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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.
This book offers a practical and approachable overview of central
theories in comparative and international education (CIE). The
chapters focus in depth on specific theoretical perspectives and
seek to elucidate the histories, assumptions, and recent
developments of these theories. The chapters also situate the
theories within CIE, include specific case studies of theoretical
application, and outline suggestions for further reading. Written
by leading scholars from around the world, this is must-have
reference work for anyone teaching, researching, studying, or
working in CIE. The handbook includes chapters on a diverse
collection of theories, including but not limited to:
Structural-functionalism, Colonialism/Imperialism, Marxism, Human
Capital Theory, Dependency/World Systems Theory, Post-Colonialism,
Post-Socialism, Post-Foundationalism, Neo-liberalism,
Neo-Institutionalism, Neo-Marxism, Policy Borrowing and Lending,
Peace Theories, Human Rights, Constructivism, Racism, Gender, Queer
Theory, Social Network Theory, Capabilities Theory, and Cultural
Political Economy.
Educational Transitions in Post-Revolutionary Spaces explores the
transformation of the education system in Tunisia following the
Jasmine Revolution, the first of a wave of revolutions known as the
Arab Spring. The authors provide a detailed account of how
Tunisia's robust education system shaped and sparked the conflict
as educated youth became disgruntled with their economic
conditions. Exploring themes such as radicalization, gender,
activism and social media, the chapters map out the steps occurring
during transitions from authoritarian rule to democracy.
Educational Transitions in Post-Revolutionary Spaces traces the
origins of the conflict and revolution in societal issues,
including unemployment, inequality and poverty, and explores how
Islam and security influenced the transition. The book not only
offers a thorough understanding of the role of youth in the
revolution and how they were shaped by Tunisia's educational
system. Crucially, it provides a comprehensive understating of
theoretical and methodological insights needed to study educational
transitions in other post-revolutionary contexts.
This book examines the policy outcomes of purportedly unavoidable
tendencies towards educational isomorphism and harmonization by
analyzing, at a regional level, the educational policies devised
and carried out by the Caribbean Community (CARICOM) over the past
two decades. It chronicles the policy process (functional
cooperation) and policy tools (lessons-drawing, externalization and
policy transfer) of regionalization and highlights, from a
cooperation and collaboration perspective, the importance of time,
space, and geographic proximity and their roles in furthering
convergence. The book's analyses conclude by showing that, based on
the semantics of harmonization, educational isomorphism occurs in
cyclical waves and that the fifteen member states of CARICOM only
cooperate when it is in their best interest, irrespective of the
policy outcome. Therefore, the isomorphic tendencies that exist at
the regional level are not - or not primarily - the result of a
world polity as hypothesized by neo-institutionalist theory, but
rather that of collective choices to confront both challenges and
opportunities of globalization and global competition.
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.
This volume focuses on the rise of educational regulation and
educational governance in a post-2015 era. Across the globe,
unfettered globalization is being curtailed and cooperation and
collaboration at the regional level appears to be at an
unprecedented high, yet there are still substantial disparities
across national levels in education, social, political, and
economic sectors. This volume investigates the nexus between
national policy mandates, regional aspirations and international
benchmarks and commitments. In doing so, it uses a critical
educational policy studies approach to examine the various scales
of the politics of education to explain how changes in the global
and political economy influences national educational policies and
practices. Thus, the politics of education within small (and micro)
states is linked to various educational agenda settings and
attitudes within the national and regional policy environment and
the actors and institutions that shape these agendas. Chapters
within this volume explain at what scale policy decisions are taken
within the policy environment and who has the authoritative
allocation of values.
The volume is concerned with educational developments in small and
microstates, a topic that has only relatively recently started to
attract the attention it deserves. It is guided by the questions
(i) if and how small and microstates deal with policy challenges to
their education systems that are particularly important for their
future development and (ii) whether there is something like typical
"small / microstate behavior." The volume seeks to contribute to a
genuinely comparative approach to education in small and
microstates. Moreover, widening conventional definitions of
smallness, it aims to advance research in the field not only in a
thematic but also in a theoretical perspective. Overall, the volume
seeks to expand our understanding of small and microstates - and by
implication of big states as well -, especially regarding what is
general and what is particular about their behavior.
This book offers a practical and approachable overview of central
theories in comparative and international education (CIE). The
chapters focus in depth on specific theoretical perspectives and
seek to elucidate the histories, assumptions, and recent
developments of these theories. The chapters also situate the
theories within CIE, include specific case studies of theoretical
application, and outline suggestions for further reading. Written
by leading scholars from around the world, this is must-have
reference work for anyone teaching, researching, studying, or
working in CIE. The handbook includes chapters on a diverse
collection of theories, including but not limited to:
Structural-functionalism, Colonialism/Imperialism, Marxism, Human
Capital Theory, Dependency/World Systems Theory, Post-Colonialism,
Post-Socialism, Post-Foundationalism, Neo-liberalism,
Neo-Institutionalism, Neo-Marxism, Policy Borrowing and Lending,
Peace Theories, Human Rights, Constructivism, Racism, Gender, Queer
Theory, Social Network Theory, Capabilities Theory, and Cultural
Political Economy.
Educational Transitions in Post-Revolutionary Spaces explores the
transformation of the education system in Tunisia following the
Jasmine Revolution, the first of a wave of revolutions known as the
Arab Spring. The authors provide a detailed account of how
Tunisia's robust education system shaped and sparked the conflict
as educated youth became disgruntled with their economic
conditions. Exploring themes such as radicalization, gender,
activism and social media, the chapters map out the steps occurring
during transitions from authoritarian rule to democracy.
Educational Transitions in Post-Revolutionary Spaces traces the
origins of the conflict and revolution in societal issues,
including unemployment, inequality and poverty, and explores how
Islam and security influenced the transition. The book not only
offers a thorough understanding of the role of youth in the
revolution and how they were shaped by Tunisia's educational
system. Crucially, it provides a comprehensive understating of
theoretical and methodological insights needed to study educational
transitions in other post-revolutionary contexts.
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