This article describes teacher education in jurisdictions around the world that have well-developed systems for teacher development. It examines teacher education policies and practices in Australia ...(with a focus on Victoria and New South Wales), Canada (with a focus on Alberta and Ontario), Finland and Singapore within the context of recruitment, preparation, induction, ongoing professional development and collective improvement of practice. It compares these practices with those in the United States, and evaluates challenges countries face in transforming their teacher development systems.
This book explores the evolution and current state of the scholarly field of comparative and international education over 200 years of development. Experts in the field explore comparative and ...international education in each of the major world regions.
This article, which serves to introduce the special issue on “Contesting Coloniality: Rethinking Knowledge Production and Circulation in Comparative and International Education,” brings to the fore ...the rarely acknowledged colonial entanglements of knowledge in the field of comparative and international education (CIE). We begin by showing how colonial logics underpin the scholarship of one of the field’s founding figures, Isaac L. Kandel. These logics gained legitimacy through the Cold War geopolitical contexts in which the field was established and have shaped subsequent approaches including the much-debated world-culture approach to globalization in education. The article then reviews decolonial, postcolonial, and southern theory scholarship as an intellectual resource upon which CIE scholars and practitioners can draw to tackle these active colonial legacies. We situate the contribution of this special issue within this larger intellectual movement and call for a major collective rethinking of the way CIE knowledge is produced and circulated on a global scale.
Este artículo, que sirve para introducir la edición especial sobre el “Rechazo de la colonialidad: Reflexión sobre la producción y la circulación del conocimiento en la educación comparativa e internacional”, destaca el conflicto colonial rara vez reconocido del conocimiento en el campo de la educación comparativa e internacional (comparative and international education, CIE). Comenzamos mostrando cómo la lógica colonial sostiene la erudición de una de las figuras fundadoras del campo, Isaac L. Kandel. Esta lógica ganó legitimidad a través de los contextos geopolíticos de la Guerra Fría en los cuales se estableció el campo y ha formado enfoques posteriores, incluyendo el enfoque de cultura universal muy discutido sobre la globalización en la educación. El artículo luego revisa la erudición de la teoría decolonial, postcolonial y sureña como fuente intelectual sobre la cual los académicos y los profesionales de la CIE pueden elaborar para combatir estos legados coloniales activos. Situamos la contribución de esta edición especial dentro de este gran movimiento intelectual y convocamos a una reflexión colectiva importante sobre la forma en que se produce y circula el conocimiento de la CIE en una escala global.
Cet article, qui sert d’introduction au numéro spécial sur “Contestation de la colonialité : repenser la production et la circulation des connaissances dans l’éduction comparée et internationale,” fait la lumière sur les enchevêtrements coloniaux de la connaissance, rarement reconnus, dans le champ de l’éducation comparée et internationale (ECI). Nous commençons en montrant comment les logiques coloniales confortent la bourse d’étude de l’une des figures fondatrices du secteur, Isaac L.Kandel. Ces logiques ont gagné leur légitimité dans les contextes géopolitiques de la Guerre Froide dans lesquelles le secteur a été établi et elles ont modelé les approches qui ont suivi, y compris l’approche de culture planétaire très controversée de la mondialisation dans l’éducation. L’article passe ensuite en revuela théorie décoloniale, post-coloniale et des pays du Sud en tant que ressource intellectuelle sur laquelle les universitaires et professionnels de l’ECI peuvent se baser pour contrer ces héritages coloniaux encore en cours. Nous plaçons la contribution de ce numéro spécial au sein de ce mouvement intellectuel élargi et nous appelons à repenser collectivement la façon de produire des connaissances ECI et de les faire circuler à l’échelle mondiale.
本文旨在介绍关于“质疑殖民性：反思 比较和国际教育中的知识产生和传播”这一特殊问题， 突出在比较和国际教育 (CIE) 领域中并不广为人知的殖民纠葛知识 的重要地位。首先，我们来看看殖民逻辑是如何 支撑该领域创始人之一 Isaac L. Kandel 的学术研究的。这些逻辑历经冷战的地理政治背景之后获得了合法性， 由此该领域得以建立并已形成随后的各种方法，包括 饱受争议的针对教育全球化的世界文化方法。本文进而综述了 反殖民、后殖民和南方理论学术研究，作为 CIE 学者和实践者处理这些活跃的殖民遗产可以利用的智力资源。 我们认可了在此更大的思想运动中这一特殊问题的贡献， 并且呼吁在全球范围内对 CIE 知识产生和传播方式 进行重要的共同反思。
تهدف هذه المقالة إلى إبراز موضوع خاص يتعلق د "معارضة الاستعمار: إعادة النظر ف ي ،" والب ول ي المقا ر ن ا ل ت ع ل ي م ف ي والت دا و ل ال م ع رف ي ا لإن ت ا ج ال م ع رف ة ف ي ا لا ست ع ما ر ي الت دا خ ل و و ألا ب ه الإقرار ي ن د ر أمر عل ى ال ضو ء ي س ل ط ما وه و . والدولي المقا ر ن ا ل ت ع ل ي م مجال ف ي و ذب دأ بإلقاء الضوء على ف ي ال م ؤ س سة ا صخ صيا ت من لواحد ال د را سي ة ال من حة عل ى ا ث ر ق د ا لا ست ع ما ر ي المن ط ق أسس ك ي ف .إل اسحق،المجال كاندد ولقد اكنسبد^ تلك الأسس المنطقية شرعية في السياقات الجيوسياسية ذل ك ف ي ب م ا المدخل ش ك ل ما و و المجال هذا ف ي ه ا ظهر ا ل ت ي البا ر د ة الحرب ف ي . ا ل ت ع ل ي م ف ي ال ع ول م ة ن ح و الجدل محل ال عال م ي الثق ا ف ي المدخدومن ثم فإن هذه المقالة تستعرض مصدرا با عت با ر ها ا لا ست ع ما ر من والت ح ر ر ا لا ست ع ما ر لإنهاء ا ل ج ن و ب ي ة الن ظ ري ة و ف ق ال د را سي ة ال من ح فكريا ا لا ست ع ما ر ي الإرث ذل ك ع ل ل ت ع ا م ل عل ي ه ا ل ت ع و ي ل وال د ول ي المقا ر ن ا ل ت ع ل ي م وممارسي ل عال م ي ي م ك ن ٠ ا ئ ونحن نضع إسهامات ذلك الموضوع الخاص في سياق الحركة الفكرية الأوس ع ا ل ت ع ل ي م ف ي ال م ع رف ة و ت ع م ي م إ ن ت ا ج ط ريق ة ف ي موسع نطاق عل ى ال جما عية ا ظ ظر إعادة ون طل ب وال د ول ي المقا ر ن .عالمي نطاق عل ى
В этой статье, предваряющей специальный выпуск «Борьба с колониальностью: новый подход к производству и циркуляции знаний в сравнительном и международном образовании» (Contesting Coloniality: Rethinking Knowledge Production and Circulation in Comparative and International Education) рассматриваются крайне редко обсуждаемые проблемы формирования знаний в области сравнительного и международного образования (СМО). Для начала авторы показывают, каким образом колониальная логика обеспечила образование одного из основоположников данной области, Исаака Л. Кандела. Такая логика возникла в геополитическом контексте Холодной войны, в котором была создана эта область и сформировались соответствующие подходы, включая широко обсуждаемый мировой подход к глобализации в образовании. Далее авторы рассматривают доколониальное и постколониальное образование, а также образование согласно принципам южной теории как интеллектуальный ресурс, позволяющий теоретикам и практикам СМО взять это колониальное наследие на вооружение. Авторы считают этот вопрос частью более крупного интеллектуального движения и призывают к серьезному коллективному пересмотру принципов производства и циркуляции знаний об СМО в общемировом масштабе.
The massive damages of COVID-19 may be incalculable. But in the spirit of never wasting a good crisis, COVID-19 represents an opportunity to rethink education. The rethinking should not be about ...improving schooling, but should focus on the what, how, and where of learning. This article highlights some of the questions that schools can ask as they reimagine post-COVID education.
In 1999, a declaration formalizing "the European process" was signed at and informally named for Europe's oldest university: Bologna. "The Bologna Process" has transformed higher education in ...Europe.This book is essential reading for anyone concerned about the ability of America's higher education system to position the country for competitiveness in a global economy, about its failure to broaden access and participation, or to respond to calls for accountability, and specifically about whether it is ready to address the redoubtable challenge that Bologna Process represents on all these issues. In this book Paul Gaston assesses the Process' accomplishments, weighing its strengths and weaknesses, and evaluates which features pose a threat, which we can learn from, and which may be inappropriate for our system of higher education.Bologna's achievements in making higher education more accessible, in rationalizing and making consistent the evaluation of credits, and the definition and measurement of learning outcomes for all disciplines, all constitute a major "wake-up call" for American higher education. If we consider Europeans' increased participation in higher education, their increased graduation rates, and the fact that Europe is retaining more of its students and attracting more international students, American higher education may be losing its competitive advantage. For all these reasons, it is vital that educators and policy makers understand Bologna and its implications for American higher education. It represents a formidable challenge on a matter of national priority. This book provides that understanding by offering a realistic and balanced account of Bologna's achievements, and suggesting how US higher education can constructively and effectively respond.
The article offers an interpretation of comparative education as an episteme that is entangled with international relations. It does so by seeking to extract past and present forms and patterns of ...comparative educational thought and action from the three main traditions of international relations, namely: realism, rationalism and revolutionism. It is specifically argued that each of these three traditions offers different understandings of the nature of international society and how its main actors conduct themselves in it. These different understandings of the nature of international politics enable different ways of thinking about, and acting upon, the educational world comparatively. The implications of this interpretation of comparative education for the future are highlighted in the conclusion.
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