integrity
, 339

Fraud
, 340–341, 344–346

Free school choice
, 306–307

Freedom, dimensions of
, 93, 110

Fundamental human rights
, 290

Gatekeeping in academia
, 4–5

Gazeta
, 340, 344

Gender
, 2

in CIE
, 6–8, 15–18

equality
, 9

equity
, 9

ethnographic perspectives on
, 154–161

gap
, 6

identity
, 10

journal editorship by
, 18

parity
, 9

trends in education
, 3–6

trends in publication
, 5–6

Gendered research agenda
, 9

Genealogical development
, 263–264

Geographical diversity in Malaysia
, 62, 64

Gini
, 112

Girls’ education policy analysis
, 161–166

Girls’ lived experiences
, 154–161

Global Citizenship Education (GCE)
, 327

Global Classroom
, 56–57

Global education finance policy
, 82

Global Education Monitoring (GEM)
, 330

Global equalizer
, 112, 115–116

Global Gini coefficient in educational attainment
, 112

Global inequality
, 123

Global migration
, 326

Global Monitoring Report (GMR)
, 148n1, 283

Global norm making
, 282–291

Global poverty rate
, 91

Global South
, 48, 52, 62, 90

Global standards
, 64

Global Trends in Higher Education
, 11

Globalization
, 62, 325

Google Scholar
, 143

Gross domestic product (GDP)
, 90, 173

Gross enrollment ratio/rate (GER)
, 172–173, 175–177, 179–180, 234

Growth theory
, 116

Habitus
, 93

Health policy
, 265

Heterarchical flexible relationships
, 139

Higher education

corruption
, 337, 340–342

organization
, 340

Higher education institutions (HEIs)
, 336

Holism
, 270

Household surveys
, 173, 175, 181–183

Human capital
, 72–73, 128n5, 145

Human Capital Theory (HCT)
, 72, 114

Human development and capability approach (HDCA)
, 90–94

comparison with other approach
, 96–99

education
, 100–103

empowerment
, 100–103

empowerment-capability framework for education
, 103–104

operationalization
, 99–100

organization
, 99–100

participatory method
, 95–96

social change
, 100–103

Human Development Report (HDR)
, 91

“Human linguistic perspective”
, 291

Human Poverty Index (HPI)
, 99

i-Talitali framework
, 265, 268

i-Taukei framework (Indigenous Fijian)
, 266

Identity
, 10

Iluvatu framework
, 266

Imperialism
, 287

Implementation
, 199–200

Inclusive education
, 2

Inclusive quality education for all
, 220

Income inequality
, 120

Indigenous educational practices
, 295

Indigenous educational thinking
, 260

Indigenous frameworks
, 262–270

Indigenous languages
, 289, 291, 293

Indigenous pacific research

cutting-edge
, 271–273

indigenous frameworks
, 262–270

pacific
, 258–259

pacific theory
, 259–260

rethinking movement
, 260–262

Individual country contributions
, 124

Individual freedom
, 92

Inequality
, 112, 114–116

between rural and urban spaces
, 222

Information Communication Technologies (ICT)
, 271

Inglehart’s theory of cultural evolution
, 309

Institute of Education Sciences (IES)
, 42

Institutionalization
, 134

Institutionalized legitimacy
, 283

Instructional scaffolding
, 39

Instructional time in Nigeria
, 200–201

Instrumental dimension of freedom
, 93–94

Inter-Agency Standing Committee (IASC)
, 330

mental health and psychosocial pyramid
, 331

Inter-American Development Bank (IADB)
, 214

Internal homogeneity
, 140

International Adult Literacy Survey (IALS)
, 148n1

International comparative target achievements (ICTAs)
, 141

International development
, 3, 7, 80, 155, 157, 163–164

International education
, 28–30, 56–59

International education development (IED)
, 36

CIE in IED practice
, 36–38

International educators
, 29

International Evaluation of Educational Achievement (IEA)
, 148n1

International Institute for Educational Planning (IIEP)
, 338

International Labor Organization
, 29

International Large-Scale Assessments (ILSAs)
, 142

International large-scale assessments
, 141

International Monetary Fund
, 129

International organizations (IOs)
, 58, 282, 284–285, 287

International Research and Exchanges Board (IREX)
, 57–58

International Review of Education (IRE)
, 10

International Standard Classification of Education (ISCED)
, 211

Internationally comparative research
, 154

Intra-country comparative research
, 65

Investment mechanisms
, 83–84

Invisible labor
, 19

Jordan, in ECE
, 222–223

Kakala (see Tongan Kakala framework)

Kaupapa Ma¯ori theory
, 259

Kenya, in ECE
, 220–221

Kibung framework
, 271–272

Knowledge
, 283, 327–328

enactment, sites of
, 294–297

power of knowledge transactions
, 297–298

traditions
, 292–294

Language

of environment
, 206n1

of instruction
, 248

ontology
, 288–291

planning
, 233, 241, 244

rights
, 290

support
, 329

Language revolution

CIE and/as loci of epistemic struggles
, 292–298

crisis of CIE and development
, 281–282

education
, 280–281

education and global norm making
, 282–291

language revolution and social change in CIE reimagination
, 298–299

Leapfrogging
, 43

Learning crisis
, 292–293

Liberal welfare state model
, 216

Liberalization of school provision
, 306

Liberation Theology
, 90

Liberty
, 78

Life skills education
, 163

Limbu community
, 234

Lines of segmentarity
, 138

Linguistic marginalization
, 288

“Linguistically fractionalized” societies
, 290

Literacy program
, 97

Longview Foundation
, 57–58

Low-resource countries
, 48

Low-resource environments
, 49

Low-resource settings, research in
, 50

Malaysia
, 63

geographical diversity of
, 64

politics in
, 65–66

primary schooling in
, 62–63

Malaysian education system
, 64

Market economy
, 75

Market-oriented reforms
, 305

Mass media
, 336

Materialist values
, 309

Materialist values in school choice
, 312

materialistic values relative preeminence to academic achievement
, 316

preeminence of materialistic values relative security and protection
, 312–313

“Me Too” movement
, 3

Mean Log Deviation (MLD)
, 112

Measurement
, 121

Media
, 336, 341

reports on corruption in higher education
, 343

Medium of Instruction and Languages for Education (MILE)
, 242

Meta-assemblage
, 135, 138, 146

Metaphor
, 268–269

Methodology
, 48, 50–52

Migration
, 323–332

Millennium development goals (MDGs)
, 162, 211

Ministry of Education (MOE)
, 198

Ministry of Education, Science, and Technology (MOEST)
, 220

Miraat-ul-Uroos (The Bride’s Mirror)
, 157–158

Modern education systems
, 326

Modernity
, 290

Modernization
, 287

Monitoring, Evaluation, Research, Learning, and Adapting (MERLA)
, 204, 206n3

Monolingual policy climate
, 289

Mother tongue
, 293, 295

Mother tongue-based MLE in Nepal
, 232

context
, 233–234

historical trends
, 234–240

increasing English medium education
, 247–248

present and emerging trends
, 240–243

trends and risks in resourcing
, 243–247

Motutapu
, 259

Multicultural Education Review (MER)
, 10

Multidimensional Poverty Index (MPI)
, 99

Multilateral agencies
, 212

Multilateralism, challenges and opportunities under
, 211–215

Multilingual education (MLE)
, 232, 245, 288–290

limits of MLE advocacy
, 288–291

Multilingualism
, 232, 295, 299

Multiple Indicator Cluster Survey (MICS)
, 173

Multiplicity
, 137

of assemblages
, 139

Multiplier effects
, 118

Muslim womanhood construction
, 155–158

National Early Grade Reading Program (NEGRP)
, 198–199

National economy of education
, 76

National Education Foundation (NEA)
, 58

National Educational Policy Review Committee
, 64

National inequality theories
, 116

National Science Foundation (NSF)
, 3

“Native” educational research models
, 50

Nepal

iterative learning toward improvement in
, 200

mother tongue-based MLE in
, 232–248

teacher support in
, 198–199

Nepal National Educational Planning Commission (NNEPC)
, 237–238

Nepotism
, 341

NER1Pest
, 178, 180

Net enrollment ratio (NER)
, 172–173, 175–178, 184

Neutrality
, 283

New York Times, The
, 340, 343–344

Newspapers
, 339

Newsru
, 340, 344

Nigeria

instructional time in
, 200–201

language of environment
, 206n1

Non-CIE journals
, 7

Non-fidelity
, 206

Non-linear trajectories of educational development
, 336

Non-market benefits
, 73

Non-spatial process
, 140

Non-Western knowledge systems
, 294

Nongovernmental organizations (NGOs)
, 29, 56, 58–59

Normative political HDCA theory
, 98

Northern Education Initiative Plus program
, 203

Oceania Comparative and International Education Society (OCIES)
, 258

Ola Lei framework
, 267–269

Operational research
, 204–205

Optimizing
, 196

Oral reading fluency (ORF)
, 194, 205

Ordering/othering norms
, 281–282

Organization for Economic Co-operation and Development (OECD)
, 64

Pacific
, 256, 258–259

education
, 257, 262

theoretical frameworks
, 262–263

theory
, 259–260

Pacific Indigenous knowledge
, 256

Pacific Indigenous Research paradigm
, 259, 263

Pacific Indigenous thought
, 265, 268

Pacific Strategy
, 273

Pacific Way
, 258

Pan-Pacific application
, 265

Paradigmatic thinking
, 259–260

Participatory method
, 95–96

Partnerships with end users
, 44

Party-less “panchayat” system
, 237

Pedagogy
, 265

Pentecostalism
, 297

Phidim municipality
, 234–235

Plagiarism
, 347

Plane of consistency or immanence
, 138

Plane of organization
, 138–139

Pluriversality
, 287

Policy
, 163

action
, 154

reforms
, 247

talk
, 154, 162

texts and experiences in girls’ education discourse analysis
, 163–166

Policymakers
, 43, 112, 324

Political economy in ECE
, 215–217

Politics in Malaysia
, 62, 65–66

Positivism
, 145

Post-Development of education
, 286

Post-foundationalism
, 145

Post-materialist values
, 309

Post-materialist values in school choice
, 312

post-materialistic values relative preeminence to socialization
, 315–316

preeminence of post-materialistic values relative to political concerns
, 314

Post-positivist scholarship
, 105n4

Post-Soviet educational systems
, 341

Post-structuralism
, 145

Poverty
, 330–331

Power of knowledge transactions
, 297–298

Practice to theory
, 31

Practitioners
, 28–30, 43

applying theory
, 30–31

capacity building
, 38–40

Prah’s intellectualization agenda
, 295

Preprimary access
, 175, 181, 185

Preprimary education
, 172–173, 175–177, 180–181, 184–185

Primary school completion
, 174–175

Primary schooling in Malaysia
, 62–63

Private and social benefits of education
, 73

Private provision of education
, 306

Private schools
, 76

choice
, 306–307

Privatization of education
, 76

Procedural rationality
, 204

Productivity puzzle
, 5

Professional educators
, 29

Professionalization
, 134

of CIE
, 8

Program for International Student Assessment (PISA)
, 63, 127, 147–148n1, 327

Programme for the International Assessment of Adult Competencies (PIAAC)
, 148n1

Progress in International Reading Literacy Study (PIRLS)
, 148n1

Progressivism
, 295

Protective security
, 105n5

Provocative charge
, 290

Psychosocial programs
, 330, 332

Public provision of education
, 306

Public school
, 314

Publications
, 38

in CIE
, 7

gender trends in
, 5–6

Qualitative, field-based educational policy research
, 154

Quality
, 125–126

of education
, 75

Quantitative methods
, 338

Quantity
, 125–126

Quasi-State monopoly
, 308

Race relations in Malaysia
, 62

Randomized controlled trials (RCTs)
, 194

Re-Imagining Migration
, 332

Reading Motivator (RM)
, 199–200

“Reasonably good” strategies
, 199

Reflexivity
, 260, 312, 315

“Refugee narrative”
, 325

Regression analysis
, 338

Relationality
, 136, 257, 259, 270

Relativism
, 145

Relevance
, 38–40

Representation for education
, 286

Research

areas regarding TPD
, 52

challenges in low-resource environments
, 49

evidence development
, 193–194

findings accessibility
, 51

in low-resource settings
, 50

methods
, 12–14

question vs. methodology
, 51

scrutiny
, 112

Research in Comparative and International Education (RCIE)
, 10

Research on Improving Systems of Education (RISE)
, 44

Researchers
, 43, 144

recommendations for
, 49–52

ResearchGate
, 144

Research–practice gap
, 42–44, 56–59

Research–practice partnerships (RPPs)
, 38

Resource teachers (RTs)
, 198

Reterritorialization
, 137

Reterritorializing
, 140–145

Rethinking
, 269–270

movement
, 260–262

Rethinking Pacific Education Initiative
, 273

Review period
, 271–272

RG Score
, 143

Rigorous qualitative studies
, 51

RTI International
, 194

Rural girls’ education
, 91

Russia, higher education corruption in
, 336–338

Satisficing
, 192, 196–198

in early grade reading
, 198

lessons from satisficing lens
, 203–206

School choice decision-making
, 312

School choice policies
, 306

conceptual framework
, 308–309

educational systems
, 305–306

materialist and post-materialist values in school choice
, 312–316

methods
, 309–310

mid-income parents
, 307–308

school choice landscape in Buenos Aires
, 310–312

School finance policy (SFP)
, 79

School provision
, 306, 308–312

School Sector Development Plan (SSDP)
, 241–244

Schooling
, 323–332

School–Pacific context mismatch
, 271

Schools
, 294

Schools as cultural institutions
, 325

2018 SCOPUS data
, 20

Seattle World Affairs Council
, 59

Second International Mathematics Study (SIMS)
, 148n1

Segregation
, 306–307

Self-segregation
, 306–307

Social capital
, 145

theory
, 114

Social change
, 100–103

in CIE reimagination
, 298–299

and policy
, 94

Social choice theory
, 72

Social cohesion
, 326

Social media platforms
, 144

Social mobility in United States
, 43

Social norms
, 339

Social transformation
, 154

Social vulnerability index (SVI)
, 310

Socialization, post-materialistic values relative preeminence to
, 315–316

Socio-cultural economy in ECE
, 215–217

Socio-economic status (SES)
, 217, 317

Solomon Islands Malaita mind
, 272

Space
, 268

Spillover social benefits
, 73

Standardized testing
, 337

Status attainment theories
, 117

Storytelling
, 44

Structural Adjustment Policy (SAP)
, 75

Structured paternalism
, 308, 312

Structured paternalist policies
, 309

Subsidies
, 73, 77

Substantive human freedoms
, 100

Subtractive schooling
, 128

Surface-level cultural hierarchy
, 291

Surveillance assemblage
, 146

Sustainable development goals (SDGs)
, 3, 9, 59, 82–84, 162, 172–173, 210–212

SDG 4
, 210

SDG 4.2 agenda
, 212

SDG 5
, 114

SDG 10
, 114

Sustainable Development Solutions Network (SDSN)
, 172

Suva colloquium
, 260

Symbolic violence
, 283

t-statistic
, 186n7

Teacher

absenteeism
, 202

capacities
, 244–245

preparation
, 329–330

support in Nepal
, 198–199

Teacher professional development (TPD)
, 48

research areas regarding
, 52

as unique intervention
, 52

Teacher training
, 52, 198, 329

curricula
, 329

programs in Malaysia
, 65

Teaching and Learning International Survey (TALIS)
, 148n1

Temal municipality
, 234–235

Territorialization
, 140

“The Idea of Justice” (2009)
, 80

Theil index
, 112

Theories of national inequality
, 116

Theorists
, 28–29

Theory

of cultural evolution
, 309

to practice
, 28–31

practitioners applying
, 30–31

Time

as key factor in learning
, 201

for teaching and materials design
, 201–202

Time-on-task study
, 203

Tongan Kakala framework
, 263–264, 268–269

Topographical barriers
, 233

Trade-off
, 126

Traditional private sector of education
, 307

Transatlantic Outreach Program (TOP)
, 59

Transformational research
, 271

Transformative citizenship education
, 328–329

Transformative research
, 272

Transnational education project
, 155–158

Transnational empowerment discourses
, 159

Transparency guarantees
, 105n6

Tree of Opportunity
, 260–262

Trends in CIE
, 13–14

Trends in International Mathematics and Science Study (TIMS)
, 148n1

U.S. Agency for International Development (USAID)
, 194

Ultimate externality
, 145

UN Educational, Scientific, and Cultural Organization (UNESCO)
, 327

Under-age primary enrollment rate
, 186n7

UNESCO
, 29, 214–215

UNESCO Institute for Statistics (UIS)
, 173

UNICEF
, 29, 213

Unit of analysis
, 13–15

United Nations
, 129

United Nations Development Program (UNDP)
, 90

United Nations General Assembly
, 232

United States (US)

in ECE
, 218–219

higher education corruption in
, 336–338

United States Agency for International Development
, 53n2

United States International Development Aid agency (USAID)
, 214

Universalism
, 287

University of Oxford Poverty & Human Development Initiative (OPHI)
, 99–100

University of South Pacific (USP)
, 268

Unstructured Big Data
, 145

Utilization-focused evaluations
, 50–51

Vanua (see Fijian Vanua framework)

Vertical vision
, 62

Violence
, 282

Westernization
, 287

Wicked hard
, 232

problems
, 233, 249n2

Women’s lived experiences
, 154–161

Working arrangement
, 138

World Affairs Council
, 58

Global Classroom Program
, 56

World Bank
, 29, 53n2, 105, 129, 194, 212–214

World Development Indicators (WDI)
, 121

Xiangcun Sisters
, 102–103

Prelims
Talking the Talk, Walking the Walk: A Critical Examination of Gender in CIE
Part I: Comparative Education Trends and Directions
Chapter 1: Questioning “Theory to Practice” in Comparative International Education
Chapter 2: Meeting in the Middle: Expanding the Use of CIE Academic Research through Access, Relevance and Practitioner Support
Chapter 3: Storytelling and Communities of Research: Ideas for Closing the Research-Practice Gap in Education
Chapter 4: From Theory to Use: Making Research More Usable and Useful for Educational Practitioners
Chapter 5: International Education Matters: The Role of NGOs in Cultivating Global Competency
Chapter 6: Race, Politics, and Geography of the Malaysian Education System: An Imaginary Piece on How Comparative and International Education Can Benefit Malaysia
Part II: Conceptual and Methodological Developments
Chapter 7: Economics and Finance of Education: Review of Developments, Trends, and Challenges
Chapter 8: Human Development and Capability Approach: A Contribution to the Study of Comparative and International Education
Chapter 9: A Global Equalizer? Education and the Recent Economic Convergence of World Countries
Chapter 10: Exploring Comparative and International Education as a Meta-Assemblage: The (Re)Configuration of an Interdisciplinary Field in the Age of Big Data
Chapter 11: Using Ethnographic and Discourse Methods in Gender-Focused Comparative and International Education Research
Part III: Research-To-Practice
Chapter 12: How Well are We Measuring Access to Early Childhood Education?
Chapter 13: “Satisficing” In Early Grade Reading: Applying Reasonably Good Strategies in Imperfect Contexts
Chapter 14: Comparative Perspectives on International Early Childhood Education in the Context of SDGs
Part IV: Area Studies and Regional Developments
Chapter 15: Mother Tongue-Based Multilingual Education in Nepal: Past, Present, and Emerging Trends
Chapter 16: A Review of the Emerging Indigenous Pacific Research, 2000–2018
Chapter 17: Language Revolution: Education and Social Change at Linguistic Crossroads
Chapter 18: Private School Choice and Post-Materialism: What Values are at Stake?
Part V: Diversification of the Field
Chapter 19: Education, Schooling, and Migration
Chapter 20: Reflecting on Corruption in American and Russian Higher Education: The Use of Media Accounts
Index