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Book part
Publication date: 9 August 2023

Mariam Hassoun

Six million Iraqis were displaced during the Iraq-Daesh War, and although many have returned to their communities, there remain approximately 1.3 million internally displaced…

Abstract

Six million Iraqis were displaced during the Iraq-Daesh War, and although many have returned to their communities, there remain approximately 1.3 million internally displaced persons (IDPs) across the country. Today, approximately 25% of IDP children in Iraq are out of school (REACH, 2020). This study foregrounds the voices and family histories of IDPs when navigating educational access and makes a methodological argument for the need for increased qualitative research in post-conflict settings. Using the conceptual framework of navigation, the author presents displaced persons as agentic, dynamic people with lived histories, present realities, and imagined futures which inform their journey through the education system. Semi-structured interviews with 16 IDPs who identified as parents or caregivers were conducted virtually. Displaced Iraqis value education for different reasons, ranging from basic literacy to employment to societal improvement. In doing so, the author challenges the barrier-dominant framework through which IDP educational access is often understood and nuanced with a temporal lens which requires us to identify IDPs as (1) persons capable of making choices for themselves, (2) givers as well as receivers, and (3) persons who aspire to goals beyond basic survival.

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Education for Refugees and Forced (Im)Migrants Across Time and Context
Type: Book
ISBN: 978-1-83753-421-0

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Book part
Publication date: 6 January 2016

Allyson Krupar and Esther Prins

Using conceptions of transnationalism to (re)evaluate the field of comparative and international education (CIE), this chapter analyzes educational programming and policy for…

Abstract

Using conceptions of transnationalism to (re)evaluate the field of comparative and international education (CIE), this chapter analyzes educational programming and policy for migrant refugee youth at the margins and borderlands of the nation-state system. Drawing from newspaper articles about displaced youth on Kenya’s eastern border and the southwestern U.S. border, this chapter focuses on comparative and international education’s potential influence on programming and policies in borderland regions. Both populations present the need for targeted educational programming within and outside of formal education systems and urgency for research linked with practice. We argue that CIE scholars can fill a critical, activist purpose to draw attention to educational access and curricular content in educational projects at the borders of the nation-state system, to investigate programming, and to work with practitioners and policy makers to address the needs of youth on the physical and figurative margins of education.

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Annual Review of Comparative and International Education 2015
Type: Book
ISBN: 978-1-78560-297-9

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Book part
Publication date: 26 August 2019

Poonam Batra

Several countries in South Asia face the challenge of ineffective educational reforms manifest in increasing rates of school failure and poor learning outcomes after embarking…

Abstract

Several countries in South Asia face the challenge of ineffective educational reforms manifest in increasing rates of school failure and poor learning outcomes after embarking along education for all. Critical voices from the South have questioned the relevance and appropriateness of ideas that have shaped these reforms. Narratives from the region tell us that importation of educational concepts and policy orientations have led to the dismantling of existing structures and processes of education, creating new forms of inequities and disadvantage. The sheer scale and diversity of populations within the region poses formidable challenges and opportunities for contextual innovation. The construction of national imaginaries in the diverse societies of South Asia has the potential to provide new discourses to educational reform; going beyond the abstract goals set by disconnected international experts and the institutional processes they represent. This chapter deliberates on the need to establish a persuasive critical perspective that can influence and shape the trajectories of policy and practice, research and theorization, within the field of comparative education in South Asia, and the global south.

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Comparative and International Education: Survey of an Infinite Field
Type: Book
ISBN: 978-1-78743-392-2

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Book part
Publication date: 8 August 2016

Marcella Turner-Cmuchal and Stuart Aitken

Within today’s information and knowledge society, learners with disabilities and/or special education needs (SEN) are among the groups most likely to encounter barriers to…

Abstract

Within today’s information and knowledge society, learners with disabilities and/or special education needs (SEN) are among the groups most likely to encounter barriers to accessing and using ICT, while at the same time the essential purpose of using ICT in education for learners with disabilities and/or SEN is to promote equity in educational opportunities.

This chapter considers two key issues:

  • Legislation and policy focussing upon rights and entitlements to ICT as an educational equity issue;

  • Access to appropriate ICTs within an accessible and sustainable ICT infrastructure for learners with disabilities and/or SEN.

Legislation and policy focussing upon rights and entitlements to ICT as an educational equity issue;

Access to appropriate ICTs within an accessible and sustainable ICT infrastructure for learners with disabilities and/or SEN.

In the chapter, how international and European level policy impacts upon the use of ICT in inclusive education will be discussed, followed by the presentation of a profile of a fictitious learner with disabilities who uses ICT as a key tool for accessing educational and inclusive learning opportunities. The case study will be used to exemplify the sorts of issues apparent in many different policy and practice situations across Europe.

Based on this discussion, a consideration of the use of ICT in inclusive education as a tool to enable all learners to be empowered in their learning is presented. This discussion leads to the identification of three potential policy levers that should be further exploited in attempts to address the digital divide and ensure all learners benefit from ICT as a tool for accessing inclusive learning opportunities:

  1. Public procurement;

  2. A widespread programme of training for all stakeholders;

  3. School level policies and action plans for ICT.

Public procurement;

A widespread programme of training for all stakeholders;

School level policies and action plans for ICT.

Details

Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap
Type: Book
ISBN: 978-1-78635-388-7

Keywords

Book part
Publication date: 9 August 2014

Alexander W. Wiseman and Audree Chase-Mayoral

Neo-institutional theory has provided a productive perspective on comparative and international education phenomena since the 1970s. Yet, recent critical discourse about…

Abstract

Neo-institutional theory has provided a productive perspective on comparative and international education phenomena since the 1970s. Yet, recent critical discourse about educational phenomena investigated through a neo-institutional lens has been somewhat one-sided. The authors reexamine neo-institutional theory and its application to comparative and international education by demonstrating the ways that the theory frames both macro- and micro-level educational phenomena. The ability to shift the discourse about neo-institutional theory from a largely macro-level framework to one capable of investigating educational changes occurring at the micro level is vital to understanding the comprehensiveness of national educational systems and the ways that both world culture and individual agency contribute to these systems. Specifically, using the empirical application of neo-institutional theory to the intersection of information and communication technology (ICT) and internationally comparative educational data, the macro and micro levels of educational phenomena can be productively examined. In so doing, this chapter shifts the discourse on how and why neo-institutional theory reflects cross-national educational trends and micro-contextual effects on education worldwide.

Book part
Publication date: 19 December 2016

Rolf Straubhaar

Throughout Latin America, policy-makers are struggling to reconcile two conflicting political pressures: (i) the push to become more globally competitive on the basis of…

Abstract

Throughout Latin America, policy-makers are struggling to reconcile two conflicting political pressures: (i) the push to become more globally competitive on the basis of international assessments such as the Program for International Student Assessment (PISA), and (ii) the simultaneous need to address long-standing, entrenched inequities in both educational quality and access throughout much of the region. This chapter documents how policy-making elites throughout Latin America are trying to address these two goals by incorporating “evidence-based” policy solutions that can be empirically defended as promoting equity. However, scholars throughout Latin America argue that instead of promoting equity, an increasing focus on accountability in educational policy at the national level throughout the region has resulted instead in a shift in priorities from the governance of educational systems to evaluation of those systems, with the state functioning primarily as an Evaluative State. This argument is developed through secondary analysis of the Hispanophone and Lusophone academic education literatures of Latin America, whose robust and rigorous studies of these trends at both national and regional levels remain little explored within the Anglophone academic tradition.

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The Global Educational Policy Environment in the Fourth Industrial Revolution
Type: Book
ISBN: 978-1-78635-044-2

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Book part
Publication date: 11 May 2010

Xiaogang Wu and Zhuoni Zhang

This chapter examines the trend in school enrollment and transitions to senior high school and to college in China for selected young cohorts since the 1990s, based on the…

Abstract

This chapter examines the trend in school enrollment and transitions to senior high school and to college in China for selected young cohorts since the 1990s, based on the analyses of the sample data from population censuses in 1990 and 2000 and the mini-census in 2005. We pay particular attention to educational inequality based on gender and the household registration system (hukou) in the context of educational expansion. Results show a substantial increase in educational opportunities over time at all levels. In particular, women have gained relatively more; gender inequality has decreased over time, and the gap in college enrollments was even reversed to favor women in 2005. However, rural–urban inequality was enlarged in the 1990s. The educational expansion has mainly benefited females and urban residents.

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Globalization, Changing Demographics, and Educational Challenges in East Asia
Type: Book
ISBN: 978-1-84950-977-0

Book part
Publication date: 13 March 2012

Walter R. Allen and Uma Jayakumar

This study overviews the representation of students of color at critical junctures in California's educational pipeline based on analyses of California Postsecondary Education…

Abstract

This study overviews the representation of students of color at critical junctures in California's educational pipeline based on analyses of California Postsecondary Education Commission (CPEC) and the California Department of Education (CDE) data. More specifically, it examines high school completion, undergraduate and graduate attendance rates, and degree attainment for different racial/ethnic groups within California's higher education system and related state-wide statistics. In doing so, we aim to provide a critical analysis of the state's educational system and the conditions for access and success in higher education.

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As the World Turns: Implications of Global Shifts in Higher Education for Theory, Research and Practice
Type: Book
ISBN: 978-1-78052-641-6

Keywords

Book part
Publication date: 19 May 2009

Daniel Kirk and Diane Napier

In recent years, interest in educational issues in the Muslim world has grown rapidly. This interest runs parallel with a media-led exploration of all things Muslim and the ideas…

Abstract

In recent years, interest in educational issues in the Muslim world has grown rapidly. This interest runs parallel with a media-led exploration of all things Muslim and the ideas that are fundamental to the tenets of Islam. This trend in examining the educational issues that exist in countries that are predominantly Islamic in history, culture, and belief, is part of a wider awareness of the educational elements of a globalized system of commerce, communication, education, and modernization. The United Arab Emirates (UAE) has embraced many facets of globalization, striving to become a regional power and a new financial and commercial hub in the Middle East and a high-tech center in a globally oriented society. Along with other Arab nations, the UAE has recognized the strategic role played by education in national development and modernization.

Details

Gender, Equality and Education from International and Comparative Perspectives
Type: Book
ISBN: 978-1-84855-094-0

Book part
Publication date: 11 May 2007

Jasmine Renner Esq

Civil war and conflict in African nations tend to involve the destruction, damage, and neglect of schools and classrooms. Sierra Leone is no exception. The slaughter and dispersal…

Abstract

Civil war and conflict in African nations tend to involve the destruction, damage, and neglect of schools and classrooms. Sierra Leone is no exception. The slaughter and dispersal of children and the unemployment of teachers, coupled with the loss of equipment, textbooks and other supplies, accounted for the rapid decline in school enrolments during the civil war. This chapter seeks to provide a synthesis of the impact of the global mandate “Education for All” in Sierra Leone's local and national context. It provides examples of contextual realities and challenges that confront the implementation of this international mandate. The chapter argues that Sierra Leone's embrace and constant striving for the actualization of this global mandate is encouraging, but lacks significant contextual quality to make it a truly realized promise. Although progress can be classified as ongoing and truly encouraging, vital historical lessons can be learnt as the country forges to foster the realization of this dream.

Details

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

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