Index
Annual Review of Comparative and International Education 2021
ISBN: 978-1-80262-522-6, eISBN: 978-1-80262-521-9
ISSN: 1479-3679
Publication date: 19 July 2022
This content is currently only available as a PDF
Citation
(2022), "Index", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2021 (International Perspectives on Education and Society, Vol. 42A), Emerald Publishing Limited, Leeds, pp. 289-301. https://doi.org/10.1108/S1479-36792022000042A023
Publisher
:Emerald Publishing Limited
Copyright © 2022 Alexander W. Wiseman
INDEX
Note: Page numbers followed by “n” indicate notes.
Academia
, 29, 40, 60, 66, 174
Academic achievement
, 258, 259–261, 263
Academic freedom
, 177
Academic identity
, 78
Academic women of color (AWOC)
, 60, 61–62
“Academic-practitioner”
, 36, 38
Acculturation
, 211
Aceh
, 209
“Act of Free Choice”
, 211
Action Plan on Asylum and Migration
, 189
Adiwiraku
, 154, 156n3
Afghanistan
, 48, 165
Aga Khan Development Network
, 177
Aga Khan Foundation (AKF)
, 171–172
All-round development of students
, 280
American Institute of Educational Sciences
, 41–42
American international school
, 82, 84–85
Analytic mapping
, 122
Anti-Asian
, 60
racism
, 67
sentiment
, 126
Anti-Black behavior
, 65, 67
Anti-Blackness
, 60
Aotearoa New Zealand
, 72
Apartheid
, 223, 250, 254, 255, 257
Arabo-Islamic conquerors
, 166
Argentina, right to education in
, 233–235
Argentine Constitution
, 233
Asia American Pacific Islander (AAPI)
, 67
Asylum-seeking children
, 49
Australia
, 72, 73
international education policies in
, 95–96
Australia and New Zealand Comparative and International Education Society (ANZCIES)
, 72
Australian government
, 126
Author affiliation type
, 9
author context
, 11
author context overlap
, 11
author gender
, 9–10
author number
, 9
methodology
, 11
unit of analysis
, 10–11
Author context
, 5–8, 11
author affiliation type
, 8
author gender
, 6
author number
, 5–6
methodology
, 7
overlap
, 7–8
unit of analysis
, 6–7
Author gender
, 6, 9–10
Author Number
, 5–6, 9, 13–14
Authorship
, 18
Autoethnography
, 36
Availability, accessibility, acceptability, and adaptability scheme (“4A” scheme)
, 246n11
Badan Pusat Statistik (BPS)
, 209
Bahasa Indonesia
, 211
Bali
, 209
“Basic education + Internet” system
, 285
“Big T” theory
, 40
Bioecological theory
, 187–188
Biopower
, 220
Black community
, 64
Black education
, 64
Black Lives Matter movement
, 136
Black/African-American children
, 254
Bolivia
, 245n1
Brazil, right to education in
, 235–238
British Ministry of Education
, 272
Bronfenbrenner’s bioecological theory of development
, 187–188
Buy-in
, 82, 83, 89, 91
Cairo American College (CAC)
, 82
community
, 90
connectivity
, 86–87
costs
, 87
decision making
, 88–89
implementation
, 84–86
leadership
, 88–89
learning
, 87–88
mask wearing
, 86
reopening
, 82–84
teachers
, 89–90
Canada, international education policies in
, 95–96
Canada Emergency Responsive Benefits (CERB)
, 96
Careers
, 9, 26–27
Case study
, 7, 171
Center for Disease Control and Prevention (CDC)
, 83, 144
Central Asia education
, 162
Character education
, 187
Chile, right to education in
, 238–239
Chilean school voucher program
, 137
China Education Policy Research Institute of Beijing Normal University
, 274
Chinese Education Association
, 274
CIES
, 39, 72
Citizenship
, 36, 140
Citizenship education
, 140
education under neoliberalism
, 141–143
state–subject relationship
, 143–146
subject–neoliberal state relationship
, 141
Classroom management
, 219, 279
Co-authorship
, 3
Co-constructive collaboration
, 31
Co-constructive knowledge production
, 26, 29, 31
Coding process
, 3
Colonial experience
, 220
Colonial legacies
, 208
Colonialism
, 213–214
Colorblind racism
, 253
community college
, 66
Comparative and international education (CIE)
, 36, 72
dependency theory
, 42
evidence-based policy research and theory
, 42
New Zealand’s progressive higher education
, 44
politics of knowledge production
, 41
research in
, 42
research–practice nexus
, 43
Comparative education
, 37, 61, 250, (see also Citizenship education)
author affiliation type
, 9–11
author context
, 5–8
data and methodology
, 2–5
multiyear trends in
, 12–18
reflections on
, 18–19
Comparative method
, 169
Comparative studies
, 16
Competitiveness, conformity, conservatism, convention and commerce (Five Cs)
, 142
Comprehensive internationalization
, 61
Compulsory basic school education
, 244
Conferences
, 74–76, 79
Confidentiality law
, 51
Conflict theorists’ perceptions of school inequities
, 252–253
Connectivity
, 86–87
Consciousness
, 277
Constitutional definitions
, 230, 232–233
Contemporary colony
, 210–215
Corporatization
, 153
Council of Higher Education (CoHE)
, 191
Counter-narrative methodology
, 62
Larissa’s narrative
, 64–65
our narratives
, 63
Pam’s narrative
, 66–67
COVID-19 pandemic
, 2, 47, 60, 82, 94, 108, 120, 140, 272
critical reflections of school experiences
, 111–112
Czech context of
, 108–110
international education in context of
, 95–98
international student mobility under
, 97–98
impact of pandemic on health of Czech school
, 113
preliminary review of
, 114
state–subject relationship during
, 143–146
Critical race theory (CRT)
, 62–63, 250
Critique
of canonical ideas
, 36
of deficit theory
, 250
of global capitalism
, 172
of Turkish government’s policies
, 186
Cross-border services
, 121
Culturally inappropriate knowledge
, 98
Curriculum
, 278
and learning resources
, 279
Curriculum and assessment policy statements (CAPS)
, 255
Cyber Home Learning system
, 273
Czech context of pandemic
, 108–110
Czech Republic
, 108
Czech school education
dispositions to coping with pandemic in
, 110
economic consequences of school closure
, 112–113
impact of pandemic on health of
, 113
Data collection
, 2–3
Data synthesis
De facto resegregation
, 254
De jure segregation
, 254
Decision making
, 88–89
Decoloniality
, 155, 250–251, 255–257, 265
Decolonization
, 162
international education
, 163–165
in post-soviet comparative
, 163–165
program
, 210
Decolonizing
, 176–177
Deficit theories impact on educational inequalities
, 251
Dependency theory
, 42
Disciplines
, 77, 140
Discourse
, 31, 231
academic and public
, 27
decolonization
, 162
mainstream education
, 154
social
, 31
on vaccinations against COVID-19
, 146
Discrimination
, 255
institutional
, 136
racial and gender
, 60, 67
Disproportionality
, 258
within South African schools based on students’ location, level of poverty and home language
, 261–264
within US Schools based on students’ location, level of poverty, and home language
, 259–261
Disrupted educational careers
, 26–27
Dissemination
, 231
Distance education
, 109, 111, 112, 114–116
Diverse classrooms
, 267
Diversity
, 51, 61, 67, 77, 90, 121, 164, 235, 242–243, 267
Divisional learning plans
, 85–86
“Do no harm” principle
, 146
Dogmatic part
, 230
Dysfunctional schools impact on educational inequalities
, 252
Early career researchers (ECR)
, 72
Early childhood education
, 219, 237, 244
Ebola pandemic
, 273
Ecological systems theory (EST)
, 52–54
Economic consequences of school closure
, 112–113
Education
, 232
in conflict and crisis
, 36–37, 188
inequalities
, 208
under neoliberalism
, 141–143
in outermost
, 215–220
policy
, 15
practice
, 272
privatization policies
, 246n10
reform
, 162
system in China
, 272
in Uruguay
, 243
Education as human right
, 244
Education for All
, 245
Educational barriers
, 26, 29, 31
Educational decolonization
, 162
Educational equity
, 265
Educational inequalities
, 215, 216, 267
deficit theories impact on
, 251
dysfunctional schools impact on
, 252
schools reproduce
, 252
in USA and South Africa
, 255–257
Educational information technology
, 272
Educational innovation
, 285–286
Educational leadership
, 82–83
Educational opportunities
, 136
Educational policies for Syrian refugees
, 190–191
Educational reforms
, 215, 230
Educational research
, 7, 15, 41, 166, 170, 174–175, 231
Educational resilience
, 26–27
Educational system
, 15, 31–32, 38, 40, 140, 200, 239, 243–244, 266
Educator acculturation
, 211
Egypt
, 82, 87
Elementary education
, 216
Employability
, 141, 186
Empowerment
, 192
English as a Second Language (ESL)
, 38, 66
Epidemic
, 60, 76, 88, 127
Epistemology
, 41, 142
Equitable educational opportunities
, 254, 266
Equity in education
, 65, 90, 94, 101, 266
Erasmus Student Network (ESN)
, 127
Ethnicity
, 61, 63, 77–78, 133, 215, 252–253, 255, 262, 264, 267
Ethno-pedagogy
, 170–171
Ethnography
, 167
European Association for International Education
, 122
European laws
, 26
European Union (EU)
, 48, 189
Evaluation system
, 283
Existing National E-learning system (EDUNET)
, 273
Explanandum
, 231
Explanans
, 231
“Extractive colonialism”
, 213
Faculty of Education and Social Work (EDSW)
, 36
“False distinction”
, 39
Fault lines of educational systems
, 140
1988 Federal Constitution
, 235
Federal Employment Agency
, 27
Fee free education in public schools
, 244
Feminism
, 60–61
Feminist theory
, 60–61
Finance Center for South–South Cooperation (FCSSC)
, 3
Financial barrier
, 195
Forced displacement
, 186, 194
Forced migration
, 26, 29, 193
Foreign-language learners
, 38
Formal education (FE)
, 49–50
Free Learning (see Merdeka Belajar)
Free Papua Movement
, 211
Freedom of education
, 238
Gendered obstacles
, 60
German education system
, 26
German VET system
, 26–27
Germany’s VET system, refugee youth in
, 26–32
Global education
, 274
Global Fun Day
, 88
Global North
, 2, 3, 5, 164
Global South
, 2, 3, 5, 7
Globalization
COVID-19 impacts on developments of
, 120
economic
, 121, 123–124, 128
of education
, 7
transnationality in
, 96
Google classroom
, 117n15
Government of Egypt
, 84–85
Government schools
, 49
governmentality
, 152–153
Graduate Teaching Assistant
, 39
Grassroots initiatives
, 108
Greece
, 190
refugee situation in
, 48–49
Gross domestic product (GDP)
, 95
Guarantee of learning effect
, 279
Harmonization
, 230, 243
Higher education (HE)
, 94, 120, 186, (see also International higher education (IHE))
commercialization of
, 123
as cross-border services
, 123–124
enrollments in
, 192
Turkish HE students
, 196–199
Higher Education Funding Council for England (HEFCE)
, 97
Higher education institutions (HEIs)
, 95, 166
Higher education policy
Bronfenbrenner’s bioecological theory of development
, 187–188
challenges of Syrian migration for Turkish HE students
, 196–199
migration-related challenges and barriers for Syrian refugees
, 193–195
opportunities for Syrians in Turkey
, 191–193
policy recommendations
, 200–201
Syrian migration
, 188–191
for Syrian Refugees in Turkey
, 186–187
weak educational backgrounds of Syrian refugees
, 199–200
Higher education research
, 178
Higher education study
, 39
“Historically Disadvantaged Institutions”
, 255
Home language
disproportionality within South African schools based on
, 261–264
disproportionality within US Schools based on
, 259–261
Home learning
, 111, 114
Home-school support
, 276
Home–school online collaboration
, 279
Human development index (HDI)
, 212
Human rights
, 26, 49, 176, 188, 198, 208, 221, 223, 230, 232, 239, 244, 246n3
Human rights-based approach
, 232
Humanitarian
, 190–191
Identification
, 77
of barriers to education
, 31
disproportional
, 252
of educational barriers
, 29
of educational barriers
, 31
gender
, 3
of stakeholders
, 30
Identity
, 36, 41, 66, 96, 221
Ideological pluralism
, 240
Immigrant
, 144, 209, 213
in VET
, 28
Immigration, Refugees and Citizenship Canada (IRCC)
, 96
Immigration and Nationality Act
, 66
Immigration law
, 27
Imperial Constitution of 1824
, 235
Imperialism
, 214
Inclusion
, 2, 28
decoloniality curriculum
, 257
in education
, 94, 101
of refugees
, 54
India
Read Beruni’s study on
, 167
vaccine roll-outs in
, 120
Indigeneity
, 163
Indigenous peoples
, 74, 78, 163, 240
Individualism
, 141
Indonesian education system
, 208
Inequalities
comparability of USA and South African Education
, 257
comparing histories of educational inequalities in USA and South Africa
, 255–257
conflict theorists’ perceptions of school inequities
, 252–253
deficit theories impact on educational inequalities
, 251
disproportionality within South African schools
, 261–264
disproportionality within US Schools
, 259–261
dysfunctional schools impact on educational inequalities
, 252
eliminating segregated schools maintaining strengths
, 266–267
historical overview
, 253
history of US Schools
, 253–254
methodology
, 258–259
impact of racist society on school inequalities
, 250–251
recommendations for diminishing current educational inequities
, 267
reflections on USA and South African experiences
, 265–266
research methods and data collection
, 257
schools reproduce societal inequalities
, 252
significance of comparative and international education
, 250
South Africa’s history of segregation and post-apartheid education
, 254–255
theoretical perspectives
, 250
Inequity
, 96, 101, 116, 253, 263
Informal learning environments
, 28
Information infrastructure
, 278, 283
Injustice
, 94, 96, 208, 256, 267
Institutional affiliation
, 3
Integration
, 48, 253–254
Intensification
, 152
Intensive Education Program
, 190
Inter-agency Network for Education in Emergencies (INEE)
, 51
Interdisciplinary
, 61
Internal colonialism
, 251
International Association of Universities (IAU)
, 127
International Baccalaureate (IB)
, 86
International development organizations (IDOs)
, 171
education research of
, 171–173
International education
, 37, 94, 163–165, 250
author affiliation type
, 9–11
author context
, 5–8
data and methodology
, 2–5
multiyear trends in
, 12–18
policies
, 94
reflections on
, 18–19
International Education Division of Global Affairs
, 95
International education in context of COVID-19
, 95
international education policies in Canada and Australia
, 95–96
international student mobility
, 97–98
mode of learning
, 95
transnationality
, 96–97
International Education Journal: Comparative Perspectives (IEJ: CP)
, 72
International education policies in Canada and Australia
, 95–96
International higher education (IHE)
, 120
economic globalization of
, 121
methodological issues
, 122–123
neo-liberal mentalities in
, 123
International migration
, 186
International NGO (INGO)
, 51
International school
, 82, 88
International student mobility
, 97–98
International Student Support Fund
, 99
“Internationalisation”
, 37–38
Internationalization at home
, 124
Internationalization of HE
, 120
HE as cross-border services
, 123–124
market mechanism
, 125–127
state-supervising model
, 124–125
“user pays” philosophy
, 127–128
Interviews
, 168, 171–173
expert
, 32
in-depth interviews
, 202
narrative
, 32
qualitative
, 175
Jakarta
, 209
Junior secondary education
, 216
Justice
, 99, 102, 167
Kazakhstan, quality education in
, 163
Kenyan government
, 273
Knowledge production process
, 27
“Knowledge translation”
, 40
Kyrgyzstan, quality education in schools in
, 176
Labor
child
, 198, 202
education
, 281
force
, 96, 198
market
, 26–27, 189, 195
segregation
, 66
LaeneAs project
, 29
real-world labs in
, 31–32
Language
, 31, 88, 168–169, 175
development
, 50
education
, 169
policy
, 164
Language barrier
, 193–194
Larissa’s narrative
, 64–65
Law on Foreigners and International Protection (LFIP)
, 188
Leadership
, 88–89
Learning
, 87–88, 282
mode of
, 95
resources
, 272, 276–279, 281
satisfaction
, 278
Life skills
, 188
Lifelong learning
, 50, 280
Linguistics
, 151
Macrotime
, 187
Madrasah Aliyah (MA)
, 216
Malaysia
teaching community in
, 150
TFM
, 151–152
virus, vaccine, and road to recovery
, 154–155
Malaysia’s affirmative action policy (see National Economic Policy)
Market mechanism
, 122–123, 125–127
Marxism–Leninism
, 166–167
Mask wearing
, 86
MERCOSUR
, 230, 245
Merdeka Belajar
, 219
Merit
, 137, 155, 198
merit-based selection
, 151
Mesotime
, 187
Methodology
, 2–5
Metodichka
, 166
Microsystem
, 187
Microtime
, 187
Migration
, 26, 29, 38, 186, 209
of Syrian refugees
, 186, 196–199
Ministry of Education and Culture (MoEC)
, 215
Ministry of Education Malaysia (MOE)
, 151
Ministry of Foreign Affairs (MoFA)
, 191
Ministry of National Education (MoNE)
, 190
Ministry of Religious Affairs (MoRA)
, 215
Mitigation policy
, 82
Mixed-method approac, 15h
, 123
Mobility
, 94, 101
Nation-state need decolonization
, 163
National Board for Mental Health
, 113
National Constitution of Paraguay
, 239
National Economic Policy
, 156n2
National educational systems
, 232
National Institute of Economics
, 113
National security
, 238
National standards
, 219
Native Land Act (1913)
, 255
Necroeducation, necropolitics to
, 220–223
Necropolitics to necroeducation
, 220–223
Necropower
, 221
Negeri (see School network)
Neoliberal competencies
, 152–154
Neoliberalism
, 121, 124, 141, 156n1
education under
, 141–143
retracing zombie
, 150–151
virus of
, 154
New and Emerging Researchers Fono (NERF)
, 77
New York Agreement (1962)
, 211
New Zealand, COVID in
, 37
Non-empirical research methods
, 7, 11, 15, 18
Non-formal education (NFE)
, 49, 50–52
Non-formal learning environments
, 28
Non-formal refugee education
COVID-19 global pandemic
, 47
refugee situation in Greece
, 48–49
Non-governmental organizations (NGOs)
, 28, 39, 50, 165
Non-teaching organization
, 9
“Nonoptionists”
, 151
Oceania
CIE scholarship
, 74
education-focused events
, 73
significance of place and space
, 74–77
Oceania CIES (OCIES)
, 72
personal positionings with(in)
, 77–79
On-line teaching
, 114
Online learning
deepen “internet + education” application to educational innovation
, 285–286
literature review
, 272–274
methodology
, 274
possible solutions for current problems
, 280
research findings
, 275
solutions for students’ problems
, 280–282
solutions for teachers’ and principals’ problems
, 282–283
student acceptance of
, 275–278
transition of teaching after school reopening
, 283–285
Online teaching
, 127, 278–273
Ontario Graduate Scholarships
, 96
Ontological bias
, 172
Operations Manual
, 83, 84
“Optionists”
, 151
Organisasi Papua Merdeka (OPM)
, 211
Organization for Economic Co-operation and Development
, 121, 209
Organizational part
, 230
Otherization theory
, 60
Pacific Island country
, 75
Pam’s narrative
, 66–67
Pandemic
, 120
impact on education sector
, 272–273
responses
, 141
Papua
, 209
educational inequalities in
, 215
Papua Barat
, 209
educational inequalities in
, 215
Paraguay, right to education in
, 239–240
Parent Teacher Organization (PTO)
, 83
Pedagogy of the Oppressed (Freire)
, 252
Performance-based financing
, 142
Performativity
, 153
Period of time
, 187
Person, characteristic of
, 187
Peruvian Ministry of Education
, 273
“Planter colonialism”
, 213
Platform technical support
, 279
Political reform process
, 212
Port Vila conference
, 74–75
Positionality
, 72, 75, 78
Post-apartheid education, South Africa’s history of
, 254–255
Post-Graduation Work Permit program
, 96, 99
Post-pandemic perspective
, 108
Post-Soviet comparative, international education, decolonization in
, 163–165
Post-Soviet knowledge production approach
, 170–171
Post-Soviet scholarship
, 168
Post-soviet Tajik education
, 174–178
Postcolonial studies
, 214
Postsecondary education
, 142
Poverty level
disproportionality within South African schools based on
, 261–264
disproportionality within US Schools based on
, 259–261
Practically test
, 30
Praxis
, 40
Pre-registration approach
, 15
Preferential School Subsidy Law
, 137
Primary education
, 111, 235
Principals’ acceptance of online learning
, 278–279
Private education
, 240
Private schools
, 137, 239, 242, 274, 275, 279
Professional identity
, 153
Professional teaching
, 39
Professionalization
, 2, 19
Protest
, 60, 65, 100, 126, 136, 146
Proximal processes
, 187
Psychosocial support
, 50–51, 188
Qualitative research
, 7, 18–19
Qualitative technique, 15s
, 231
Quality education for all
, 215, 250, 256–257, 265, 267
Quality of education
, 266
Quantitative methods
, 3, 15
Quebec-based businesses
, 146
Race
, 59–67, 255–256, 265
Racial inequalities in schooling
, 136
racial segregation
, 253, 255, 256–257, 266
Racialized obstacles
, 60
Racism
, 135–136
Racist society impact on school inequalities
, 250–251
Real-worlds labs
, 29
for co-constructive knowledge and transformation
, 29–30
in LaeneAs project
, 31–32
Recolonizing
, 176–177
Refugee children
, 47
Refugee education, EST and
, 52–54
Refugee Education Coordinators
, 49
Refugee situation in Greece
, 48–49
Refugee youth
, 26–27
informal learning environments
, 28
lack of support structures in rural areas
, 28
local stakeholders’ networks
, 28–29
non-formal learning environments
, 28
real-worlds labs
, 29–32
Regional Refugee Resilience Plan (3RP)
, 192
Registration process
, 51
Regression analysis
, 278
Relationality
, 79
Relative difference in composition index (RDCI)
, 258
Relative percent difference statistical method (RD statistical method)
, 257–258
Remote Learning, EdTech & COVID-19 program
, 274
Reopening Plan
, 83, 84
Reopening Task Force
, 83
Reproduction theory
, 252
Research ethics
, 177–178
Research methodology
, 15, 16
Research–practice
conundrum in CIE
, 39
gap
, 36
nexus
, 43
relationship
, 36
Resegregation
, 253–254
Resilience
, 102, 192, 200
disrupted educational careers and educational
, 26–27
Right to education
, 230, 232–233
Argentina
, 233–235
Brazil
, 235–238
Chile
, 238–239
comparative findings
, 241–244
method and content
, 230–231
Paraguay
, 239–240
results
, 233
Uruguay
, 241
Rural areas, support systems in
, 28–29
Russo-Soviet colonialism
, 166
“Saltwater thesis”
, 163
School Act
, 109
School choice
, 135–138
School closure, economic consequences of
, 112–113
School completion rates based on home location and level of poverty
, 259
School education
compulsory basic
, 244
Czech
, 110–113
School inequalities
conflict theorists’ perceptions of
, 252–253
racist society impact on
, 250–251
School management
, 111, 114, 169, 282
School network
, 215
School reopening
, 82
Schooling, racial inequalities in
, 136
Schools reproduce societal inequalities
, 252
School–society relations
, 37
Scientifically test
, 30
Segregation
, 253–254
South Africa’s history of
, 254–255
Sekolah Dasar (SD) (see Elementary education)
Sekolah Menengah Atas (SMA)
, 216
Sekolah Menengah Kejuruan (SMK)
, 216
Sekolah Menengah Pertama (SMP) (see Junior secondary education)
Self-discipline
, 277
Self-isolation
, 144
Self-management ability
, 277
“Settler colonialism”
, 213
Sexuality
, 101–102
Signup systems
, 87
Social emotional learning
, 51, 85
Social exclusion
, 201
Social experimentation approach
, 30
Social factors
, 38, 63, 208
Social integration
, 29, 31
Social interaction
, 194
Social mobility
, 137–138
social-emotional learning
, 51
Socially responsible behavior
, 144
Socio-economic status (SES)
, 251
South Africa
comparability of USA and South African Education
, 257
educational inequalities in USA and
, 255–257
history of segregation and post-apartheid education
, 254–255
South African schools based on students’ location, level of poverty and home language
, 261–264
South America, right to education in
, 229–244
Southern Common Market trade block
, 230
Soviet Academy of Science
, 166
Special Autonomy Law
, 212
Stakeholders’ networks
, 28–29
State-supervising model
, 121–125
State–subject relationship
, 143–146
Stigmatization
, 49
“Structural conservatism”
, 30
Student
acceptance of online learning
, 275
disproportionality within South African schools based on students’ location
, 261–264
disproportionality within US Schools based on students’ location
, 259–261
influencing factors of student satisfaction with online learning
, 276–278
principals’ acceptance of online learning
, 278–279
student satisfaction with online learning
, 275–276
teachers’ acceptance of online learning
, 279–280
Study abroad
, 39, 98
Subject–neoliberal state relationship
, 141
Surveillance
, 144, 190
Syndemic
, 60
Syrian migration
educational policies for Syrian refugees
, 190–191
humanitarian
, 190–191
international community meeting Syrian refugee influx
, 189–190
legislative framework in Turkey
, 188–189
Syrian refugee students (SRSs)
, 186
Syrian refugees
, 186
financial barrier
, 195
inadequacy of guidance and orientation
, 194
language barrier
, 193–194
migration-related challenges and barriers for
, 193
psychological and emotional support
, 194–195
Syrians in Turkey
enrollments in HE
, 192
language support
, 192–193
opportunities for
, 191
Systemic educational systems
, 250
Systemic inequality
, 136, 137
Tajikistan
continued, adapted soviet-style research
, 166–170
data sources, analyses, and positionalities
, 162–163
education research of IDOs
, 171–173
ethno-pedagogy
, 170–171
knowledge production in
, 162
post-soviet Tajik education
, 174–178
research and knowledge production in education
, 165
western-style academic education research
, 173–174
“Talent reserve”
, 136
Teach First UK
, 150
Teach For All (TFAll)
, 150
Teach For America (TFA)
, 150
Teach For Malaysia (TFM)
, 150, 151–152
Impact Report
, 153
Teachers
, 89–90
acceptance of online learning
, 279–280
Teaching community in Malaysia
, 150
Teaching English to Speakers of Other Languages (TESOL)
, 62, 66
Teaching institution
, 9
Textbooks
, 116, 168–169, 276
Thai
, 60, 66–67
Theorist–practitioner relationship
, 39
Theory of capabilities
, 232
Third space professional
, 36–40
“Titular” nation
, 164, 167
“Trade colonialism”
, 213
Traditional school curriculum functions
, 252
Transdisciplinarity
, 29
Transition of teaching after school reopening
, 283–285
Transmigrasi program
, 211–212, 221
Transnationality
, 94, 96–97
Turkey, Syrians in
enrollments in HE
, 192
language support
, 192–193
opportunities for
, 191
Turkish HE students
, 196–199
UN High Commissioner for Refugees (UNHCR)
, 47
UN Refugee Agency
, 48
Undang Unang Otonomi Khusus (OTSUS)
, 212
Unit of analysis
, 6–7, 10–11, 16–18
United Kingdom (UK)
, 273
United Nations (UN)
, 210
United Nations Children’s Fund
, 209
United Nations Declaration of Human Rights
, 137
United Nations Educational, Scientific and Cultural Organization
, 209
United Nations High Commissioner for Refugees (UNHCR)
, 186
United Nations Temporary Executive Authority
, 211
United States of America (USA)
comparability of USA and South African Education
, 257
educational inequalities in
, 255–257
reflections on USA and South African experiences
, 265–266
University Education Act
, 255
Uruguay, right to education in
, 241
US Declaration of Independence
, 253
US Schools based on students’ location, level of poverty, and home language
, 259–261
US Schools history
, 253–254
“User pays” philosophy
, 122, 127–128
Vaccine roll-outs
, 120
Vietnamese doctoral students
, 98
Giang’s story
, 100–101, 102
Trang’s story
, 99–100, 102
Vuong’s story
, 99, 101–102
Vocational education and training (VET)
, 26
German VET system
, 26–27
“Vocationalism”
, 142
Volunteer turnover
, 52
Vouchers
, 137
WeChat groups
, 279
Welfare
, 127
Wellbeing
, 54, 89, 101, 141, 143
West Papua
, 208
anatomy of contemporary colony
, 210–215
BPS
, 209–210
education in outermost
, 215–220
educational problems of
, 208
from necropolitics to necroeducation
, 220–223
units of analysis
, 208–209
Western-style academic education research
, 173–174
White supremacy
, 64
“Whiteness”
, 78
Wira
, 156n3
Womanism
, 61
Womanist theoretical framework
, 60–61
Women
, 60
of color
, 61–62
of faculty
, 60
scholars
, 65
Workforce
, 124, 142
World Bank
, 3–4, 121, 219
World Bank Group
, 209
World Education Services
, 98
World Health Organization (WHO)
, 83, 120
World Population Review
, 3
Yogyakarta, educational inequality in
, 209, 220
Young refugees
, 26
Youth
refugee
, 25–26
“Zombie ideas”
, 150
Zombie neoliberalism
, 150–151
Zombification
, 152–154
Zoom
, 73, 76, 114, 117n15
- Prelims
- Trends in Published Comparative and International Education Research, 2014–2020, with a Focus on Global South and Non-academic Authors
- COMPARATIVE EDUCATION TRENDS AND DIRECTIONS
- Participation of Refugee Youth in Germany’s VET System: Real-world Labs as Opportunities for Co-constructive Knowledge Production and Innovative Practice Transformation
- Reflecting on the Research–Practice Nexus in Comparative and International Education
- Sustaining Non-formal Refugee Education Programs in a Covid-future World
- The Syndemic of Race, Gender, and COVID-19: Culturally Comparative Reflections of Intersectional Discrimination
- Becoming Comparative and International Educationalists in Oceania
- Reopening Amid a Global Pandemic: Adapting Research, Prioritizing Collaboration, and Trust
- Impacts of International Education Shifts through Transnation Stories of Three Vietnamese Doctoral Students
- Impact of the COVID-19 Pandemic on School Education: Consequences and Challenges
- Reflecting on COVID-19 and Internationalization of Higher Education: Implications and Complications
- School Choice, Racism, and the Quest for Equality
- COVID-19 Pandemic and the Fault Lines of Citizenship Education
- The Zombification Crisis in a Crisis: Neoliberal Battles and Teacher Survivors in the Pandemic
- AREA STUDIES AND REGIONAL DEVELOPMENTS
- Decolonization of Education Research, Policy-making, and Practice in Central Asia: The Case of Tajikistan
- Higher Education Policies for Syrian Refugees in Turkey: Opportunities and Challenges for Syrian and Turkish Students
- Education, Colonialism and Necropolitics in West Papua
- The Right to Education in South American Countries: A Comparative Constitutional Approach
- A Comparison of Racial and Ethnic Inequalities: Resegregation in US Schools and Post-apartheid Education in South Africa
- Investigation on Effects and Challenges of Online Learning During the Pandemic in China
- Index