Index
Annual Review of Comparative and International Education 2016
ISBN: 978-1-78635-528-7, eISBN: 978-1-78635-527-0
ISSN: 1479-3679
Publication date: 16 December 2016
This content is currently only available as a PDF
Citation
(2016), "Index", Annual Review of Comparative and International Education 2016 (International Perspectives on Education and Society, Vol. 30), Emerald Group Publishing Limited, Leeds, pp. 325-328. https://doi.org/10.1108/S1479-367920160000030029
Publisher
:Emerald Group Publishing Limited
Copyright © 2017 Emerald Group Publishing Limited
INDEX
Access to education
, 108, 109, 110, 112, 265
Agency
, 122, 123, 181, 212, 213, 229, 232, 238, 241
Assessment
, 32, 58, 83, 85, 86, 129–143, 152, 201–217
Child development
, 256, 261, 262, 263, 266, 273, 274, 276, 281
Child protection
, 256, 263, 274, 275, 319
Child rights
, 255, 262, 274, 278, 279, 280, 283, 284
Child well-being
, 255, 262, 276
Child-friendly schools
, 253–284
Childhood
, 58, 253–284
Children
, 58, 83, 108, 109, 136, 137, 138, 140, 167, 227, 236, 237, 238, 254, 255, 256, 257, 258, 259, 261, 263, 264, 265, 269, 270, 274, 275, 276, 278, 280, 281, 282, 283, 284, 292, 305
Classroom practice
, 84, 111–112, 114
Colonialism
, 46, 73, 187, 188, 196, 197
Comparative
, 29, 31, 66, 123, 258, 290
Comparative and international education (CIE)
, 2, 4, 28, 29, 30, 33, 34, 101, 102, 103, 104, 114, 290, 291, 293, 294
Comparative education
, 1–22, 45–52, 54, 55, 56–57, 89–95, 167, 168, 184, 190, 197
Comparative Education Review
, 6, 8, 27–36, 56, 292
Comparative pedagogy
, 94, 95
Conflict-prevention
, 290, 300, 304, 307
Convention on the Rights of the Child (CRC)
, 262, 263, 265, 274, 275
Cosmopolitanism
, 98, 99
Critique
, 19, 21, 51, 76, 166, 167, 183, 204, 217, 292, 293, 295, 300, 302, 308
Cross-cultural research
, 147–162
Cultural awareness
, 112, 114
Cultural diversity
, 112
Curriculum
, 14, 16, 17, 29, 32, 39, 40, 58, 94, 95, 101, 112, 170, 175, 195, 232–236, 264, 275, 307
Democracy
, 33, 157, 167, 194, 262, 267, 284
Development
, 4, 5, 14, 20, 50, 58, 72, 173, 209, 213, 216, 258, 262, 284
Diversity
, 2, 41, 51, 52, 55, 56, 93, 97–104, 112, 237, 293, 295, 297, 298, 300, 305, 307
Early Grade Reading Assessment
, 82, 129–143
Early grade reading
, 141, 143
Economics
, 2, 39, 48, 204, 208, 216, 258
Education
, 4, 14, 33, 47, 48, 109, 174, 195, 259, 284
Education for All (EFA)
, 15, 108, 109, 112, 254
Education in sub-Saharan Africa
, 14, 15, 121, 309
Education policy
, 67, 111, 112, 142, 269, 270, 273, 276, 281, 284
Educational interventions
, 291, 295, 308, 309
Emotional responses
, 178
ENOC (European Network of Ombudspersons for Children)
, 108, 110
Equity
, 58, 90, 109, 112, 113, 197, 267
Ethics
, 51, 89–95, 156
Ethnographic
, 74, 75, 114, 240, 292
Evolutionary
, 120, 204
Expertise
, 130, 179, 196, 238
Freire, Paulo
, 73, 165–184, 186, 189, 194
Girls’ education
, 196
Global cultural model
, 257, 259
Globalization
, 3, 4, 55, 63, 65, 92, 95, 98, 99, 101, 102, 103, 104
Higher education
, 14, 16, 17, 32, 41, 47, 50, 61–67, 119, 152, 201–217, 230, 240
Human development
, 47, 48, 121, 259, 260, 261, 262
Human rights
, 98, 99, 100, 103, 104, 109, 194, 256, 262, 274, 277, 284
Identity
, 53–58, 93, 149, 160, 188, 293, 296, 297, 298, 299, 301, 302, 303, 304, 307
Imperialism
, 187, 188
Inclusion
, 6, 7, 46, 86, 99, 100, 101, 102, 108, 110, 268, 282, 303
Inclusive education
, 111–112, 114
Individual and family services
, 65
Individualism
, 259, 263, 274, 275, 276, 281, 282
Industry
, 121, 202, 207, 209, 210, 211, 212, 213
Inequality
, 75, 100, 118, 123, 186, 240
Innovation studies
, 117–123
Innovation
, 50, 119, 120, 121, 122, 205, 206, 207, 214, 215
Insider
, 12, 20, 149, 158, 160, 162, 173, 174, 181
Integration
, 90, 92, 110, 111, 113, 222, 223
Intergroup relations
, 98
International education
, 1–22, 27–36, 39–44, 52, 53–58, 62, 64, 66, 71–77, 82, 103–104, 119, 120, 166, 167, 197, 255, 256, 257–258, 266, 280, 290
International Non-governmental Organizations (INGOs)
, 260, 270
Intervention
, 43, 52, 94, 130, 134, 140, 142, 243, 244, 245, 295, 308, 309
Knowledge production
, 28, 29, 30, 35, 36n2
Learning
, 14, 48, 51, 54, 57, 58, 72, 83, 84–87, 112, 132, 209, 215, 231, 267, 268, 274, 275
Literacy
, 14, 16, 17, 51, 129–143, 168, 169, 189, 236, 243, 267
Localization
, 83, 86
Migration
, 47, 98, 104, 222, 223, 225
Multiculturalism
, 98, 99, 103, 104, 234, 289–309
Nationalism
, 98, 99, 100
Neo-institutional theory
, 3
Nepal
, 49, 50, 253–284
Nigeria
, 35, 103, 129–143, 291, 292, 297
Non-governmental Organizations (NGOs)
, 83, 86, 87, 255, 256, 270, 283, 304
Norway
, 222, 223, 239
OECD (Organisation for Economic Co-operation and Development)
, 41, 42, 43, 44, 110, 111, 193
Originality
, 43
Outsider
, 12, 148, 149–153, 158, 173, 174, 176, 179, 180, 191, 308
Paradigm shifts
, 55
Pedagogy
, 94, 95, 112, 168, 169, 228, 232–236, 241
PISA (Programme for International Student Assessment)
, 10, 14, 15, 16, 17, 32, 110
Policy
, 15, 46, 48, 57, 58, 66, 72, 253–284
Postcolonial theory
, 31
Power
, 51, 72, 122, 155, 157, 166, 168, 172, 179, 180, 181, 186, 296, 308
Power relationships
, 51, 103, 104, 160, 166, 186
Primary and secondary school education
, 30, 32, 283
Professional development
, 84, 112, 234, 243
Professionalism
, 2, 4
Progressive education
, 275
Prospects
, 6, 7, 8, 53, 56–58
Psychosocial factors—immigration
, 231
Qualitative methods
, 13, 19
Quality education
, 57, 58, 109, 111, 113, 254, 256, 264, 265, 267, 268, 274, 280, 283
Quality of education (school quality)
, 47, 65, 112, 208, 255, 265, 267, 268
Race relations
, 149, 153, 160, 161
Racial identity
, 149, 153, 160
Randomized Control Trial
, 40
Reconciliation
, 303, 307, 309
Reflective practice
, 2, 4, 21
Refugee children
, 110, 111, 224, 229, 231, 233, 234, 235, 236, 239, 243
Refugee competence
, 112, 114
Refugee education
, 107–114
Refugee students
, 108, 110, 111, 112, 113, 114, 222, 224, 225, 226, 227–231, 233, 234, 236, 239, 242, 243, 244
Refugees
, 33, 108, 109, 110, 112, 113, 114, 222, 224, 225, 227, 228, 229, 230, 231, 233, 234, 241, 244
Resettlement of immigrants
, 231
Results
, 44, 83, 130, 133, 134, 138, 139, 141, 169, 271
Romania
, 90, 95
Save the Children
, 256, 264, 271, 272, 276
Schools
, 29, 114, 119, 191, 222, 225, 232, 241, 242, 243, 245, 269, 281, 293
Scientization
, 3, 4, 5
Self-study
, 74, 75
Skills
, 57, 122, 133, 135, 136, 140, 141, 212, 235, 236, 301, 304
Social support
, 222
Southern Theory
, 34
Sustainable Development Goals (SDGs)
, 20, 51, 57, 58, 84, 86
Teacher education
, 52, 112, 188
Teachers
, 32, 34, 48, 83, 84, 85, 91, 92, 95, 112, 113, 114, 179, 187, 231, 232–236, 244, 259, 267, 277, 279, 282
Technology
, 4, 32, 94, 118, 120, 121, 206, 207, 208, 209, 211, 212, 213, 214, 215, 216, 217
Tolerance
, 98, 101, 103, 290, 293, 307
UNCRC (United Nations Convention on the Rights of the Child)
, 109
UNESCO (United Nations Educational, Scientific and Cultural Organization)
, 31, 56, 58, 83, 86, 92, 102, 108, 109, 111, 112, 196, 254, 278, 284n2
UNHCR (United Nations High Commissioner for Refugees)
, 109, 223, 224
UNICEF (United Nations Children’s Emergency Fund)
, 109, 256, 264, 265, 266, 268, 271, 272, 276, 284n2
United States Agency for International Development (USAID)
, 82, 83, 133, 141, 196
Universalism
, 260
West Africa
, 193
Whiteness studies
, 150, 156
Whole child perspective
, 256, 262, 274, 276
World Bank
, 76, 82, 102, 108, 110, 111, 266
World culture theory
, 254, 257, 258
World culture
, 255, 257, 259, 260, 283
World Health Organization (WHO)
, 264
World Vision-UK
, 271
Xenophobia
, 98, 99, 100
Young people
, 47, 73, 110, 230, 231, 232, 241, 300, 301, 306, 307
- Prelims
- A Synthesis of Published Comparative Education Research, 2014–2015: Further Data for Reflection in Comparative and International Education
- Part I Comparative Education Trends and Directions
- Trends in Comparative and International Education: Perspectives from the Comparative Education Review
- Comparative and International Education: New Issues, New Dilemmas
- Comparative Education and International Development: Challenges in a Changing Landscape
- Taking the Stage: Reflections on the Identity and Future of Comparative and International Education
- Comparative and International Research on Higher Education: Emerging Evidence on International Scholarship Programs
- Acknowledging and Interrogating the Place of Race and Privilege in Comparative and International Education
- Assess Reading Early to Inform Instruction, Improve Quality, and Realize Possibilities
- Trends in Ethics and Comparative Education, Seen from an Ex-Communist Country
- Diverse Responses to Diversity: Local and Global Approaches to Educating Heterogeneous Populations
- Rethinking Refugee Education: Principles, Policies and Practice from a European Perspective
- Innovation Studies from a Southern Perspective: What New Insights for Comparative and International Education?
- Part II Conceptual and Methodological Developments
- Real Life Lessons in Literacy Assessment: The Case of the Early Grade Reading Assessment in Nigeria
- Critical Consciousness in the Cross-Cultural Research Space: Reflections from Two Researchers Engaged in Collaborative Cross-Cultural Research
- Paulo Freire: The Comparative Educationist (or Not)
- The White Savior in the Mirror
- Part III Research-to-Practice
- A Critical Assessment of “Higher Education and Economic Development: The Importance of Building Technological Capabilities”
- Psychosocial and Academic Adjustment among Resettled Refugee Youth
- Part IV Area Studies and Regional Developments
- Constructing Childhood in Global and Local Contexts: The Case of a Child-Friendly Schools Policy in Nepal
- Part V Diversification of the Field
- Beyond Multiculturalism: Conflict, Co-Existence, and Messy Identities
- About the Authors
- Index