ABSTRACT Mother tongue-based education has been central to the promotion of early literacy skills in many multilingual contexts of the Global South. However, learners in such environments may face significant linguistic challenges when changing language of instruction during schooling. In particular, the linguistic distance between mother tongue and official language may be a significant barrier to

ABSTRACT Data from sub-Saharan Africa show that many students leave school without the skills they need. To address this issue, it is important to understand what factors influence learning. According to the Heyneman and Loxley effect established in 1983, in low income countries school quality influences how much students learn more than those students’ backgrounds. Recent research suggests that this

(2021). Beyond the master’s tools: decolonising knowledge orders, research methods and teaching. Compare: A Journal of Comparative and International Education. Ahead of Print.

ABSTRACT Based on ethnographic fieldwork, we explore the rural-urban migration of 27 girls and young women who leave their rural communities and move to the city to pursue their secondary education, in the ethnically diverse Southern Region of Ethiopia. We consider the nature and extent of the inequalities that they face in rural areas which limit their education opportunities and outcomes and underpin

ABSTRACT Education is increasingly becoming central to debates about how to promote peace in conflict-affected societies. Equitable access to quality learning, promotion of social justice through educational reforms and conflict-sensitive curricular and pedagogical approaches are viewed as peace supporting educational interventions. Drawing upon the existing body of literature in the area of education

(2021). Correction. Compare: A Journal of Comparative and International Education. Ahead of Print.

ABSTRACT Education determines life chances across the globe, but human capital and skill formation offer context-specific advantages in the labour market during the transition from school to work. Our study focuses specifically on the varying effects of low skill on youth ‘not in employment, education or training’ (NEET) statuses via educational attainments. Using Programme for the International Assessment

ABSTRACT This article provides a case study to examine a partnership involving Haitian and Canadian organisations to address Sustainable Development Goal 4, Quality Education, and Sustainable Development Goal 17, Partnerships. Data collection included interviews with leaders of a professional development initiative for teachers in northern Haiti, participants in the initiative, and observations of

ABSTRACT This article examines French and English average performances and educational inequality in the Programme for International Student Assessment (PISA) between 2000 and 2018. It asks why English average scores in 2018 are much higher than those of France when they were fairly similar in previous PISA assessments. It questions why the impact of socio-economic background on educational performance

ABSTRACT Teachers and pupils co-construct classroom reality, but existing studies examining learner-centred pedagogy (LCP) in the Global South have primarily focused on teachers. Pupils’ experiences with LCP and its contribution to their learning have attracted little scholarly attention. This article seeks to address this gap to some extent by exploring not only teaching and learning practices observed

ABSTRACT Occupationally mobile families exist in multiple forms globally. While these families contribute significantly to the socioeconomic life of the locations that they traverse, sometimes their mobilities generate hostility in those locations. This hostility in the form of an anti-nomadic/sedentarist ideology creates corresponding difficulties for the schooling options and outcomes of the children

ABSTRACT In 2012, Ecuador signed an agreement to introduce the International Baccalaureate into the country’s public-schools. Once considered an emblematic policy of former president Correa’s administration, the initiative is now questioned and its future uncertain. This ethnographic study strives to write against the commonly invoked deficit narratives that attribute the initiative’s shortcoming to

ABSTRACT The Constitution of Ukraine mandates that the complete secondary education be compulsory. While women have access to free secondary education in prisons, this constitutional requirement is not enforced across all prisons. Furthermore, higher education is not easily accessible in prison and is further fraught with challenges post incarceration. This qualitative research study draws on the conceptual

(2021). Transforming comparative education: Fifty years of theory building at Stanford. Compare: A Journal of Comparative and International Education. Ahead of Print.

(2021). Critical studies of education in Asia: knowledge, power and the politics of curriculum reforms. Compare: A Journal of Comparative and International Education. Ahead of Print.

ABSTRACT Compare is a leading journal in the comparative and international education research field, celebrating its 50th anniversary in 2020. To commemorate this milestone, we conducted a bibliometric analysis of 428 papers published in Compare between 2010 and 2019 to assess this journal’s productivity and influence. The findings show that in the past decade, Compare experienced significant growth

ABSTRACT In light of socio-political dynamics at play in contemporary Thailand, higher education (HE) is becoming an important site for citizenship learning. This article interrogates priorities and practices of civic/citizenship education in Thai universities. Data was collected through in-depth interviews with leadership in five public universities across Thailand. Findings suggest that civic/citizenship

ABSTRACT Global citizenship education (GCE) has emerged as a powerful force in global and national discourses, with scholars and dominant international organisations stressing it to be the overarching educational framework. Although numerous approaches have been adopted to promote it, most of the strategies focus on transnational activities. There is less focus on national engagements. Utilising a

ABSTRACT Drawing on a critical conceptualisation of human rights education (HRE), this study investigates how human rights were presented in a set of textbooks which were used in Turkey from 1950 to 2020. Findings show that the textbooks avoid human rights issues, struggles, campaigns, and activists by sustaining a de-politicised and de-contextualised narrative. They do not even refer to the Holocaust

ABSTRACT This article focuses on deepening the understanding of the factors affecting migrant students’ integration in Ghana’s educational system. Research on migrant education has primarily centred on northern destination countries. Using the case of West African migrant children in a multiethnic and multilingual Ghanaian setting, the article examines the complex and interplaying factors affecting

ABSTRACT Previous research on the implications of early-tracking education systems has not specifically focused on how studying in academic and non-academic tracks shapes the features and characteristics of shadow education (private tutoring) that students are involved in. The study compares the scale and features of private tutoring and the underlying factors of its reception among lower-secondary

ABSTRACT This paper compares two modern sanctuary institutions primarily construed for undocumented peoples in the U.S.; Christian-based church sanctuaries, and public-school districts that have declared themselves as ‘sanctuaries.’ Through examination of 10 church sanctuary resolutions and 10 school district resolutions from across the country, the study inquires about the extent to which sanctuary

ABSTRACT Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequity in learning. But national data and international test outcomes may mask the hidden inequities that exist between minoritized groups and majority (Kinh) students

(2021). Pedagogy and nuances of care – towards a philosophy of caring in higher education. Compare: A Journal of Comparative and International Education. Ahead of Print.

(2021). Social equality in education, France and England 1789–1939. Compare: A Journal of Comparative and International Education. Ahead of Print.

ABSTRACT This study examines how socio-political divisions–particularly race/ethnicity and religion–were related to democratic civic engagement (DCE) in three divided societies: Northern Ireland (NI), South Africa (SA), and the United States (US). Adolescents exposed to well-evaluated, parallel civics curricula reported significantly greater civic engagement in SA than in the US; those in the US reported

ABSTRACT The lived realities of agents involved in educational borrowing or transfer are often omitted as research and discussions reside predominantly at a macro level. Through the lens of a comparative educational change framework synthesising concepts in educational change and comparative education, this study examines the lived experiences of teachers in Singapore implementing differentiated instruction

ABSTRACT The main role of an elite school is to produce future leaders and this paper examines how four elite schools in different parts of the Global South are engaging in this process. Despite the critiques of global citizenship education (GCE) being a vestige of the colonial project, we analyse closely how it is being actively and productively appropriated by the four schools. Our comparative analysis

ABSTRACT A growing literature, much of it with cross-national comparisons, employs geographic lenses to secure insights into educational studies. Most of this literature focuses on schooling, though parts address kindergartens and higher education. The present paper, by contrast, employs geographic lenses to focus on the shadow education system of private supplementary tutoring. It is called shadow

ABSTRACT In-country migration is widespread in South Asia, and the region hosts the world’s largest number of out-of-school children. Yet the relationship between internal migration and inclusion in formal education has received only limited academic and policy attention. The Agenda 2030 pledge to leave no-one behind prompts us to argue that when it comes to migrating children, formal education systems

ABSTRACT The Programme of International Student Assessment (PISA) has instigated domestic policy debate aimed at improving education systems’ quality and efficiency. Its high performers are often described as knowledge-based legitimation tools that have become reference societies. This article analyses if and the extent to which PISA affects the choice of reference societies used in education policy

(2021). Shadow education in Africa: private supplementary tutoring and its policy implications. Compare: A Journal of Comparative and International Education. Ahead of Print.

(2021). English-medium instruction and the internationalization of universities. Compare: A Journal of Comparative and International Education: Vol. 51, No. 5, pp. 784-786.

ABSTRACT The rate of emigration of highly educated people from the Caribbean is one of the highest in the world but little research exists on this phenomenon. This paper helps to fill this gap by focusing on one particular subset of Caribbean skilled emigrants, those working in higher education in the US, including academics and administrators. Drawing on an inductive methodology, and using data from

ABSTRACT There has been an increasing effort to deliver Education in Emergencies (EiE) from the international community since the 1990s because of protracted humanitarian situations. Despite the growing attention to EiE, many children in conflict-affected situations miss schooling without having the opportunity to receive a second chance education (SCE), or voice their perspectives on this situation

ABSTRACT This study analyses discourses of Pakistan’s national curriculum textbooks for grades 9–12 in the context of developing students’ national belonging vis-à-vis inclusive education and global interdependence. Drawing on teachers’ interviews and students’ focus groups and participatory tools, it also problematises teachers’ classroom practices and resulting students’ responses in this backdrop

ABSTRACT Well-being is realised through the interaction of the individual’s desires and capacities, and external contexts. Contexts in postcolonial societies diverge from the assumptions of functioning liberal democratic states and capitalist economies often assumed in theories of schooling. Instead, these contexts are characterised by poverty and inequality, cultural diversity, and ongoing projects

ABSTRACT Given the importance of local scholars’ understanding of research in their integration into global academia, this study explored the way scholars conceptualised and perceived the meaning of research and their identities as researchers. This article reports data from a qualitative case study using semi-structured interviews to explore the positioning and discursive identity of eight Vietnamese

ABSTRACT Research ethics in international and comparative education (ICE) highlights the diverse challenges that ICE researchers face in enacting ethical practice. In particular, the significant gaps between ethics presented in Western ethical guidelines and international fieldwork. Through analysis of existing guidelines and questionnaire responses from 46 BAICE members, this article demonstrates

ABSTRACT In spite of widespread initiatives to improve access to education for girls, substantive concerns remain. While there is a rich and growing body of literature on gendered experiences of school in majority world contexts, absent is a focus on how this intersects with children’s out of school lives. Further, research with children in rural communities is limited, including those who are in the

ABSTRACT Research ethics in international and comparative education (ICE) highlights the diverse challenges that ICE researchers face in enacting ethical practice. In particular, the significant gaps between ethics presented in Western ethical guidelines and international fieldwork. Through analysis of existing guidelines and questionnaire responses from 46 BAICE members, this article demonstrates

ABSTRACT This paper introduces and uses Lakatos’ idea of research programmes to summarise and critically evaluate academic discourse towards knowledge capital theory. The analysis uses rational reconstruction to formulate the components of the hardcore and protective belt of knowledge capital theory. By critically surveying the literature, it challenges the validity of the claims made by Erik Hanushek

ABSTRACT There has been a growing concern in Kenya that boys have gradually been left out of the gender equation with little research capturing their schooling experiences. When examined, boys’ underachievement is treated with suspicion that has led to few studies demonstrating their marginalisation. This paper explored the manifestations of boys’ underachievement in education in Busia and Kirinyaga

(2021). Editorial note. Compare: A Journal of Comparative and International Education: Vol. 51, No. 1, pp. 1-1.

(2021). Miriam McGregor: 21st March 1965 –26th. November 2020. Compare: A Journal of Comparative and International Education: Vol. 51, No. 1, pp. 2-3.

(2021). Occupying schools, occupying land. Compare: A Journal of Comparative and International Education. Ahead of Print.

ABSTRACT In this paper, we examine 15 academics who crossed national borders in response to the strong pull of recruiting efforts from a Korean university. These foreign professors at the case university are on tenure-stream and teach regular academic courses in various academic departments and colleges. By discussing their motivations for global mobility, their professional experiences and plans for

ABSTRACT International academic mobility has gained widespread attention in higher education as new hosting countries have emerged in addition to traditional destinations. In this changing environment, little emphasis has been placed on international academics in emerging non-Western destinations. This qualitative study examines the experiences of 18 Western-origin faculty members in Turkey, an emerging

ABSTRACT In the evaluation of any political strategy, it is essential to carry out the collection and analysis of the available data. The presentation of a complex phenomenon by means of synthetic measures can improve both the political actors’ understanding of the situation and the design of new measures. In this paper, we deal with the problem of the construction of a multidimensional composite indicator

ABSTRACT This study examines colonial governmentality in a Sri Lankan partner institution of University of London (UOL) through semi-structured interviews with students and faculty. UOL began administrating colonised educational spaces in the 19th century, and now governs approximately 80 partner institutions throughout the global South. Its governmentality structures an arterial topology of power

ABSTRACT Calls for global citizenship education (GCE) in primary education have been making themselves heard in recent literature in different national and international contexts. Primary school teachers must be equipped with the necessary competencies required to carry out this broader task appropriately. This article seeks to understand how experienced teachers and teacher educators look at GCE and

(2021). Transnational perspectives on democracy, citizenship, human rights and peace education. Compare: A Journal of Comparative and International Education. Ahead of Print.

ABSTRACT International tests demonstrate that students’ mathematics and reading skills vary widely across countries. I investigate whether a country’s cultural characteristics are the fundamental cause of these differences, while family and school characteristics are the proximate causes. I find that while either cultural characteristics or family and school characteristics can explain average student

ABSTRACT This paper explores how a group of Cambodian teachers implemented the Ministry of Education’s Child Friendly Schools Policy. It uses the concept of translation to enable a more nuanced understanding of those factors that shaped and influenced how they interacted with and enacted the policy. Using a multi-site case study in three primary schools, in distinct locations, data were collected,

(2021). Transnational perspectives on democracy, citizenship, human rights and peace education. Compare: A Journal of Comparative and International Education: Vol. 51, No. 5, pp. 782-783.

ABSTRACT A growing literature addresses the experiences of international students in higher education. However, limited attention has been paid to how satisfied international students are with their educational experience (gown) and their non-educational experiences related to, e.g. culture, transportation, administrative matters and housing (town). This paper presents findings from a study on 392

ABSTRACT While a lot of literature has debated the effectiveness of international economic sanctions on sanctioned countries, little is known about the state of research on the impact of economic sanctions on education. The purpose of this scoping review was to map the literature on the effects of international economic sanctions on education. Searches of eight electronic databases and the grey literature

ABSTRACT This study extends research on school-based teacher collaboration from single country to comparative settings in Chile and Portugal. Based on interviews with school teachers and principals, the study focused on collaboration engagement and factors conditioning its modalities and depth. Findings indicate that more than country differences and between school differences, collaboration factors

(2021). Intercultural competence and languages: inextricably linked or linked inexplicably?. Compare: A Journal of Comparative and International Education. Ahead of Print.

ABSTRACT This paper examines the extent to which the intercultural speaker is promoted through intercultural contacts in five Tunisian EFL textbooks produced in five different periods in the history of English language teaching in Tunisia. Using content analysis, the study evaluated the textbooks’ representation of intercultural contacts in texts and activities. The results revealed that intercultural