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Left behind? Internally migrating children and the ontological crisis of formal education systems in South Asia Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-04-19 Caroline Dyer, Vijitha Rajan
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
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Inspirations from abroad: the impact of PISA on countries’ choice of reference societies in education Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-04-19 Íris Santos, Vera G. Centeno
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
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Shadow education in Africa: private supplementary tutoring and its policy implications Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-04-09 Samson C. R. Kajawo
(2021). Shadow education in Africa: private supplementary tutoring and its policy implications. Compare: A Journal of Comparative and International Education. Ahead of Print.
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English-medium instruction and the internationalization of universities Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-04-07 Sheila Trahar
(2021). English-medium instruction and the internationalization of universities. Compare: A Journal of Comparative and International Education. Ahead of Print.
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‘I left because…’: Caribbean high-skilled emigrants’ reasons to migrate to the US Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-03-17 Nigel O. M. Brissett
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
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When education in emergencies fails: learners’ motivations for a second chance education in post-conflict Rwanda Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-02-26 Miho Taka
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
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Construction of students’ religious national identities in Pakistani state schools and its implications for minorities Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-02-24 M. Habib Qazi
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
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Schooling and well-being in postcolonial societies Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-02-15 Vikas Maniar
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
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Glocal production of knowledge: exploring Vietnamese scholars’ perception of ‘good’ research Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-02-10 Cuong Huu Hoang
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
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A framework for ethical research in international and comparative education Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-02-01 Esther McMahon, Lizzi O. Milligan
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
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Gendering childhood(s) and engagement with schooling in rural Sierra Leone Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-02-01 Dympna Devine, Elena Samonova, Giuseppe Bolotta, Ciaran Sugrue, Seaneen Sloan, Jennifer Symonds, Daniel Capistrano, Margaret Crean
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
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A framework for ethical research in international and comparative education Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-02-01 Esther McMahon, Lizzi O. Milligan
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
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Knowledge capital theory: a critical analysis using Lakatos’ idea of research programmes Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-01-29 Daniel Grant Williams
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
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Manifestations of boys’ under participation in education in Kenya: the case of Busia and Kirinyaga counties Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-01-26 Jafred Muyaka, David Emoit Omuse, Francis Likoye Malenya
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
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Editorial note Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-01-22 Jan Germen Janmaat, Tristan McCowan, Sheila Trahar
(2021). Editorial note. Compare: A Journal of Comparative and International Education: Vol. 51, No. 1, pp. 1-1.
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Miriam McGregor: 21st March 1965 –26th. November 2020 Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-01-22 Anna Robinson-Pant
(2021). Miriam McGregor: 21st March 1965 –26th. November 2020. Compare: A Journal of Comparative and International Education: Vol. 51, No. 1, pp. 2-3.
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Occupying schools, occupying land Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-01-22 William Wolff, D. Brent Edwards
(2021). Occupying schools, occupying land. Compare: A Journal of Comparative and International Education. Ahead of Print.
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The segmented mobility of globally mobile academics: a case study of foreign professors at a Korean university Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-01-20 Dongbin Kim, Sung-Sang Yoo, Heekwon Sohn, Erin L. Sonneveldt
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
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Changing patterns of international academic mobility: the experiences of Western-origin faculty members in Turkey Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-01-19 Fatma Nevra Seggie, Alper Calikoglu
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
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A multiplicative composite indicator to evaluate educational systems in OECD countries Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-01-18 C. Dominguez-Gil, M. M. Segovia-Gonzalez, I. Contreras
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
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‘We are helpless, we are not the authority’: colonial governmentality in a Sri Lankan transnational education institution Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-01-18 David Golding
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
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Global teaching competencies in primary education Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-01-13 Iris M. van Werven, Robert J. Coelen, Ellen P.W.A. Jansen, W.H.A. Hofman
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
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Transnational perspectives on democracy, citizenship, human rights and peace education Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-01-13 Ozlem Erden-Basaran
(2021). Transnational perspectives on democracy, citizenship, human rights and peace education. Compare: A Journal of Comparative and International Education. Ahead of Print.
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The role of national culture in student acquisition of mathematics and reading skills Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-01-13 Theodore R. Breton
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
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Translating policy into practice: Cambodian primary schoolteachers’ sense-making of the Child Friendly Schools policy Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-01-13 Elizabeth King
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,
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50 years of Compare: editors’ reflections on the life course of the journal Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-11-16 Tristan McCowan, Sheila Trahar, Jan Germen Janmaat
(2020). 50 years of Compare: editors’ reflections on the life course of the journal. Compare: A Journal of Comparative and International Education: Vol. 50, No. 8, pp. 1081-1085.
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Themes of diversity, comparison, and contextualisation over Compare’s history Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-11-16 Petrina M. Davidson, Nino Dzotsinedze, Maureen F. Park, Alexander W. Wiseman
ABSTRACT The 50-year anniversary of Compare creates a moment to reflect on the trends and status of the journal itself and where it is situated in the field of comparative and international education. This article presents an examination of Compare’s articles to consider how the contents have reflected trends and changes in CIE. The results of a qualitative time-series analysis of published articles
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How satisfied are international students? The role of town, gown and motivations Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-01-11 Jeroen Huisman, Jef Vlegels, Stijn Daenekindt, Marco Seeber, Melissa Laufer
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
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A comparative scoping review of the impact of international economic sanctions on education Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-01-06 Munyaradzi Hwami
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
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School-based teacher collaboration in Chile and Portugal Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-01-06 Beatrice Ávalos-Bevan, Maria Assunção Flores
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
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Intercultural competence and languages: inextricably linked or linked inexplicably? Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-01-06 Jayme Scally, Abigail Parrish, Ami Montgomery
(2021). Intercultural competence and languages: inextricably linked or linked inexplicably?. Compare: A Journal of Comparative and International Education. Ahead of Print.
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The intercultural speaker across time: a study of Tunisian EFL textbooks Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2021-01-06 Nadia Abid, Asma Moalla
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
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Recontextualization of learner-centred pedagogy in Rwanda: A comparative analysis of primary and secondary schools. Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-12-22 Hester van de Kuilen, Hulya Kosar Altinyelken, Joke M. Voogt, Wenceslas Nzabalirwa
ABSTRACT Learner-centred pedagogy (LCP) has become a global pedagogy and has been adopted in sub-Saharan African countries such as Rwanda, despite ample evidence of implementation failure. Most research has examined its implementation at either the primary or the secondary level. However, this qualitative study adopts a comparative approach and seeks to explore how Rwandan primary and secondary school
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Piloting PISA for development to success: an analysis of its findings, framework and recommendations Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-12-18 Euan Auld, Li Xiaomin, Paul Morris
ABSTRACT In 2018 the OECD published the findings of its PISA for Development (PISA-D) pilot project which was undertaken to make the regular PISA framework more accessible and relevant to low- and middle-income nations. This would encourage such nations to join PISA as part of the OECD’s Learning Framework 2030 and provide them with ‘contextualised’ policy recommendations. In 2019 the OECD declared
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Perceptions on the internationalisation of higher education in public universities in Kenya and the implications for practice-a phenomenographic approach Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-12-17 Gladys Mutinda, Zhimin Liu
ABSTRACT The internationalisation of higher education is a dynamic and specific process that is continuously shaped by the context in which it occurs. This article reports on a study that explored perceptions on the internationalisation concept and how it manifests in public universities in Kenya. The article harnesses a phenomenographic analysis approach that aims at revealing the perceptions of both
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Youth activism and education across contexts: towards a framework of critical engagements Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-12-17 Andrew Peterson, Mark Evans, Martá Fülöp, Dina Kiwan, Jasmine B-Y Sim, Ian Davies
ABSTRACT In this paper, we discuss core ideas arising from research undertaken in a Leverhulme Trust (IN2016-002) funded international network project. The project examined youth activism, engagement and the development of new civic learning spaces within and across six countries (Australia, Canada, England, Hungary, Lebanon and Singapore). Arising from interactions with activists and educators and
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Trust, civic self-efficacy, and acceptance of corruption among Colombian adolescents: shifting attitudes between 2009-2016 Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-12-16 Gabriel M. Velez, Ryan T. Knowles
ABSTRACT Civic self-efficacy and trust are interrelated dimensions of citizenship that are important in adolescence and linked to educational contexts. Furthermore, they have been separately connected to corruption. However, the three factors are seldom looked at together and investigations of them using international education datasets are rarely contextualised within national histories and politics
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Education markets and school segregation: a mechanism-based explanation Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-12-16 Adrián Zancajo, Xavier Bonal
ABSTRACT Education markets have spread worldwide over the past few decades. Frequently, the expansion of markets in education is presented by their promoters as a means to improve the opportunities of the most socioeconomically disadvantaged students. However, the evidence available shows that market-oriented policies that enhance competition and choice tend to produce negative effects on equity by
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Critical realism and education policy analysis in conflicts and crises: towards conceptual methodologies Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-12-14 Daniel Couch
ABSTRACT This paper considers the utility of critical realism as an ontological foundation for the analysis of education policy in emergencies. By exploring the synergy between critical realism and a method to analyse policy known as Critical Policy Analysis, the paper argues for the use of conceptual analytical tools when examining education policy in conflict-affected contexts. It illustrates the
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How are the ‘losers’ of the school accountability system constructed in Chile, the USA and England? Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-12-03 Bernardita Munoz-Chereau, Álvaro González, Coby V. Meyers
ABSTRACT Performance-based accountability systems that rank schools based on their effectiveness produce ‘winners’ and ‘losers’. Substantial evidence has pointed to the (side)effects of these classifications, particularly in the most disadvantaged communities. Whilst previous studies have compared schools under different effectiveness categories within and between countries, this qualitative study
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The transition from a deregulated market to a centralised school admission system in Chile: mapping middle-class responses to new school choice rules Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-12-03 Macarena Hernández, Alejandro Carrasco
ABSTRACT Despite increasing consensus around strengthening school choice regulations to reduce its segregating effects, policy changes and research in this direction are scarce. In that context, this article tackles the recent equity-oriented reform introduced in the highly marketised Chilean school system. Based on in-depth interviews, we explore the responses of middle-class parents to the implementation
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Affective geopolitics: nation narratives from Colombian students in Chile Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-11-25 César Augusto Ferrari Martinez
ABSTRACT Motivated by increasing Colombian immigration in Chile, this paper aims to understand the production of Colombian students attuned with the geopolitical discourses on immigrants in Santiago. Inspired by feminist geographers, it considers the nation as an affective device and geopolitics as the power asymmetries resulting from the encounter of different corporealities. Three cases are used
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Arabic language skills: a comparative study of community and government schools in rural Upper-Egypt Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-11-17 Ray Langsten, Fatma Abdelkhalek, Tahra Hassan
ABSTRACT Egypt has long promised quality basic education. Nevertheless, international and national assessments show poor reading skills. Community schools (CS) are a component of Egypt’s Education for All strategy. CS were intended to offer quality education to children who otherwise would have no chance to complete primary school. Previous studies report that academic abilities of Egyptian CS students
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Interdisciplinary collaborative writing for publication with exiled academics: the nature of relational expertise Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-11-11 Marion Heron, Tom Parkinson, Nidal Alajaj, Baraa Khuder
ABSTRACT This paper aims to provide insight and guidance for developing and leading interdisciplinary collaborative writing groups when working with researchers in Centre–Periphery contexts. The participants in this study were exiled Syrian academics domiciled in Turkey working in interdisciplinary project groups with their UK-Turkey-based academic mentors and UK-based workshop leaders. The groups
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Optimism, interest and gender equality: comparing attitudes of university students in Latvia and Ukraine toward IT learning and work Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-11-11 Olena Mykhailenko, Todd J. B. Blayone, Svetlana Usca, Oleksandr Kvasovskyi, Oksana Desyatnyuk
ABSTRACT Global processes of digitalisation are transforming learning and work. University students in all nations are under pressure to develop positive and productive technology-related skills and dispositions. This study investigates the attitudes of 1,006 Latvian and Ukrainian university students towards information technology. Survey responses from the Attitudes towards Information Technology
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Comparative and international higher education in a new key? Thoughts on the post-pandemic prospects of scholarship Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-11-05 Anatoly Oleksiyenko, Gerardo Blanco, Ruth Hayhoe, Liz Jackson, Jack Lee, Amy Metcalfe, Malini Sivasubramaniam, Qiang Zha
(2020). Comparative and international higher education in a new key? Thoughts on the post-pandemic prospects of scholarship. Compare: A Journal of Comparative and International Education. Ahead of Print.
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Decolonial-posthuman pedagogy and conceptualising ‘womanness’ in postcolonial Pakistan Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-11-05 Asma Mansoor, Samina Malik
ABSTRACT We propose a decolonial-posthuman pedagogy for contemplating the idea of ‘womanness’ in postcolonial Pakistan. Since posthumanism disbands anthropocentrism while decoloniality subverts Westcentrisms, we combine them to upend the notions of passivity and muteness attributed to Pakistani women via western feminist discourses. By foregrounding ‘womanness’ as an ongoing process of self-construction
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‘I changed my strategy and looked for jobs on Gumtree’: the ecological circumstances and international graduates’ agency and strategies to navigate the Australian labour market Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-11-05 Ly Thi Tran, Huong Le Thanh Phan, George Tan, Mark Rahimi
ABSTRACT Despite a significant number of international graduates staying in the host countries on post-graduation visas, their experiences in gaining access to the host labour market are less documented. This article addresses this critical but under-researched topic. It discusses the ecological circumstances impacting international graduates’ participation in the Australian host labour market, including
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Contextual effect of school SES on reading performance: a comparison between countries in the European Union Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-11-05 Jaime León, Carmen Álvarez- Álvarez, Fernando Martínez-Abad
ABSTRACT A central objective of schooling processes at the international level is reading skills development. Unfortunately, many students in the European Union underperform at this, and these low performances can be more pronounced in countries with lower Human Development Index (HDI) values. This study analysed the contextual effect of school socioeconomic status (SES) on reading performance using
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Early career researchers making sense of their research experiences: a cross-role and cross-national analysis Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-10-29 A. Sala-Bubaré, I. Skakni, K. Inouye, C. Weise, L. McAlpine
ABSTRACT Early career researchers’ journey (i.e. doctoral researchers and post-PhDs) is increasingly challenging, but little is known about how they live and interpret their significant experiences, that is how they attribute meaning to these experiences and their associated feelings. Moreover, research about how doctoral researchers and post-PhDs deal differently with such experiences remains scarce
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The impact of international volunteering on returned volunteers’ engagement with social action in relation to international development Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-10-28 Clare Bentall
ABSTRACT International development volunteering is a potential route to returned volunteers’ engagement in social action on development issues after placement. Using data from a two-stage qualitative study with returned Voluntary Services Overseas volunteers, and by considering the pre-conditions and motivations for social action, this article shows that although returned volunteers commit to social
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Correction Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-10-21
(2021). Correction. Compare: A Journal of Comparative and International Education: Vol. 51, No. 1, pp. 159-160.
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A question of time and place: student tutors’ narrative identities in for- and non-profit contexts in Sweden Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-10-20 Marie Karlsson
ABSTRACT This paper takes a neo-institutional approach to the increase in supplementary tutoring (ST) in Sweden, understanding it as an ongoing expansion of the institution of formal education. A narrative analysis of tutors’ narrated experiences of for- and non-profit tutoring improves our understanding of how actors animate the cultural clusters of the meaning of formal education in new educational
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Indigenous education in Russia: opportunities for healing and revival of the Mari and Karelian Indigenous groups? Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-10-20 Daria Khanolainen, Yulia Nesterova, Elena Semenova
ABSTRACT Despite being a multicultural country throughout its history, the Russian Federation has long struggled to embrace its diversity. As a result, the country’s many cultural, religious, and ethnic minority groups have been going through waves of assimilationist policies and practices. Assimilation into the Russian society enforced through formal schooling, daily life, and mass media has led to
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How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-09-11 Samuel Asare, Rafael Mitchell, Pauline Rose
ABSTRACT This article explores equity with respect to South-North partnerships in the context of education research involving scholars based in sub-Saharan Africa. Drawing on large-scale bibliometric analysis of over 1,000 publications published in English between 2010 and 2018, it finds that participation in such partnerships favours a relatively small number of countries in sub-Saharan Africa. These
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Rurality and access to higher education Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-09-10 Sheila Trahar, Sue Timmis, Lisa Lucas, Kibashini Naidoo
(2020). Rurality and access to higher education. Compare: A Journal of Comparative and International Education: Vol. 50, Rurality and Access to Higher Education, pp. 929-942.
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Perceived community influence on rural Australian students’ higher education decisions: exploring community, school and family Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-09-10 Krystle Turner
ABSTRACT This article focuses on rural Australian students’ decisions to pursue higher education, and compares metropolitan and rural higher education statistics, using select qualitative narratives to highlight rural subjectivities. By analysing school students’ belonging process, this article begins to uncover the depth of the perceived influence of the community on its youth in relation to their
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International mindedness as a platform for class solidarity Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-08-24 Tristan Bunnell, Michael Donnelly, Hugh Lauder, Samuel Whewall
ABSTRACT There has been reference in literature to the concepts of a Transnational Capitalist Class and a Global Middle Class, but there has been little discussion of how education may form any sense of class solidarity for these groups. In national contexts, ruling class socialisation has been achieved through elite private schooling. But the notion of global classes presents a fundamentally different
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Inclusion, epistemic democracy and international students: the teaching excellence framework and education policy Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-08-24 Minghui Hou
(2020). Inclusion, epistemic democracy and international students: the teaching excellence framework and education policy. Compare: A Journal of Comparative and International Education. Ahead of Print.
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Creating an inclusive school environment Compare: A Journal of Comparative and International Education (IF 1.607) Pub Date : 2020-08-24 Sandra Stadler-Heer
(2020). Creating an inclusive school environment. Compare: A Journal of Comparative and International Education. Ahead of Print.