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In: Implementation and Replication Studies in Mathematics Education
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Abstract

The economic agenda assigned to education on the basis of human capital contributes to the de-socialization and deterritorialization of educational action, and leads to a weakening rather than a strengthening of schools in their function as institutions of society. Yet, successive crisis contexts, whether they concern climate, security or health, contribute to a collective awareness of the importance of education and the transmission of democratic values in the construction of societies that are both more inclusive and more enlightened about the major challenges of the time. Our purpose is to explore and stress the global and decisive function of a democratic and humanistic education in accordance to these principles, to take the lead, in the troubled times we face, in the global promotion of a humanistic, inclusive and cosmopolitan ideal of cultures, education and societies.

In: Beijing International Review of Education

Abstract

Empowered by global movements like Millennium Development Goals (mdg s), Sustainable Development Goals (sdg s), and Education for All (efa), the field of international education policy continues to help improve educational access and quality for millions of children and adult learners worldwide, including those affected by extreme poverty. However, often times the way that educational policy and programming is conducted in global South does not always reflect the positive ideals behind these goals. This piece examines ongoing trends of unethical partnerships, policies, and practices in contemporary international education. Reflecting legacies of neocolonialism and ethnocentricity, these problems can create a toxic development culture and minimize authentic collaboration at all levels. Yet, through engaging in a dialogue about these issues, we may begin to make valuable changes that help foster true partnerships and more effective, sustainable change for those most in need.

In: Beijing International Review of Education
In: Beijing International Review of Education
Author:

Abstract

This article argues that, if Comparative and International Education can be understood as the application of theories and methods in the social sciences and humanities to study education globally, how the field chooses to explain reality (theories) and to study reality (methods) is crucial and must be understood in the historical-social context of its existence. Therefore, a re-historicizing and decolonializing (that is, beyond decolonizing) of the field is indispensable yet presents a challenge that requires our reflection and reflexivity on what it means to re-historicize, decolonialize, and educate. The article discusses the place of Africa in the field; places modernity as the field’s cosmological and theoretical inheritance; and argues for the need to reflect on the role of philosophy, theory, and methodology to abandon the practices of extractivismo, theoretical colonialism, and attempts at epistemological genocide. The article issues a call to action through the poem, Ode to My Academic Field.

In: Beijing International Review of Education
Author:

Abstract

A description is given of the present discipline of School Effectiveness and Improvement, together with a detailed description of the characteristics of effective schools. It is argued that our educational system still retains some unreliability, in spite of the use of this knowledge.

It is further argued that we should learn from the process and characteristics of Highly Reliable Organisations, who emerge in society when failure is not an option. It is also argued that present unreliability is costly, as evidenced in the volume of cascading errors such as Bhopal. We are now as strong as the weakest link in our populations both as people and in terms of materials because we are all connected together.

Enhanced professional development and focus, and a concentration upon the potential of cognitive neuroscience, are argued to be of further possible use. Education shows what can be transformative educational effects, with numerous empirical examples. Development of failure free schools makes it possible to further transform societies through their schools.

The 2013 Kneller Lecture delivered to the Comparative and International Education Society in Washington DC, February 2023.

In: Beijing International Review of Education
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In: Beijing International Review of Education
Author:

Abstract

The pandemic has been a watershed in history, and we are embarking on a new era. We need to seize this opportunity to reimagine pedagogy in more ethical terms. This chapter asks: What does it mean to have equality in a world that is confronted with diversity and difference in multiple ways? Is education a human right? What is education’s role in removing inequality at a time when the gap in inequality is growing among nations and within societies? If we agree that “universal and lasting peace can be established only if it is based upon social justice” (preamble to the ilo Constitution, 1919, p.1), as educators we need to seize this historical turning point to make education the “great equalizer”. The focus then is on a worldview that is inclusive of all children in the learning process, irrespective of location and their differences. This change in perspective involves a paradigm shift, and underscores the importance of teacher education.

In an interdependent world, both peace and our survival are contingent on an equitable and cohesive planet. Education has the potential and the responsibility to prepare the future generation for responsible behavior towards a more equitable and socially cohesive world that preserves the environment and maintains peace.

In: Beijing International Review of Education