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Annual Review of Comparative and International Education 2019

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International Perspectives on Education and Society

Series Editor: Alexander W. Wiseman

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Series Editor from Volume 11: Alexander W. Wiseman

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INTERNATIONAL PERSPECTIVES ON EDUCATION AND SOCIETY VOLUME 39

Annual Review of Comparative and International Education 2019

EDITED BY

ALEXANDER W. WISEMAN

Texas Tech University, USA

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

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Emerald Publishing Limited

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First edition 2020

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ISBN: 978-1-83867-723-7 (Online)

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ISSN: 1479-3679 (Series)

Contents

Author Biographies

Emily Anderson is an Assistant Professor of International and Intercultural Education in the Department of Educational Policy Studies at Florida International University. Using qualitative, discourse, and network approaches, her research investigates gender as an organizing framework in international and comparative education policy and the use of new media in education policy, activism, and advocacy. Dr. Anderson is a former Co-Chairperson of the Gender and Education Standing Committee of the Comparative and International Education Society (CIES) (2017–2019), and a founding Co-Editor of the Annual Review of Comparative and International Education (2012–2015). Her work is published widely in peer-reviewed journals including Girlhood Studies and Studies in Social Justice, and edited collections. She has partnered with a dynamic group of co-editors for the upcoming book, Interrogating and Innovating Comparative and International Education Research (Sense/Brill), to be published in Spring 2020. Dr. Anderson is currently a Visiting Scholar with the Al Qasimi Foundation for Policy Research.

Pravindharan Balakrishnan is currently pursuing an M.A. in Cultural and Education Policy Studies in Loyola University Chicago as a Malaysian recipient of the prestigious Fulbright Foreign Student Program. Prior to pursuing his graduate studies in the United States, Pravin obtained a B.Ed. TESL from the UK with a scholarship from the Ministry of Education Malaysia. Upon teaching English for four years in a Malaysian rural school, Pravin decided to put the chalk down and pursue life as a full-time graduate student. In graduate school, Pravin was fascinated with the increasing visibility of international large-scale assessments in education. Hence, Pravin’s thesis focuses on the reception and projection of the Program for International Student Assessment (PISA) in Southeast Asia. Through this research, Pravin hopes to uncover how PISA has situated itself as a global measurement of national education systems. Pravin also has a keen interest in the current education development in Malaysia which is going through a transitional period due to political shifts that has magnified the country’s fragile race relations.

Donald R. Baum is an Assistant Professor at Brigham Young University with areas of expertise in education policy, international development, the economics of education, and quantitative research methods. His research focuses on the behaviors and contributions of the private sector in education, including the expansion of for-profit education markets, private schooling for the poor, and state regulation of private schools. Additionally, his research addresses the provision and expansion of early childhood education in the Global South, with the primary geographic focus of Sub-Saharan Africa. From 2012 to 2015, he worked as an Education and Evaluation Specialist for the World Bank.

Iris BenDavid-Hadar is a Senior Lecturer in the School of Education, Bar Ilan University, Israel. Dr. BenDavid-Hadar’s research foci are economics of education, education finance policy, and the relationship between redistribution mechanisms and state competitiveness and cohesiveness. She is a Distinguished Fellow of the National Education Finance Academy (NEFA) in the United States, the founder of the Economics and Finance of Education SIG in the CIES, a Member of the Board of the International Higher Education in Belt and Road Countries (IHE-B&R) at the Beijing Institute of Technology (BIT), China. Her papers have been published in books and journals such as International Journal of Educational Development, Education Economics, and the Journal of Education Finance. Recently, her book Equality, Equity, and School Finance was published by Springer.

Mary Burns is a Senior Learning Technologist at the Education Development Center. She has worked on five continents as a teacher, instructional coach, professional development provider, program designer, instructional designer, and advisor to schools and national ministries of education in the areas of technology and online and face-to-face teacher professional development. Though a practitioner, Mary has authored numerous books, book chapters, peer-reviewed journal articles, print and online articles for publications such as the Kappan, Educational Leadership, Journal of Staff Development, Journal of Open and Distance Learning, and online essays for the Global Partnership for Education. Her latest book chapter titled, “For Want of a Good Theory: Considerations for Technology Integration in Well-Resourced Schools,” can be found in A Closer Look at Educational Technology (Nova Press, September 2019).

Pempho Chinkondenji is a Doctoral Student in International Education and Development at the University of Massachusetts Amherst. She earned her B.A. in Mass Communication from the African Bible College in Lilongwe, Malawi, and her M.A. in Cross-Cultural and International Education from Bowling Green State University. She is the Co-Founder of Loving Arms Malawi which provides educational support for young people in Malawi. Her research interests focus on the centrality of gender relations and how they connect to education and the development process in Sub-Saharan Africa.

Luis Crouch is a recognized international leader in providing high-level advice to governments involved in complex educational systems change. From 2011 to 2013, Dr. Crouch served with the Global Partnership for Education Secretariat as Head of the Global Good Practices Team. He currently leads work addressing important challenges in education, workforce and youth, and “Data Revolution for Development.” He provides input and oversight to key areas of work in related themes of work in the International Development Group at RTI International. Dr. Crouch is also researching fundamental issues at the leading edge of applied scientific work on education while continuing to pursue his policy advisory work with specific countries in areas such as school funding and educational decentralization. He also continues to advise development agencies and impactful NGOs on key technical, strategic, and institutional issues. “Stumbling at the First Step,” an article about pre-primary education that Dr. Crouch wrote with Katherine Merseth, was selected for the 2018 Change the World collection by the publisher Springer Nature.

Petrina M. Davidson completed her Ph.D. in Comparative and International Education (CIE) at Lehigh University, her M.S. in Teaching, Learning, and Leadership with an emphasis on Curriculum and Instruction from Oklahoma State University, and her B.A. in English and Education from the University of Tulsa. Prior to moving to Pennsylvania, she worked for one of the largest school districts in Oklahoma, where she taught high school English and served as a district-level English curriculum coordinator. She has worked on numerous project teams, including those focused on developing strategic plans for internationalization, monitoring and evaluation, transformative teaching professional development, and examinations of the field of CIE. 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 Doctoral Student pursuing her degree in CIE at Lehigh University. She has 15 years work experience in formal and non-formal education fields including governmental and non-governmental organizations as well as state and private higher education institutions in Georgia (country) and Kuwait. She earned M.Ed. in International Education Policy and Management from Vanderbilt University in 2010.

Parfait Eloundou-Enyegue is Professor and Chair, Development Sociology at Cornell University. His research and teaching focus broadly on population and global development, with specific interests in the demography of inequality, education and social stratification, demographic dividends, youth, and social change. He has served as a senior consultant on these issues for the United Nations, USAID, the World Bank, the Hewlett Foundation, and the UK Department for International Development. Most recently, he served on a 15-member panel of experts appointed by the UN Secretary-General to draft the 2019 Sustainable Development Report. He has served on the board of directors of the Population Reference Bureau, the Guttmacher Institute, the Population Association of America, and the International Union for the Scientific Study of Population.

Naomi Fillmore is an Educational Development Specialist with experience spanning South and South East Asia, Latin America, and the Pacific. At the time of writing, Naomi served as an adviser to the Language Commission of Nepal for mother tongue-based multilingual education. She holds an M.A. in International Development from Deakin University, completed through research on multilingual education reform in the Philippines, and a B.A. in Applied Linguistics from Griffith University. With a background in applied linguistics and language teaching, Naomi is passionate about the intersection of language and early education. Her research interests include mother tongue-based multilingual education; early grade reading and literacy; inclusive education; learning for all; education policy, reform, and implementation; and first and second language acquisition.

Sarah Carissa Giroux is a Lecturer and Researcher in the Department of Development Sociology at Cornell University. Her research interests lie in the intersection of demography and inequality in the modern world, with a focus on sub-Saharan Africa. She co-developed and managed a Hewlett Foundation-supported international outreach and research efforts to improve demographic training in West Africa (2005–2015) and also managed several large-scale data collection efforts in Cameroon. She teaches courses in research methods, population dynamics, and international development in the Department of Development Sociology.

Verónica Gottau is Associate Researcher at Universidad Torcuato Di Tella (UTDT) and she holds a Master’s Degree in Educational Policies from the same Institution. She is a Ph.D. Candidate in Education at Universidad de San Andrés. She is a member of the CIES. Her recent publications include articles in research journals indexed in JCR and SCR. Her main areas of research are linked to educational policies, the privatization of education and family processes of school choice.

Kelly Grace has a Ph.D. in CIE and is the founder of Grace Research Consulting. She works as an independent consultant, a freelance researcher, and a trainer. Her work focuses on gender and education, with a specialization in gender in early learning and early childhood, as well as research methods and monitoring and evaluation. In addition to conducting research and training, she also develops gender responsive curriculum for early childhood education and primary school programs.

Ryan Hauck is a Teacher at Glacier Peak High School in Snohomish, WA, and Director of the Global Classroom Program at the World Affairs Council in Seattle. As a teacher of comparative politics and international studies, he is often applauded for bringing the world into his classroom by engaging students around the importance of living in an increasingly interconnected, interdependent world. One of Ryan’s global projects has been his work in the Niger Delta region of Nigeria, building not only a sister–school relationship between his high school and a remote village school in Oporoza, but also a village library. Ryan has participated in various cross-cultural and cross-national training and exchanges all in a bid to enhance teacher training and student learning. Ryan completed his Master’s Degree in Globalization and Educational Change from Lehigh’s Comparative and International Education Department with an emphasis in international development and education in emergencies.

Tavis D. Jules is an Associate Professor of Cultural and Educational Policy Studies at Loyola University Chicago, specifically focusing on CIE and International Higher Education. His vast professional and academic experiences have led to research and publications across the Caribbean and North Africa. He is President of the Caribbean Studies Association, Book Review Editor for the Caribbean Journal of International Relations, and an International Institute of Islamic Thought Fellow. His most recent books include The Educational Intelligent Economy: Big Data, Artificial Intelligence, Machine Learning and the Internet of Things in Education (with Florin D. Salajan, Emerald 2019). Educational Transitions in Post-Revolutionary Spaces: Islam, Security and Social Movements in Tunisia (with Teresa Barton, Bloomsbury 2018); Re-Reading Education Policy and Practice in Small States: Issues of Size and Scale in the Emerging Intelligent Society and Economy (with Patrick Ressler, Peter Lang 2017); and The New Global Educational Policy Environment in the Fourth Industrial Revolution: Gated, Regulated and Governed (Emerald 2016).

Ayesha Khurshid is an Associate Professor of Sociocultural and International Development Education Studies in the Department of Educational Leadership and Policy Studies at the Florida State University. She received her doctorate in Education with specializations in International and Comparative Education and Gender and Education from the University of Wisconsin-Madison. Her interdisciplinary and ethnographic research focuses on international development and educational policymaking and implementation, globalization and transnationalism, and gender and education. Dr. Khurshid’s work approaches international education as a site that produces gendered citizenship in different national and cultural contexts. She also studies how global policies to educate and empower women in developing and Muslim countries are translated into local contexts.

Katherine Merseth King leads the International Development Group’s practice in early childhood development (ECD). She designs programs, builds institutional partnerships, and sets the long-term strategic vision for RTI’s work in the field of international ECD. Ms. King joined RTI in 2015. She has worked for several international development organizations, including Save the Children US, Creative Associates International, and Winrock International. As deputy chief of party for the USAID-funded Education Reform Support Program in Jordan, she managed initiatives on early childhood education, monitoring and evaluation, and youth employability. She is a member of the CIES, the National Association for the Education of Young Children, and the Society for Research in Child Development. She also serves as co-chair of the Basic Education Coalition ECD Working Group and the CIES’ Early Childhood Education Special Interest Group. “Stumbling at the First Step,” an article about pre-primary education that Ms. King wrote with Luis Crouch, was selected for the 2018 Change the World collection by publisher Springer Nature.

Karen Monkman (DePaul University) does research related to equity, lived experience, and education policy, with a focus on gender, globalization, and migration, as they relate to education. Recent research projects focus on the discursive framing of gender in education policy globally, girls’ education policy and practice in Cambodia, student experience in an after-school program in an under-resourced public school in the United States, and globalization and educational policy and practice. Earlier research on transnational experiences in adult learning was based on data collected in the United States and Mexico. She has taught comparative education, gender, social foundations, and qualitative research courses for over 20 years, and has been a visiting scholar at Stellenbosch University in South Africa. She holds a Ph.D. from University of Southern California (USC) in International and Intercultural Education, and two M.A. degrees, one in Sociology from USC, and another in CIE from University of California at Santa Barbara (UCSB).

Jacqueline Mosselson, Ph.D., is Associate Professor of International Education and Development at the University of Massachusetts Amherst. She earned her Ph.D. 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. She uses a critical lens to explore the intersection of culture, politics, education and global justice, focusing in particular on schooling and migration. She was a Research Fellow at the Refugee Studies Centre, Department of International Development at the University of Oxford in 2018, and serves as a member of the Education Policy Working Group for the International Network of Education in Emergencies, 2018–2021.

Desmond Ikenna Odugu is an Associate Professor of Education at Lake Forest College, Illinois, USA. He is also Director of International Network for Action Research on Education, Language and Society (INARELS), an international network of CIE and development scholars and practitioners. His research on language and multilingualism, education, and social change, and on the historiography of schooling in African contexts spans 12 countries.

Obioma Okogbue received her M.A. in CIE from Lehigh University. Her research focuses on horizontal inequality, its reflection in the educational system, and its implications for access, success, and opportunity. She has a B.A. in French and an M.Ed. in Educational Leadership. Obioma has experience in both the classroom as a French teacher and as an educational administrative officer in Nigeria. She currently works as a Senior Technical Assistance Analyst at Child Trends.

Edith Mukudi Omwami is Associate Professor of Comparative Education at the University of California, Los Angeles. She teaches courses in CIE, development education, social context of learners, and research in education. Her research focus is on the attainment of sustainable development goals (SDGs) through education with respect to issues pertaining to education access, participation, education finance, gender, nutrition, and health. Her research examines the context for marginalized and vulnerable populations that include children, poverty, rural, ethnic minority, gender, and populations in conflict-impacted spaces. Her more recent research is on intergenerational comparison of education attainment and implications for empowerment of women in rural Kenya.

Ararat L. Osipian is The Alexander Mirtchev Visiting Professor and Scholar at the Terrorism, Transnational Crime and Corruption Center, Schar School of Policy and Government, George Mason University, and a Fellow of the Institute of International Education, New York. Dr. Osipian holds a Ph.D. in Education and Human Development, majoring in Leadership and Policy Studies, from Peabody College of Education at Vanderbilt and an M.A. in Economics from Vanderbilt University, where he came as a fellow of the US Department of State. Dr. Osipian is the author of Political and Economic Transition in Russia: Predatory Raiding, Privatization Reforms and Property Rights (Palgrave Macmillan, 2019), The Political Economy of Corporate Raiding in Russia (Routledge, 2018), and The Impact of Human Capital on Economic Growth: A Case Study in Post-Soviet Ukraine, 1989-2009 (Palgrave Macmillan, 2009). His research interests include corruption, corporate, property and land raiding, economics of education, and political economy of transition.

Jinusha Panigrahi is an Assistant Professor at the Centre for Policy Research in Higher Education, National Institute of Educational Planning and Administration, New Delhi. She is an economist by training at the graduate and masters’ level and M.Phil. and Ph.D. in Economics of Education from Jawaharlal Nehru University, New Delhi. She served at several government organizations as both a faculty member and a researcher and taught economics at the University of Delhi. She is the Co-Chair of the Economics and Finance Education Special Interest Group (EFE-SIG) for the CIES, USA. She was an International Visitor under the prestigious International Visitor Leadership Program (IVLP) nominated by the US Department of State, Washington, DC, for “Furthering U.S.–India Relationships in Higher Education.” She has published in various national and international journals, working papers, and edited books in economics of education, internationalization of higher education, educational choices, access and equity issues, and education finance. She is the co-editor of the India Higher Education Report 2018 on Financing of Higher Education to be released by SAGE. Her current research focuses on private sector participation, privatization, and financing of higher education.

Maureen F. Park is a Ph.D. Candidate in CIE at Lehigh University. Her research focuses on refugee and migrant education, mother tongue-based multilingual education, and gender and education. She has a B.A. in Political Science and an M.Ed. in Multicultural Education. Maureen has experience in both international development and as an educator; she began her career as a bilingual teacher in the United States and also worked as an international school teacher in Central Asia. She is co-founder of a community-based 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.

Joy du Plessis is a Senior Technical Advisor at Creative Associates International in Washington, DC. She has provided technical assistance in teacher professional development, early reading, science education, continuous assessment, systems strengthening, policy analysis and development, teaching and learning materials development, and parent and community engagement in education. Starting in 1978 she has worked as a teacher, teacher educator, and education technical advisor in Botswana, Namibia, Zambia, South Sudan, Ethiopia, Nigeria, Cook Islands, Afghanistan, Yemen, and the United States. She has also supported education programs in Malawi, Jamaica, Morocco, and Mozambique. Ms. du Plessis holds an M.Sc. in International Education from Florida State University and has completed post-graduate course work in curriculum and instruction at the University of Colorado.

Wendi Ralaingita, Ph.D., is a Senior Education Advisor with RTI International’s International Education unit. She has more than 25 years of experience in teaching, training, and teacher education, primarily in the areas of reading/writing and mathematics, as well as English as a second language. Dr. Ralaingita is currently the Senior Reading Advisor for the USAID-funded Early Grade Reading Program (EGRP), which provides technical assistance to the Nepal Ministry of Education, Science, and Technology’s National Early Grade Reading Program. She previously acted as Senior Reading Advisor for the USAID-funded Reading for Ethiopia’s Achievement Developed Technical Assistance Program in Ethiopia. She has also provided technical support to early grade reading and mathematics programs in DR Congo, Mali, Namibia, Rwanda, Kenya, Malawi, and the United States. Her research has involved the use of measures of student learning combined with school-based research to better understand how efforts to support instruction impact student learning, as well as teacher learning and the relationship between teachers’ beliefs and their instruction.

Martyn Reynolds is the Specialist Classroom Teacher in an urban high school in Wellington, Aotearoa New Zealand. He is also a sessional assistant at Victoria University of Wellington. He holds a Ph.D. in Education in the area of success in the education of students from the Pacific diaspora in Aotearoa New Zealand. His work sits on the edge between theory and practice and is aimed at celebrating and enhancing the richness of peoples’ educational contributions in the region. He is married with two children.

Florin D. Salajan is Associate Professor in the School of Education at North Dakota State University, Fargo, USA. He teaches undergraduate and graduate courses in teacher education, comparative education, and instructional methods. His areas of research interests include CIE, European higher education policies, European educational policy analysis, teacher education in comparative perspective, comparative e-learning, and information and communication technology in teaching and learning. His research articles have appeared in the Comparative Education Review, Compare, European Journal of Education, European Educational Research Journal, and European Journal of Higher Education and Educational Policy. He co-edited and contributed chapters for the volume titled, The Educational Intelligent Economy: Big Data, Artificial Intelligence, Machine Learning and the Internet of Things in Education as part of the International Perspectives on Education and Society volume series (with Tavis D. Jules, Emerald 2019).

Kabini Sanga is a Solomon Islands Educator and Pacific Islands Mentor. He teaches at and undertakes research from the Victoria University of Wellington in Aotearoa New Zealand. He is the Co-President of the Oceania Comparative and International Education Society (OCIES). He is married with two adult children.

Vilma Seeberg is Associate Professor for International/Multicultural Education in Cultural Foundations at Kent State University, where she teaches graduate courses, directs dissertations, and holds affiliate faculty status with Women’s Studies. She studies education in development, girls’ schooling empowerment, and has published two books on mass education in China, numerous articles, and chapters on education of gendered, racialized, ethnically, socioeconomically and historically disempowered communities. Since 2000, she serves as principal investigator of the girls’ education in China research team. She received her Ph.D. in 1990 in CIE and her M.A. in Education, minor in Sinology in 1983 at the University of Hamburg, Germany. Her B.S. in Foreign Language Instruction is from the University of Wisconsin – Madison, USA.

Payal Shah is Assistant Professor at the University of South Carolina, conducts ethnographic research at the intersection of education, gender, culture, and society. She explores these themes by examining the sociocultural context of female marginalization and the role of formal and non-formal educational initiatives in promoting gender equity in South Asia. She has been engaged with research and practice on educational issues in India for over 15 years. Payal teaches courses in comparative education, social foundations of education, and qualitative research. She holds a Ph.D. in Education Policy Studies, an M.A. in International and Comparative Education, and an M.A. in Sociology, all from Indiana University.

John W. Sipple is an Associate Professor in the Department of Development Sociology at Cornell University. He has focused his research interests on the responses of public school districts and communities to changes in state and federal policy. Central to his work are issues of community and organizational change and how they relate to fiscal, demographic, and learning opportunities for students across racial, socioeconomic, and geographic lines. He teaches courses on the organizational, social, and political contexts of community vitality and the US educational system. He is also Director of the New York State Center for Rural Schools and Editor of the journal Community Development.

Kelsey Skic is a Program Manager in the Dornsife Office for Experiential Learning, LeBow College of Business, Drexel University. In this role, Kelsey manages curricular and co-curricular experiential learning opportunities through academic–industry partnerships in Philadelphia and abroad. Her portfolio includes international consulting courses and international residencies for undergraduate and graduate students. In these courses, students study a specific region’s economy through its cultural, historical, and political context. To culminate these courses, students travel to the target region on a one-week international business experience. Kelsey earned a B.A. in Spanish Studies from American University, Washington, DC, in 2014 and an M.Ed. in Globalization and Educational Change from Lehigh University, Bethlehem, PA, in 2016.

Andrew Swindell is a Doctoral Student in the International and Comparative Education Program at the Graduate School of Education and Information Studies, UCLA. His research interests include school choice policy in the United States and non-state schooling for people displaced by conflict in fragile states. He has worked as a foreign aid practitioner in Liberia and a K-12 teacher in Thailand and Myanmar. He holds a Master’s Degree in Education from the University of Missouri and a Bachelor’s Degree in Economics and Religion from Bucknell University.

Michel Tenikue is Senior Research at Luxembourg Institute of Socio-Economic Research (LSER). He holds a Ph.D. in Economics from the University of Namur (Belgium). His research focuses on Development Economics with an emphasis on economics of education and demographic economics. He has designed and implemented impact studies in Sub-Saharan Africa and in India. His recent research investigates interrelations between population dynamics on (income) inequality dynamics. As consultant for UNICEF, he has contributed to design child development and women empowerment policies in Niger. He has an ongoing research project on socioeconomic integration of immigrants in developed countries.

Amrit Thapa is a Lecturer in the International Educational Development Program at the Graduate School of Education, University of Pennsylvania. He received his Bachelor’s and Master’s Degrees in Economics from Sri Sathya Sai University, India, and M.Phil. and Ph.D. in Economics and Education from Columbia University. Dr. Thapa is also an Affiliated Researcher at the Center for Benefit-Cost Studies of Education at Teachers College, Columbia University, Co-Founder of UNNAT Nepal, a non-profit organization, and Vice President and Representative to the United Nations for The Institute of Global Education (IGE), an NGO that has consultative status with the Economic & Social Council of the United Nations. Dr. Thapa is also a consultant to the UNESCO Institute of Statistics and serves as Co-Chair for the Economics and Finance of Education Special Interest Group for the CIES. His research focuses on the economics of education in developing countries, international education, monitoring and evaluation, and school climate research.

Annababette Wils, Ph.D., is an expert in the field of international education policy analysis, with an extensive record of new product development, publications, and team, project, and center management.

Joseph Wright is a Doctoral Student in International and Comparative Education at the University of California, Los Angeles. His research focuses on several aspects of education in developing and emergency contexts including maternal and childhood public health education, micro-finance and entrepreneurship education, as well as the role of technology in education contexts. He has a particular focus on the issue of gender equity for refugees and IDPs including gender-based violence in schools and early childhood education. His research interests also include the philosophical aspects of comparative religious education. Joseph received his B.S. from Brigham Young University, M.Sc. from Oxford University, and has done work for USAID, UNESCO, and various NGOs in Africa and the Middle East.

Lauren Ziegler is a global education professional with more than a decade of experience working at the intersection of policy and program implementation. Her work has focused on education and economic development broadly and has spanned more than 20 countries, including the United States, India, Vietnam, Cote d’Ivoire, Senegal, Rwanda, Botswana, and others. She is a former US State Department officer and Presidential Management Fellow, a former Broad Fellow for the management of US education systems, and current Project Director at the Center for Universal Education at the Brookings Institution. She holds a Master’s Degree from Columbia University’s School of International and Public Affairs and a Bachelor’s Degree from the University of Illinois at Urbana-Champaign. Views in this article are her own.

About the Volume Editor

Alexander W. Wiseman, Ph.D., is Professor of Educational Leadership and Policy in the College of Education at Texas Tech University, USA. Dr. Wiseman holds a dual-degree Ph.D. in Comparative and International Education and Educational Theory and Policy from Pennsylvania State University, an M.A. in International Comparative Education from Stanford University, an M.A. in Education from The University of Tulsa, and a B.A. in Letters from the University of Oklahoma. Dr. Wiseman conducts comparative educational research on educational policy and practice using large-scale education data sets on math and science education, information and communication technology (ICT), 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

Serving as the “collective memory of the field” since its inaugural volume (Wiseman & Anderson, 2013), the introductory chapters in the Annual Review of Comparative and International Education have reported the results of systematic, empirical examinations of relevant research published in both comparative and international education (CIE) and non-CIE publications (e.g., Wiseman et al., 2015; Wiseman, Davidson, & Stevens-Taylor, 2016; Davidson et al., 2017, 2018). The 2019 volume’s introductory chapter (Park et al., 2020) continues this tradition by examining not only the trends in CIE research, but also the ways that gender permeates the CIE professional field as well as its scholarship. Yet, the Annual Review delves deeper than trends to give voice to professionals and scholars in the CIE field through discussion essays published in Part 1: Comparative Education Trends and Directions. In Part 2: Conceptual and Methodological Developments, the newest and most impactful conceptual developments or methodological approaches being used in CIE are discussed. In Part 3: Research-to-Practice, connections between theoretical-driven research and field-based practical needs and projects are examined. Part 4: Area Studies and Regional Developments specifically focuses on individual educational developments and phenomena in national education systems or regions of the world. And, finally, Part 5: Diversification of the Field addresses new directions and developments in CIE, which promise to carry CIE forward in both professional and scholarly directions.

This year Part 1: Comparative Education Trends and Directions includes voices from those working in international education, international development, local schools, international research organizations, and national or area studies. These voices highlight both the strengths and contributions CIE makes to learning, development, and change as well as the weaknesses of CIE in some areas of professional and scholarly life, which create challenges for connecting scholarship and practical applications or needs.

Part 2: Conceptual and Methodological Developments has more contributions to it than ever before in the history of the Annual Review. Thapa, Panigrahi, and BenDavid-Hadar’s (2020) chapter reviews recent conceptual and methodological developments in the field of economics and finance of education that are relevant to and used in CIE-related work. Seeberg’s (2020) chapter builds on human development and capability approach (HDCA) to develop a multidimensional view of human development, with implications for education policy. Eloundou-Enyegue, Tenikue, and Giroux (2020) examine the economic convergence of countries worldwide and how that influences national education systems in terms of equity and equality of education. Salajan and Jules (2020) build on assemblage theory to interrogate the role of Big Data and its impact on CIE as a field. Anderson, Khurshid, Monkman, and Shah (2020) examine opportunities to interrogate culture in qualitative data through ethnographic and discourse approaches in gender-focused research in CIE.

The chapters in Part 3: Research-to-Practice explore challenges to early childhood education from three different perspectives and in different situations. King, Crouch, Wils, and Baum (2020) examine the accuracy of the adjusted net enrollment ratio, one year before the official age of primary entry, as a measurement of SDG 4.2. Ralaingita and du Plessis (2020) develop the concept of “satisficing” as a way to understand how early grade reading impacts are decoupled from anticipated outcomes. And, Omwami, Wright, and Swindell (2020) examine how context influences the implementation of the global commitment to early childhood education within the framing of the sustainable development goals under SDG 4.2.

Part 4: Area Studies and Regional Developments includes chapters that examine education in specific countries like Nepal as well as regions including the Pacific region and Oceania. Fillmore (2020) reviews the history, languages, ideologies, beliefs, and trends that influence multilingual education in Nepal. Sanga and Reynolds (2020) review emerging Indigenous Pacific educational research from 2000 to 2018. Odugu (2020) explores how education and social change are impacted by linguistic changes and intersections. And, Gottau (2020) dives deeply into the causes and consequences of school choice in Buenos Aires, Argentina.

Finally, Part 5: Diversification of the Field includes two chapters that examine topics that have a history in CIE research, but are leading in new directions in the early 20th century. Mosselson and Chinkondenji (2020) propose new directions in education for newcomer/migrant populations, and examine promising practices in schools for migrant youths, their peers, and their school communities. Osipian (2020) investigations how corruption in higher education in the United States and Russia is reflected in the media and draws both insightful contrasts and comparisons between these two systems.

As the summaries of each section in the 2019 Annual Review of Comparative and International Education suggest, the Annual Review is consistently and strategically committed to examining current perspectives on both research and practice in the field, while also dedicated to examining debates and directions for the field to head in the future. The goal since the inaugural volume of the Annual Review has been to provide a venue for review, examination, and reflection on CIE research, practice, and the connection between the two. There has also been a consistent purpose of supporting and encouraging reflective practice among CIE scholars and professionals as a way to further professionalize the field of CIE. With these goals and purpose in mind, the editorial team and the authors who contributed to this volume not only contributed to the scholarship in and professionalization of CIE, but they serve as an example for future scholars and professionals in the field.

Acknowledgments

There is a tremendous amount of collaboration and hard work that go into every volume of the Annual Review of Comparative and International Education. The Annual Review is supported by one of the most committed, professional, and insightful team of scholars and educators I have ever had the opportunity to work with. The 2019 editorial team consisted of Dr. Petrina M. Davidson, Maureen F. Park, Nino Dzotsenidze, and Obioma C. Okogbue. Their dedication to the development of the 2019 volume through hours and hours of communicating with authors, reviewing and commenting on submitted chapter manuscripts, formatting and finalizing chapters, and planning for the next Annual Review of Comparative and International Education is the reason why this 2019 volume exists and why the 2020 volume will build on its strengths and contribute as much or more to the professionalization of the field and the growing corpus of comparative and international education research.

Not only are Petrina, Maureen, Nino, and Obioma editorial assistants with the Annual Review of Comparative and International Education, but they are also original authors and scholars contributing to the advancement of knowledge in the field by conducting original research. Their research on published scholarship in comparative and international education looks at the historical trends in content, foci, authorship, institutional affiliation, and publication type. Their research builds on a growing data set of published research related to comparative and international education in both print and online journals published all over the world. And, through their scholarship, the evidence has shown that the field of comparative and international education and the research published by professionals and others associated with the field is of a decidedly different nature than many popular accounts suggest. This is especially meaningful when the direction that the professionalization of the field takes depends in part on what expert knowledge is valid and validated as well as the ways that scholars and professionals interact and share information.

Finally, as both the Annual Review of Comparative and International Education volume editor and the International Perspectives on Education and Society series editor, I would like to commend each of them individually for their intelligence, their insight, their commitment, their professionalism, and their scholarship. They have worked selflessly and without much rest to give the field of comparative and international education a great gift. And, on behalf of scholars, educators, and professionals working in the field of comparative and international education, thank you again to Dr. Petrina M. Davidson, Maureen F. Park, Nino Dzotsenidze, and Obioma C. Okogbue.

Alexander W. Wiseman

Volume and Series Editor