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Drawing on a post-foundational approach to Deleuze and Guattari's
seminal work on assemblage theory, this book explores the scholarly
field of comparative and international education (CIE). Written by
a diverse collection of international scholars from Australia,
Ireland, Italy, Malaysia, South Africa, Sweden, Switzerland, the UK
and the USA, the chapters use the assemblage paradigm as an
analytical tool to examine the continuously evolving field of CIE.
The theoretical chapters unpack assemblage theory and its core
components, whilst others draw on examples and international case
studies to show how assemblage theory could be applied to future
CIE research. The field of CIE is prone to constant
(re)configurations and this book casts the shaping of the field in
a fresh light, prompting new discussions on the field's variability
and flexibility.
This book draws critical connections between teacher education or
preparation and the field of comparative and international
education (CIE) showing ways in which the two fields can inform and
advance one another. The chapters consider how teacher education
shapes and is shaped by CIE, particularly in an era of
socio-cultural upheavals, politico-economic transformations and
climate or health crises affecting the human and natural world. The
question at the core of the book is: in what ways can comparative
and international education support a rethinking of teacher
education in the wake of the social movements for equity, justice
and civil liberties with ramifications for educators around the
world? It includes contributions from leading academics based in
Argentina, Canada, China, Columbia, Finland, Grenada, Hong Kong,
Myanmar, Spain, South Africa, Turkey and the USA. The chapters
cover topics ranging from equity, social justice, and the
sustainable development goals to country case-studies including
teacher education in Myanmar and a comparative study of teacher
preparation in South Korea and the USA.
Access to big data, the "new commodity" for the 21st century
economies, and its uses and potential abuses, has both conceptual
and methodological impacts for the field of comparative and
international education. This book examines, from a comparative
perspective, the impact of the movement from the so-called
knowledge-based economy towards the Intelligent Economy, which is
premised upon the application of knowledge. Knowledge, the central
component of the knowledge-based economy, is becoming less
important in an era that is projected to be dominated and defined
by the integration of complex technologies under the banner of the
fourth industrial revolution. In this new era that blends the
physical with the cyber-physical, the rise of education
intelligence means that clients including countries, organizations,
and other stakeholders are equipped with cutting-edge data in the
form of predicative analytics, and knowledge about global
educational predictions of future outcomes and trends. In this
sense, this timely volume links the advent of this new
technological revolution to the world of governance and policy
formulation in education in order to open a broader discussion
about the systemic and human implications for education of the
emerging intelligent economy. By providing a unique comparative
perspective on the Educational Intelligent economy, this book will
prove invaluable for researchers and scholars in the areas of
comparative education, artificial intelligence and educational
policy.
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