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Patricia K. Kubow and Allison H. Blosser

This discussion essay explores trends and issues in the teaching of comparative education. We argue that the field of Comparative and International Education (CIE) must…

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This discussion essay explores trends and issues in the teaching of comparative education. We argue that the field of Comparative and International Education (CIE) must give more attention to the aspect of teaching, as comparative education courses are increasingly being affected by diminishing devotion to social foundations of education programming in many institutions of higher education and schools. Ironically, despite growing pluralism, the rise of economic utilitarianism has led to technicist-driven curriculum and less inquiry about philosophical, historical, and cultural assumptions underlying educational policy and practice. Another challenge in the teaching of comparative education is that students are often ill-prepared to understand and utilize the most basic social science concepts. Recognizing that teaching and research in CIE are inevitably linked, it is argued that a transformational model that advances CIE across disciplines, schools, and departments may reinforce its importance and ensure that the benefits that comparative inquiry affords – namely critical reflexivity, insight about school–society relationships, and possibilities for educational improvement – are addressed and safeguarded in tertiary and teacher education. An understanding of cultural and national contexts is important to educational reform and enables educators to view globalization in terms of how it benefits or undermines humanistic aims, namely the importance of individuals and the uniqueness of cultures.

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Annual Review of Comparative and International Education 2014
Type: Book
ISBN: 978-1-78350-453-4

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Rosita C. Tormala-Nita

In this chapter, educational policy development addressing the learning needs of the at-risk population in Curacao is described as a direct result of the implementation of…

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In this chapter, educational policy development addressing the learning needs of the at-risk population in Curacao is described as a direct result of the implementation of the global standards of the EFA goals. The at-risk student population is defined in this chapter as the proportion of students whose home language differs from the school language. Achievement is based on proficiency in the language of schools and a national tracking system, which has historically accommodated the learning needs of the at-risk into various school types. This chapter argues how the global promises for a quality education for all is exposing a more than 40-year-old policy of national tracking that questions the right to an academic education for the majority of the at-risk students. Goal 4 of the EFA places Curacao as an example of islands which have long surpassed the target for participation in technical and vocational programs. The chapter opens with an overview of the goals and targets that created a framework for continuous structural reform of a complacent system of education for all backed by compulsory education.

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Education for All
Type: Book
ISBN: 978-0-7623-1441-6

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Roxana Ghiaţău

In this chapter, I have attempted to highlight several aspects from two perspectives. The former is the perspective of the researcher who remembers his or her past as a…

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In this chapter, I have attempted to highlight several aspects from two perspectives. The former is the perspective of the researcher who remembers his or her past as a student in a communist country, interpreting her lived experiences in light of their impact upon her education and teaching profession. The second perspective is that of the researcher who looks to the future, initially lacking in resources but willing to connect to the global research in his or her field of interest, educational ethics. The international studies that substantiated and inspired our research in the domain of educational ethics include philosophical works, moral psychology studies, and resources from sociology and organizational psychology as well as from pedagogy. Regarding the trends expected in comparative and international education, I have grouped them into three categories: (1) Trends related to the research themes in comparative education: many major themes of education have already been filtered or will be filtered through the comparative lens (the history of education, philosophy of education, curriculum and didactics, sociology of education, politics and economy of education and psychology of education); (2) Methodological trends – joint quantitative and qualitative methodology will support the research processes in comparative education; and (3) Trends regarding the impact of the research in comparative pedagogy: global models will inspire local initiatives, without being copied.

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Annual Review of Comparative and International Education 2016
Type: Book
ISBN: 978-1-78635-528-7

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Cibele Yahn de Andrade

Enrollment in higher education in Brazil has been steadily growing and has reached 7 million recently. However, still only 21% of the population with age between 18 and 24…

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Enrollment in higher education in Brazil has been steadily growing and has reached 7 million recently. However, still only 21% of the population with age between 18 and 24 attend a higher education course. In this paper, we analyze how family income and race (defined in Brazil by self-declared skin color) affect the equity of access to higher education.

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Mitigating Inequality: Higher Education Research, Policy, and Practice in an Era of Massification and Stratification
Type: Book
ISBN: 978-1-78560-291-7

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Vanessa Ratten and Esha Thukral

Although much of the discussion on entrepreneurship education focuses on introducing entrepreneurship skills into other disciplines, the reality is education should be…

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Although much of the discussion on entrepreneurship education focuses on introducing entrepreneurship skills into other disciplines, the reality is education should be already about challenging existing practices and ways of thinking. This chapter argues that the trend toward integrating entrepreneurship skills into other curricula presents an important shift in teaching practices for sport management teachers. If we begin with the assumption that other disciplines do not have an entrepreneurial mindset, then sport entrepreneurship education cannot be sustainable in its own right but rather needs to be integrated as the foundation for all education courses. Therefore, a number of new approaches to entrepreneurship education are beginning to emerge about the need to develop stronger links between business and other disciplines. These potential synergies will help bring sport entrepreneurship education to the forefront of other disciplines and change sport student's mindsets in terms of learning practices. This chapter aims to contribute to the growing field of sport entrepreneurship education by presenting and analyzing existing research and to suggest future research areas.

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Jeffrey P. Bakken

Inclusion is a concept that has been around for years and is implemented in our schools. Some schools do it well and others are still working on it. Inclusion is meant to…

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Inclusion is a concept that has been around for years and is implemented in our schools. Some schools do it well and others are still working on it. Inclusion is meant to include students with disabilities in the general education classroom and curriculum. This chapter will briefly discuss special education as well as inclusion. Inclusion will be defined, and benefits and also myths of inclusion will be discussed. In addition, research that supports inclusion will be described. This chapter lays the foundation for the other chapters in this volume that will discuss inclusion and students with specific types of disabilities.

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General and Special Education Inclusion in an Age of Change: Impact on Students with Disabilities
Type: Book
ISBN: 978-1-78635-541-6

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Bryan G. Cook, Timothy J. Landrum and Melody Tankersley

We present and explain several reasons that special education as a field has not been served well by the lessons of our history, but has the extraordinary opportunity, if…

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We present and explain several reasons that special education as a field has not been served well by the lessons of our history, but has the extraordinary opportunity, if not responsibility, to learn from history and use these lessons to guide practice. Our premises include (a) special educators may be less aware of their past than professionals in other disciplines, and thus less likely to build on this past; (b) given the relatively short history of the field as we know it today, we have access to many leaders who shaped policy and practice in special education; and (c) special education faces crossroads in many respects, and these have the potential to drastically re-shape or re-define special education. As such, we believe that contextualizing our present and future direction in an understanding of our past is critical now more than ever.

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Special Education Past, Present, and Future: Perspectives from the Field
Type: Book
ISBN: 978-1-78350-835-8

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Innovations in Science Teacher Education in the Asia Pacific
Type: Book
ISBN: 978-1-78190-702-3

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Radhika Iyengar, Matthew A. Witenstein and Erik Byker

This discussion essay provides an overview of teacher preparation programs in South Asia, detailing current innovative practices, challenges and trends regarding teacher…

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This discussion essay provides an overview of teacher preparation programs in South Asia, detailing current innovative practices, challenges and trends regarding teacher education in the region. The chapter presents initiatives in several South Asian countries in terms of the design and implementation of in-service teacher trainings, pre-service teacher education programs, and distance education programs in South Asia. The main concept of the essay is to provide a comparative perspective to learn from field-based initiatives with the aim of improving the quality of the programs. It also highlights new trends such as the English education programs and ICT-based teacher training programs. It acknowledges that culture and context form a large part of the success for any education initiative. While doing so, a more holistic approach to improving teacher quality is emphasized. Finally, the essay concludes by sharing some ideas on developing conducive teaching–learning environments in the schools to support teachers. This essay should benefit policy makers and practitioners to: (a) obtain an overview of teacher quality programs in South Asia; and (b) comparatively learn from the experiences of countries in South Asia that have both numerous similarities and some differences.

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Annual Review of Comparative and International Education 2014
Type: Book
ISBN: 978-1-78350-453-4

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Luis Miguel Lázaro

The interest in the field of comparative education appeared in Spain in the mid-nineteenth century. This interest began with visits abroad by experts and administrators in…

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The interest in the field of comparative education appeared in Spain in the mid-nineteenth century. This interest began with visits abroad by experts and administrators in education commissioned by the government to better understand primary level education systems in other European countries. In the 1990s, comparative education in Spain became consolidated as a discipline. This coincided with several European educational initiatives and studies. Comparative education research methodologies remain eclectic among Spanish researchers, but as a field comparative education in Spain enjoys good academic and institutional health in the early twenty-first century.

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Annual Review of Comparative and International Education 2013
Type: Book
ISBN: 978-1-78190-694-1

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