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Annual Review of Comparative and International Education 2018

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Annual Review of Comparative and International Education 2018

Edited by

Alexander W. Wiseman

Recent Volumes:

Series Editor from Volume 11: Alexander W. Wiseman

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International Perspectives on Education and Society volume 37

Annual Review of Comparative and International Education 2018

Edited by

Alexander W. Wiseman

Texas Tech University, USA

United Kingdom – North America – Japan – India – Malaysia – China

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First edition 2019

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ISSN: 1479-3679 (Series)

Contents

About the Authors

Gerardo L. Blanco is an Associate Professor of Higher Education at the University of Connecticut. His research explores the intersections of quality, branding, and position taking in the context of global competition in higher education. Gerardo is an internationally engaged scholar, and his research and teaching span across four continents. His work has been published in the Comparative Education Review, Higher Education, and Studies in Higher Education, among others. He was also a Visiting Faculty at Shaanxi Normal University (Xi’an, China), a Visiting Expert at the International Center for Higher Education Research at Kassel University (Germany), and an Erasmus+ Fellow at the John Paul II Catholic University of Lublin (Poland). His recent activity has focused on Canada, Bangladesh, Mexico, and Ethiopia. He has been Program Chair (2013–2016) and Chair (2017–present) of the Higher Education Special Interest Group of the Comparative & International Education Society.

W. Y. Alice Chan, Ph.D., is the Executive Director and Co-Founder of the Centre for Civic Religious Literacy (CCRL). Her research in the Faculty of Education at McGill University, Montreal, Canada, explored conceptions and approaches to religious bullying, religious literacy, and preventing violent extremism predominantly in the Canadian and American contexts. She continues this work through CCRL.

Bruce Collet is an Associate Professor of Educational Foundations and Inquiry at the School of Educational Foundations and the Leadership and Policy College of Education; Human Development at Bowling Green State University, Ohio, USA. His research considers forced migration and education, immigrant education, education and national identity, and religious minorities and secular schooling.

Petrina M. Davidson completed her PhD in Comparative and International Education at Lehigh University. She has an MS in Teaching, Learning, and Leadership with an emphasis on Curriculum and Instruction from Oklahoma State University, and a BA in English and Education from the University of Tulsa. Before moving to Pennsylvania, she worked for one of the largest school districts in Oklahoma, where she taught high school English for four years and served as the district’s Secondary English Curriculum Coordinator for one year. She currently works with the Iacocca Institute in Lehigh University’s Office of International Affairs on the internationalization of higher education initiatives and evaluations. Her research interests include the institutionalization of education, curriculum in post-conflict societies, education for refugees and marginalized populations, measures of teacher quality, and the internationalization of higher education.

Nino Dzotsenidze is a PhD Student in Comparative and International Education at Lehigh University, USA. She has an MEd in International Education Policy and Management from Vanderbilt University. Nino has worked in the formal and non-formal education sectors for almost 20 years. She worked as a Program Manager for an international non-governmental organization, PH International, as well as the Ministry of Education and Science of Georgia. In addition to her managerial positions, Dzotsenidze worked in the tertiary education sector in Georgia and Kuwait as a Development Officer and Lecturer, respectively.

Maren Elfert, PhD, is Lecturer in Education & Society in the School of Education, Communication and Society at King’s College London, and a 2018 National Academy of Education/Spencer Postdoctoral Fellow. Before pursuing doctoral studies, she worked for more than a decade as a member of the professional staff at the UNESCO Institute for Lifelong Learning in Hamburg, Germany. Her research focuses on how international organizations contribute to the globalization of ideas, with a focus on the tension between neoliberal approaches to education and discourses of human rights. Her book UNESCO’s Utopia of Lifelong Learning: An Intellectual History was published by Routledge in 2018.

Aihua Hu, PhD, is a Postdoctoral Researcher of Western Norway University of Applied Sciences. She has published academic articles in different journals on different issues including but not limited to teacher education, curriculum, inclusive education, study abroad, and teacher development. Her research interests include teacher education and teacher development, early childhood education, curriculum, language education, and comparative and international education.

Lela Iosava is a PhD Candidate at the Ilia State University School of Arts and Sciences. Her PhD dissertation examines the internationalization of higher education and the role of academics. Lela holds a Master’s degree in International Education Policy and Management from Vanderbilt University and has previously worked as an Academic Teacher and Institutional Developer in Georgia and Kuwait and as a Researcher in Sweden. She has over 10 years of professional experience in capacity-building, institutional development, and strategic planning in higher education. Her broad research interests lie in the area of academic leadership, internationalization, quality assurance, and change management in higher education.

Ane Turner Johnson is an Associate Professor of Educational Leadership at Rowan University in Southern New Jersey. She is an International Education Researcher who focuses on higher education policy and practice in Africa, particularly countries in the Western and Eastern African regions. Her research interests include rebuilding higher education in post-conflict contexts, the impact of war and violence on higher education, the marketization of higher education, and the role of regional and national research and education networks in ICT adoption in higher education. She has published on higher education in Africa in The Review of Higher Education, Higher Education, International Journal of Educational Development, Higher Education Policy, and Compare, among others.

Naejin Kwak is a PhD Candidate in the Graduate School of Education at Stanford University. Her research interests lie in the intersections of the sociology of education, the study of higher education, organization studies, and cross-national comparative studies. Her research explores historical changes, organizational development, and cross-national patterns in educational institutions such as universities. She is also part of the research team that examines social science textbooks around the world to conduct cross-national and longitudinal studies of educational curricula.

Kate Lapham is the Deputy Director of the Education Support Program at the Open Society Foundations. Her work is focused on overcoming barriers to education for communities facing exclusion or discrimination. Based in New York, Lapham has worked with communities, civil society groups, and education policymakers in the Caucasus, Central Asia, Central and Eastern Europe, and Mongolia and Russia for more than 15 years. Lapham has developed initiatives to strengthen civil society through exploration of common interests and challenges, including research for evidence-based advocacy, support for organizational development among young or small non-governmental organizations, and direct work with teachers and schools. She leads the Education Support Program’s grant making in support of the right to education in fully inclusive settings. She has a PhD in Comparative and International Education from Lehigh University with publications that include Learning to See Invisible Children: Inclusion of Children with Disabilities in Central Asia.

Meggan Madden is an Assistant Professor of International Education and Higher Education Administration at the George Washington University. Her research agenda examines policy frameworks and student experiences that broadly explore international higher education for development and exchange. This examination specifically focuses on supra-national and regional policy frameworks that impact access and inclusion for global student mobility and student experiences with international education to understand institutional practices used to promote, fund, and support underserved students thrive. Dr Madden brings to her scholarship several years of professional experience working in education abroad, international admissions, and scholarship services. She has published in Higher Education, Frontiers: The Interdisciplinary Journal of Study Abroad, Canadian Journal of Higher Education, and in Academic Matters. She was the Chair (2016–2019) of the Higher Education Special Interest Group of the Comparative and International Education Society.

Subir Maitra, PhD, is presently working as an Associate Professor of Economics at H. C. College (University of Calcutta) at Kolkata, India. He has completed his MSc and PhD in Economics from the University of Calcutta. His area of research includes economics of education, quality and financing of higher education, regulations in higher education, education and skill development, etc. He has published many research papers and chaired sessions at several international conferences. He is a member of the Executive Committee of the Comparative Education Society of India. He is an Ex-bureaucrat, having worked under the Government of West Bengal, India, for a couple of years.

Mirka Martel is the Head of Monitoring, Evaluation, and Learning at the Institute of International Education (IIE). She manages performance and impact evaluations for IIE programs and external clients, including the Ford Foundation, Carnegie Corporation of New York, US Department of State, and US Agency for International Development. Martel specializes in quantitative and qualitative evaluation of international education programs, with a specific interest in higher education exchange and leadership. Prior to joining IIE, Martel worked for the Aguirre Division of JBS International, an evaluation consulting firm based in Washington, DC. She provided technical assistance and evaluation support to education programs in Eastern Europe and Latin America funded by the US Agency for International Development and the US Department of State. She has also worked with the UN Millennium Villages Program and the Open Society Justice Initiative. She holds a Master’s degree in International Affairs from Columbia University, and is currently a Doctoral Candidate in International and Comparative Education from Teachers College, Columbia University.

Emily S. Meadows is Professional School Counselor who has supported children and their families in the United States, Europe, Asia, and the Middle East. She researches best policies and practices in gender and sexual minority educational inclusivity as a Doctoral at Lehigh University and at the George Washington University. Emily holds Master’s degrees both in sexual health and in international counseling. Her students, regardless of gender, sexuality, or locale, to protections, rights, and opportunities at school. Having spent more than half of her life overseas, Emily specializes in culturally relevant ways to improve the educational experience for sexual and gender minority students worldwide.

Christine Monaghan, PhD, is an Instructor at New York University. Her research and advocacy focuses on three main areas: globalization and refugee education; the impact on children and attacks on schools and hospitals in situations of armed conflict; and the development and implementation of human rights education programing.

Jacqueline Mosselson is an Associate Professor of International Education and Development at the University of Massachusetts, Amherst. She earned her PhD from Columbia University, where she also earned her Master’s Degree in International Affairs. Prior to academia, she worked for the Fulbright Commission, UNICEF, and the International Rescue Committee. Her research examines how inequality and difference manifest and are contested in culture, education, and schooling; racism, international development, and education; and migration, education, and schooling. In all her works, she uses a critical lens to explore the intersection of culture, politics, education, and global justice. From 2016 to 2018 she was Co-chair of the Teaching Comparative Education Special Interest Group for the Comparative and International Education Society.

Consuelo Murillo joined Educando in 2012, after having graduated from the LISTO program. For over 10 years, she has served in the Mexican basic and higher education fields in various capacities. She has conducted research in the fields of innovation for the improvement of educational quality and environmental and sustainability education. She holds a Master’s degree in Educational Technology from Monterrey Tech and Associate degrees in educational integration, outstanding skills, leadership and teaching competences, school leadership, and quality and directive competences.

Elin Eriksen Ødegaard, PhD, is a Professor in Early Childhood Pedagogy at Western Norway University of Applied Sciences, and a Visiting Professor at University of Troms⊘ – The Artic University of Norway. Currently, she is the Director of KINDknow-Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures. She held degrees in early childhood teacher education, educational science and her thesis (dr.fil.) was about Narrative Meaning Making in Preschool, University of Gothenburg, Sweden. She has led several research and practice development projects. She has published extensively on cultural formation (bildung) and narrative methodology. Her research interest embraces cultural historical and discourse approaches, collaborative designs, “glocal” perspectives, curriculum studies, children, families, and teacher education.

Obioma C. Okogbue received her MA in the Comparative and International Education Program at Lehigh University. Her research focuses on societal inequality and its reflection in the educational system, and critical pedagogy. She has a BA in French and an MEd in Educational Leadership. Okogbue has experience in both the classroom as a French Teacher and as an Educational Administrative officer in Nigeria. She currently works as a Graduate Assistant to the Council for Equity and Community in Lehigh University.

Maureen Park is a Doctoral Student in Comparative and International Education at Lehigh University. Her research focuses on refugee and migrant education, mother tongue-based multilingual education, and gender and education. She has a BA in Political Science and an MEd in Multicultural Education. Maureen has experience in both international development and as an educator; she was a bilingual Teacher in the United States as well as an international school Teacher in Central Asia. She has worked for the Peace Corps, World Vision, and the World Food Program. She is also Co-founder of a non-governmental organization based in Kenya working to combat gender-based violence in schools and provide sexual and reproductive health education. She is currently based in Nepal.

Linda Platas is the Associate Chair of the Child and Adolescent Development Department at San Francisco State University. Her primary areas of research are measurement development in early childhood, teacher education, and the formation and implementation of early childhood public policy. In the United States, her experience includes developing measures of, and designing interventions for, early mathematics and language and literacy development. Internationally, she has worked on preschool and early primary grades child assessment and classroom observation instruments including the Early Grades Math Assessment and the Measuring Early Learning Quality and Outcomes instruments. She has served as an expert in international meetings on early mathematics and literacy development and on many technical and policy advisory groups. Her work with the Development and Research in Early Math Education Network supports the development of open-source materials for teacher educators to support their teaching in early mathematics.

Nikolay Popov is a Professor of Comparative Education at Sofia University, Bulgaria. He has two Doctorates in Comparative Education – PhD (1990) and Dr. habil (2002). All his teaching and research activities are focused on the history, theory, and practice of comparative education. He has conducted comparative studies on management, finance, structures, teacher training, education laws, school curricula, and books in various countries. He is the author of 25 books and 140 articles and chapters on education in Bulgaria and comparative education. He is the Founder and Chair of the Bulgarian Comparative Education Society.

Francisco O. Ramirez is a Professor of Education and (by courtesy) Sociology at Stanford University. His current research interests focus on the worldwide rationalization of university structures and processes, on the institutionalization of human rights and human rights education, and on terms of inclusion issues as regards gender and education. His work has contributed to the development of the world society perspective in the social sciences and in international comparative education. Ramirez is currently a Fellow at the Scandinavian Collegium for Advanced Studies and will be the next Director of the Scandinavian Consortium for Organizational Studies at Stanford.

Paula Razquin is an Assistant Professor at the Universidad de San Andrés (Argentina), School of Education, of which she was the Director. She holds a PhD in International Comparative Education and an MA in Sociology from Stanford University. Prior to her current appointment, Dr. Razquin worked at UNESCO, with the Education for All Global Monitoring Report team and with the Division for Education Strategies and Capacity Building. She was involved in education research, evaluation, and reform projects in Argentina, Chile, Bolivia, Ecuador, Equatorial Guinea, Mexico, Nicaragua, Nigeria, the Philippines, the United States, and Uruguay. She has done work for international agencies like USAID, UNRWA, the Flemish Association for Development Cooperation and Technical Assistance, and the World Bank. She was a RAND/Spencer Postdoctoral Fellow and a Fulbright Scholar. Razquin has written about cost-effectiveness in education, after-school programs, teacher education, student achievement, NCLB, teacher pay-for-performance, the global financial crisis and primary education, teacher employment globally, education development goals, and teacher salaries.

Cristina Salazar Gallardo is a Researcher at Educando whose primary interests are around the issues of digital literacies and multimodal learning through ethnographic methods of research. She has an MA in Communication and Education and a Doctoral degree in Communication Media and Learning Technologies from Columbia University. Her dissertation work focuses on the activism practices of undocumented youth and on the analysis in which their multimodal participation can provide them the opportunity to engage in transformative spaces of learning.

Matthew J. Schuelka is a Lecturer in Inclusive Education and serves as the Program Director for the Inclusion and Special Educational Needs Program at the University of Birmingham – both in the United Kingdom and in Dubai. He comes from a diverse background of study, research, and teaching experience in the United States, Bhutan, Malaysia, and the United Kingdom. Dr. Schuelka has been involved in inclusive educational research and development projects in places such as the United States, Serbia, Zambia, India, Japan, Malaysia, and especially Bhutan. He is a Consulting Advisor for the Global Resource Center on Inclusive Education, based at the University of Minnesota, and has undertaken research and consultation for UNICEF, USAID, JICA, the British Academy, and the Toyota Foundation. Dr. Schuelka has a wide research focus on inclusive education policy, systems, and structures; inclusion as a whole-school approach; educational anthropology; and disability studies.

Alanna Shaikh is an Independent Consultant with 20 years of experience in International Development and Social Sector Reform, with a particular focus on health and education sector financing. Her areas of technical expertise include monitoring and evaluation and evidence-based policy. She has overseen programing in Central Asia, the Middle East, East Africa, and the Caucasus. Alanna has worked for employers that include USAID, the United States State Department, USAID implementing partners, and the United Nations. She holds a Bachelor’s degree in Middle East Studies from Georgetown University and an MPH from Boston University. She speaks French and Uzbek, and currently resides in Cairo.

Yasmin Sitabkhan is a Senior Early Childhood Researchers and Advisor in RTI’s Early Childhood Development Group in the International Education Division. Dr Sitabkhan has spent the past 19 years in the field of education, beginning as a primary school teacher and charter school administrator after which she transitioned to the role of a researcher in the United States and the Global South. Her research interests focus on children’s development of early mathematical concepts and instructional strategies to support learning in low- and middle-income contexts. Her research has explored the mathematical and financial competencies of groups of marginalized children (Mumbai, India, and Oaxaca, Mexico) through qualitative and quantitative methods. In her current role at RTI, Dr Sitabkhan provides technical expertise in early childhood through Grade 3 mathematics to projects around the world, and conducts research on best practices in teaching and learning early math.

William C. Smith holds a dual-title PhD in Education Theory and Policy and Comparative International Education from the Pennsylvania State University and currently works as a Teaching Fellow at the University of Edinburgh. He was formerly a Senior Policy Analyst with UNESCO’s Global Education Monitoring (GEM) Report. William’s individual research focuses on education’s role in economic and social development with special interests in national testing policies, educator-based accountability, population health, and equity in educational inputs and outcomes. He is the editor of the volume The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice. Other research has been published in journals such as the International Journal of Educational Development, Globalisation, Societies, and Education, Education Policy Analysis Archives, Demography, and Social Science and Medicine. Prior to the GEM Report, Smith helped develop and pilot the Right to Education Index at RESULTS Educational Fund and was a Thomas J. Alexander Fellow at the OECD.

Meenakshi Srivastava is a Special Educator in Jaipur, India, with 22 years’ teaching experience. Her PhD, from the University of Groningen, the Netherlands, Department of Special Needs Education and Youth Care, focused on preparing teachers to set up an inclusive classroom for students with disabilities, particularly on teacher training, teachers’ knowledge about disabilities, and inclusive teaching methods. Her research interests include implementation of inclusive education, special needs education for invisible disabilities, and teachers’ role. She is involved in teacher and parent training programs.

Matthew A. M. Thomas is a Senior Lecturer in Comparative Education and Sociology of Education at the University of Sydney. He holds a PhD from the University of Minnesota and an MA from Columbia University, Teachers College. Matthew has worked as a public school teacher, teacher educator, researcher, and consultant across diverse contexts, including Australia, Mali, Nigeria, Indonesia, Tanzania, the United States, and Zambia. His research examines educational policies, pedagogical practices, teachers’ lives, and the changing roles of teacher education institutions. From 2016 to 2019 he was Co-chair of the Teaching Comparative Education Special Interest Group for the Comparative and International Education Society.

David A. Turner is a Professor at the Institute of International and Comparative Education, Beijing Normal University, PR China. He completed his doctoral study under the supervision of Brian Holmes at the University of London Institute of Education in 1981, since he showed growing interest in questions of theory in comparative and international education. He has published many articles and books including Theory of Education (Bloomsbury, 2005) and Theory and Practice of Education (Bloomsbury, 2009). He has been an active member of a number of comparative education societies, including the Comparative and International Education Society and the British Association of International and Comparative Education, and has served on the editorial boards of a number of periodical publications, including the Annual Review of International and Comparative Education and Compare.

Susan Wiksten, PhD, is a Lecturer in International Development Studies at the UCLA International Institute, at the University of California, Los Angeles. Since 2007, she has worked with administration, evaluation, and research in education in Denmark, France and the United States. She obtained an MA in Comparative Education from Université Paris Descartes (Sorbonne), France in 2013. Her PhD research for the UCLA Graduate School of Education and Information Studies was a qualitative case study of teacher preparation in Finland. She has provided research assistance to the World Council of Comparative Education Societies, the UNESCO Chair in Global Learning and Global Citizenship Education at UCLA as well as the UCLA International Institute. Her service as Co-chair of the Teacher Education and the Teaching Profession SIG in CIES and her contributions as speaker and organizer for the Paulo Freire Institute at UCLA reflect her dedication to supporting the promotion of participatory and democratic practices in education.

C. C. Wolhuter studied at the University of Johannesburg, the University of Pretoria, the University of South Africa, and the University of Stellenbosch. His doctorate was awarded in Comparative Education at the University of Stellenbosch. He is a former Junior Lecturer in the Department of History of Education and Comparative Education at the University of Pretoria and a former Senior Lecturer in the Department of History of Education and Comparative Education at the University of Zululand. Currently, he is the Comparative and International Education Professor at North-West University, Potchefstroom Campus, South Africa. He has been a Visiting Professor at Brock University, Canada; Bowling Green State University, Ohio, United States of America; Mount Union University, Ohio, United States of America; the University of Crete, Greece; The University of Queensland, Australia; Beijing Normal University, China; Boris Grinchenko University, Ukraine; Zhengzhou University, China; Canterbury Christ University, United Kingdom; the University of Namibia; the University of Modena and Reggio Emilio, Italy; and the Education University of Hong Kong. He is the author of many books and articles on comparative and international education and history of education.

About the Volume Editor

Alexander W. Wiseman, PhD, is Professor of Educational Leadership and Policy in the College of Education at Texas Tech University, USA. He holds a dual-degree PhD in Comparative and International Education and Educational Theory and Policy from Pennsylvania State University, a MA in International Comparative Education from Stanford University, a MA in Education from The University of Tulsa, and a BA in Letters from the University of Oklahoma. Wiseman conducts comparative educational research on educational policy and practice using large-scale education datasets on math and science education, information and communication technology, teacher preparation, professional development and curriculum as well as school principal’s instructional leadership activity, and is the author of many research-to-practice articles and books. He serves as Senior Editor of the online journal, FIRE: Forum for International Research in Education and as Series Editor for the International Perspectives on Education and Society volume series (Emerald Publishing).

Preface

The 2018 volume of the Annual Review of Comparative and International Education marks the beginning of a new era for scholarship and professional development in comparative and international education. It was a year in which university academic programs in comparative and international education grew outside of their traditional homes in Colleges of Education into other disciplines and fields and in which highly-respected and productive academic programs were inexplicably shuttered. The introductory chapter by Davidson et al (this volume) suggests that comparative education research often originates outside of the field of comparative and international education (CIE), and perhaps receives more visibility and has more impact when conducted outside of the field of CIE. This suggests a new challenge for comparativists of education to consider and is even more reason for the importance of the Annual Review as a tool for professional reflection and evaluation of the goals, strategies, plans, and relationships that CIE professionals both in and out of the academic enterprise advance.

The 2018 Annual Review is again divided into distinct sections, which are preceded by an introductory chapter. In the introductory chapter, Davidson and her coauthors suggest a new framework for examining the impact and scope of comparative and international education research. Rather than look at the CIE field discretely, they propose a framework of “osmosis”, which examines the external development of the field by considering what, where, and why CIE-related research appears outside of the field itself.

Comparative and international education research, trends, and issues are more widely varying in 2018 than in previous years. In Part 1: Comparative Education Trends and Directions, contributors examine approaches to CIE using a less singular lens than in previous years. International organizations, special interest populations, and the importance of teachers and teaching in CIE were the focus of the trends and directions in 2018. The second section, Part 2: Conceptual and Methodological Developments, is represented by a sole chapter from one of the most important voices in comparative and international education scholarship and reflection, David A. Turner. In his chapter, Turner asserts that much of the research and other work done in comparative education in recent years has been ‘atheoretical’. His suggestion is that while theoretical assumptions are made, they are not thoroughly interrogated or examined in comparative education research. This is a key assertion, which warrants the complete attention of Annual Review readers, and is the reason for it being the sole chapter in Part 2 in the 2018 volume. The third section, Part 3: Research-to-Practice, and fourth section, Part 4: Area Studies and Regional Developments, provide content related to the impact of international organizations on educational interventions – whether it is public schools in Latin America or ICT in African higher education – and the impact of gender, early childhood education, or academic mobility on educational outcomes at the primary, secondary, and higher education levels.

Of particular note, in the final section, Part 5: Diversification of the Field, is the ongoing attention to special needs education in communities that are also addressing educational access and equity issues at the system level, and the addition of gender and sexual minorities to the CIE discussion. While work on gender and sexual minorities is not new, it is also not often highlighted as a major area for research and discussion in comparative and international education. Part of the challenge is that gender and sexual orientation discussions are culturally taboo in some communities worldwide, especially when society, culture, tradition, and religion are closely entwined. Meadows closes the volume with her discussion of ‘context paralysis’, which she introduces to the literature, and how it is related to gender and sexual minority (GSM) children worldwide. This is representative of the kind of boundary-pushing work that the Annual Review strives to highlight and introduce to the CIE community for reflection, discussion, and even debate.

It should be noted that as the Annual Review of Comparative and International Education enters the second half of its first decade, each Annual Review since the inaugural volume has examined both current perspectives and identified future directions for the field of CIE. The Annual Review continues to begin with reflective essays by both established and new leaders in the field, which serve to create the context for the chapters in the sections that follow. It is also notable that the Annual Review continues to serve as an international forum for discussing matters of comparative and international education theory, research, policy, and practice. Although the field may not have exclusive ownership over CIE-related research, there is room enough for CIE professionals and scholars to interact around a shared vision of open discussion, innovative thinking, and empirically-rooted research. This is the goal of the Annual Review of Comparative and International Education moving forward and will be a guide for future volume editors to both follow and develop further.

Acknowledgments

There are many voices that come together to create each volume of the Annual Review of Comparative and International Education. The 2018 volume is no different in that respect. The Annual Review of Comparative and International Education 2018 would not be possible without the unwavering commitment, professionalism, expertise, intelligence, and insight of the editorial team. The 2018 editorial team consisted of Petrina M. Davidson, Maureen F. Park, Nino Dzotsenidze, and Obioma C. Okogbue. Not only are these four members of the Annual Review editorial team, they are also scholars and colleagues. They dedicated countless hours working through every stage of the volume’s process, from our first meeting discussing the potential chapter authors and strategizing how to build a strong volume with contributions from all disciplines and professional backgrounds, to the nitty-gritty details of formatting, emailing with chapter authors about revisions, and finalizing the documents to be sent to the publisher. Every reader of the Annual Review of Comparative and International Education owes them a word of gratitude for their encouragement, guidance, rigor, and vision in not only creating this volume, but in building on past volumes and setting a fruitful and meaningful path for future volumes. As both the Annual Review volume editor and the International Perspectives on Education and Society series editor, I owe them a special note of thanks from the depths of my heart – not only for what they have created professionally and academically, but for the gift they have both literally and figuratively given to our professional and scholarly communities and to me personally. Truly thank you, Petrina, Maureen, Nino, and Obioma.

Alexander W. Wiseman

Volume and Series Editor