Index
Annual Review of Comparative and International Education 2021
ISBN: 978-1-80382-618-9, eISBN: 978-1-80382-617-2
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. 42B), Emerald Publishing Limited, Leeds, pp. 247-260. https://doi.org/10.1108/S1479-36792022000042B017
Publisher
:Emerald Publishing Limited
Copyright © 2022 Alexander W. Wiseman
INDEX
Note: Page numbers followed by “n” indicate notes.
Academia
, 82, 93, 94
Academic achievement
, 197
Academic disciplines
, 81
Academic information
, 144
Acculturation processes
, 228–229
Acculturative stress
, 229, 235
participants acculturative stress and Covid-19 Pandemic
, 236–237
participants inventoried grievances
, 235–236
three leavers
, 237–238
Activism
, 80, 87–88, 101, 121, 126, 130, 132–133
Acts of discrimination
, 122
Adaptive leadership
, 230–231
Affirmative Action policies
, 75
Afghanistan
, 26, 29
emergencies in
, 35–37
high education planning
, 53
African Development Bank Group (AfDB)
, 113
African Governance Initiative (AGI)
, 113
African socialization
, 109
American Colleges for International Education
, 206
American international schools
, 226
Answerability
, 80–82
Anti-Black
, 61
Anti-Blackness
, 60, 64–66
Anti-deficit approach
, 218, 221
Aotearoa-New Zealand
, 66, 69
Apartheid
, 71–73
Arts, Science and Humanities (ASH)
, 212
Asynchronous technology-mediated learning environments
, 166
Auckland University of Technology (AUT)
, 69
Austerity measures
, 103
Australia
, 68–69
Authentic theory
, 19
Authorship
, 48
Balanced approach
, 48
“Banking model”
, 83
Bantu Authorities Act
, 72
Bantu Education Act
, 72
Basic education
, 169–170
Belief systems
, 65
BigBlueButton software
, 174–175
Bilateral organizations
, 100–101
Biological White superiority
, 67
“Black box syndrome”
, 9, 18
Black civilization
, 65
Black Lives Matter (BLM)
, 26, 29, 182–183
Black queer students
, 124
Black women in US
, 30
Blackboard (WebCT)
, 174
Bolivia, COVID-19 in
, 32–35
Brazil
, 73–75
Brick-and-mortar classrooms
, 173
Bridge International Academies
, 101
British international schools
, 226
Brown women in US
, 30
“Buggery law”
, 121
Campus space
, 120–121, 126
Canada
anti-homophobic aggressions in
, 134
decriminalized homosexuality in
, 122
queer campus spaces in
, 120, 135
review of policy in
, 181–199
Canadian education system
, 192
Canadian international schools
, 226
Canvas
, 174
Capabilities theory
, 208–209
Capability theory
, 53
Career and Technical Education (CTE)
, 206
CTE/TVET in comparative context
, 207
CTE/TVET internationalization in comparative context
, 207–208
data analysis
, 211
data collection
, 210–211
equalization of opportunity
, 218–219
findings
, 212
importance of internationalization experiences
, 213–218
literature review
, 207
meaningful impacts for students of diverse identities
, 219
methods
, 210
participants
, 210
participation in international experiences
, 212–213
positionality/reflexivity statement
, 212
social justice
, 219–220
theoretical construct
, 208–210
trustworthiness
, 211
Careers
, 145, 212, 215, 219, 226, 242
CARES Act
, 164
Case study
, 54–55, 197–198, 208
Categorical reclassification
, 62
Caucasianization in Egypt
, 65
CCTV surveillance
, 142
Cellphilm method
, 120–121
(un)safe space
, 128
COVID-19 effects on research
, 134–135
data collection
, 125–127
findings
, 127
framing study
, 124–125
participant recruitment poster for new Brunswick workshop
, 126
queer comparative educational research
, 120–123
queer universities and safe spaces
, 129–134
safe spaces
, 127–128, 128–129
situating ourselves within study
, 123–124
Central Asia
, 16
Central learnings
, 89–93
Certificate of Eligibility (CE)
, 190
Chi-squared analysis
, 210, 212
Chinese education
, 6
Cisgender
, 122
Citizenship
, 67, 111, 145, 206–207, 210
“Civility”
, 101
Classroom
, 166–167
pedagogy
, 168
Climate
, 67
Colonial legacy
, 102–106
Colonialism
, 112
Colonization
, 75
Colorism
, 60
Commodification of knowledge
, 108–109
Common Collaborative Learning Environment (CCLE)
, 174
Communication
, 216
Community college
, 206
Community cultural wealth model
, 218
Community mobilization
, 91
Comparative and International Education (CIE)
, 26, 45, 50
critical realism, methodological issues, and production of contextualized knowledge
, 52–55
critical realism and justification for critical approach to
, 51–52
Comparative and International Education Society (CIES)
, 8
Comparative and International Education: Survey of an Infinite Field
, 9
Comparative education
, 4, 52, 165
historical evolution shaped by contextually induced discourse
, 4–9
outlook for comparative and international education
, 18–19
Comparative Education Review
, 11
Comparative international education
, 96, 242
Comprehensive selection method
, 210
Concern for welfare
, 85
Concessional lending program
, 103
Confessions of Faith
, 72
Conflict
, 26–29, 54, 60, 66, 127, 131, 164, 187
slow
, 35–37
Conflict-affected contexts (CACs)
, 52
Constructivism
, 46, 49
Constructivists
, 46
Content analysis
, 126
“Contention”
, 101
Context, learning about
, 93–94
Contingent utility
, 157
Control of educational content
, 106–108
1989 Convention of the Rights of the Child
, 26
Conventional schooling
, 17
Costs
, 149–150
Courageous principled action
, 230
Courageous principled action
, 237
Covid-19 pandemic
, 4, 142, 164, 173, 263
in Bolivia
, 32–35
effects on research
, 134–135
“factors and forces” phase
, 7
field stuck in formative path
, 9–12
heterodoxy
, 8
heterogeneity
, 9
historical evolution of comparative and international education
, 4
impact on education
, 12–18
impact on education
, 4
outbreak of COVID-19 pandemic in 2020
, 12
outlook for comparative and international education
, 18–19
participants acculturative stress and
, 236–237
phase of international cooperation
, 6
phase of systematic study of foreign education systems for borrowing
, 5–6
social science phase
, 7–8
stages
, 4–5
systemic racial, gender, and economic emergencies in US
, 29–32
travelers’ tales since time immemorial
, 5
Critical Cultural Political Economy of Education (CCPE)
, 52
Critical decolonial studies
, 80
Critical naturalism
, 47–48
“Critical naturalism”
, 45
Critical pedagogy
, 166
Critical podcasting
, 83
Critical race studies (CRS)
, 112
Critical realism (CR)
, 44
aspects of
, 44
critical naturalism
, 47–48
critical realism in CIE research
, 50–55
depth realism and laminated view of reality
, 46–47
epistemic fallacy and mind-independent world
, 45–46
epistemic relativism and judgmental rationality
, 49–50
open systems
, 48–49
reality as emergent
, 47
Critical social science
, 80
Critical theory
, 45
“Criticality”
, 54
Critique
of empirical realism
, 45
explanatory
, 45, 51
narrative
, 209
safe space
, 131
cross-cultural differences
CTE/TVET
in comparative context
, 207
internationalization in comparative context
, 207–208
cultu
ral learning
, 219, 227, 240
Cultural capital theory
, 208, 229
Cultural competence/competencies
, 192, 220, 226, 229, 238, 240, 243
“Cultural fit” proposition
, 227
Cultural studies
, 242
Cultural values
, 109–111
Culturally and Linguistically Diverse (CALD)
, 63
Culture shock
all participants experienced
, 233–235
hue and cry
, 238
opportunities for professional development and leadership advancement
, 239
participants inventoried commendations
, 238–239
participants sought cultural learning and cultural challenges
, 240
repeat sojourn experiences
, 239–240
theory
, 233
Culture shock
, 228–229
Curriculum
, 14, 70, 106, 166, 168, 173, 185–187, 191–192, 194
“Curse of Ham” theory
, 65
Customs and Border Patrol (CBP)
, 143
Decolonization
, 7
Decriminalized homosexuality
, 122
“Deculturalization”
, 187
Dedoose mixed methods software platform
, 211
Deficit labels
, 209
Deficit theories
, 111–113, 208
Deficit-based thinking
, 218
Deficit-oriented culture shock theory
, 227
Democracy
, 35, 101
“Democratic dialogue”
, 84
Department of Education (DOE)
, 184
Department of Homeland Security (DHS)
, 142
Depth realism
, 46–47
Descriptive statistics
, 210
Designated School Officials (DSOs)
, 144, 149
Dialectical CR
, 45
Digital pedagogy
, 166–167
Disciplines
, 52, 55, 69, 70, 81, 190
Discourse
, 4, 54
colonial
, 111
contextually induced discourse
, 4–9
education practice
, 165
political and social discourse in Brazil
, 74
Discrimination
, 120, 122–123, 129–130, 134
Disease
, 67
Diverse populations
, 164
Diverse workplace
, 216
Diversity, equity, and inclusion (DEI)
, 182
Domain-specific meta-theories
, 52
Domain-specific theories
, 54
“Dominion Movement”
, 69
E-technology
, 17
Early childhood
, 170–172
Early childhood education
, 171
Early-career teachers (ECTs)
, 226
Ebola outbreaks
, 38
Ecological model of human development
, 53
Economic emergencies in US
, 29–32
Edu-business
, 105–106
Education
, 26, 182
COVID-19 pandemic impact on
, 12
dimensions of education supply project
, 13
globally before pandemic
, 14–16
pandemic impact on
, 16–18
theoretical framework
, 12–14
Education and pedagogy
, 150
Education for All program
, 6, 26
Education in conflict and crisis
, 28
Education in Emergencies (EiE)
, 26, 164
COVID-19 in Bolivia
, 32–35
evidence of modern emergencies
, 29
historical review of
, 26–29
slow conflict and genocide
, 35–37
systemic racial, gender, and economic emergencies in US
, 29–32
Education policy
, 53, 183, 197
Education practice
, 165
Education quality
, 14
Education reform
, 9, 73
Education systems
, 182
in Global South
, 102
Educational development
, 5, 100–113
Educational diplomacy
, 150
Educational inequality
, 14, 165
Educational leaders
, 227
Educational leadership
, 183
learning environment
, 188–189
literature review
, 185
methods
, 184
New Jersey policy and preparation
, 189–192
objectives
, 183
Ontario educational leadership policy and preparation
, 192–196
policy
, 183
policy review
, 189, 196
practicing educators
, 198–199
role and preparation of educational leaders
, 185–188
school leaders
, 196–197
Educational leadership preparation
, 184
Educational opportunities
, 14, 36, 145
Educational policy
, 189
Educational reforms
, 220
Educational research
, 44, 50, 55, 185
queer comparative
, 120–123
Educational system
, 50, 100, 109, 111, 191, 242
Educational technology
, 165
and pedagogy
, 168
platforms
, 167
Educational Testing Service (ETS)
, 191
Educator acculturation
, 227
acculturative stress
, 235–238
adaptive leadership and self-leadership theories
, 230–231
all participants experienced culture shock
, 233–235
context and review of literature
, 227
culture shock and acculturation processes
, 228–229
findings
, 233
hired expatriate teachers
, 227–228
hue and cry
, 238–240
international school
, 226–227
language barriers
, 235
methods
, 231–233
positive organizational scholarship
, 229–230
self-leadership mitigated acculturative challenges
, 240–241
Educator acculturation
, 229
Educators
, 166
Educators
, 227
Eduroam
, 174
Eduthek
, 174
Egypt
Black kingdoms of antiquity in
, 65
caucasianization in
, 65
civilization
, 64–65
Electronic Privacy Information Center
, 144
Emergencies
in Afghanistan
, 35–37
in Iraq
, 35–37
in Myanmar
, 35–37
in Syria
, 35–37
Emergency claims
, 38
Emerging research
, 218
Employability
, 206, 220
Employers
, 85, 157, 217, 221, 226–227
Employment information
, 144
Energy consumption and emissions statement (ECES)
, 158n1
English Language Learners (ELL)
, 188
English-medium international schools
, 226
English-speaking teachers
, 226
Enhanced workplace knowledge and skills
, 215–216
Enrollment, recruitment and
, 152
Epistemic fallacy
, 45–46
Epistemic relativism
, 49–50
Epistemological reproduction
, 61
Epistemologies of the South
, 107
Epistemology
, 45
Equal education
, 14
Equal educational opportunities
, 14
Equality in education
, 14
Equity
, 32, 63, 165–166, 191–195, 206–207, 212, 221
Ethical research
, 85
Ethnicity
, 14
Ethnography
, 54
Eurocentric conceptualization of education
, 187
Eurocentric knowledge
, 107
“Eurocentrism”
, 113
Evaluation system
, 191
“Explanatory critique”
, 45
Face-to-face learning
, 172–173
“Fallacy of actualism”
, 48
Family Educational Rights and Privacy Act
, 151
Family-bound factors
, 14
Federal University of Rio de Janeiro (UFRJ)
, 73
Female genital mutilation (FGM)
, 110
Femininity
, 67
Feminization
, 29
Field stuck in formative path
, 9–12
First Sojourn
, 233–235
“Fixity”
, 111
Forced displacement
, 27
Formal education
, 80, 83
Formative assessment tools
, 172
Foucault’s boomerang theory
, 27–28
G Suite for Education
, 172
Gender
, 14
emergencies in US
, 29–32
identities
, 124
Gendered capitalism
, 30
Gender–sexuality–alliance (GSA)
, 123
General Agreement on Trade in Services (GATS)
, 108
Generalizability
, 54
Genocide
, 26, 35–37
Germany
, 15, 30
Global citizenship
, 206–207
Global disruption of education
, 164
Global education
, 6, 10, 12, 105, 208
Global Education Industry (GEI)
, 105
“Global iconic events”
, 80
Global inequality of education
, 16
Global North
, 26, 29
educational development in
, 100, 102
Global South
, 19, 26, 29
education systems in
, 102
educational development in
, 100
Globalization
, 112
Google classrooms
, 174–175
Google Meet Ambassadors
, 176
Government school
, 89
Graduate Peer Mentors
, 176
Gross National Product (GNP)
, 104
Group Areas Act
, 71
Hegemonic categorizations
, 208–209
Hegemony of northern epistemologies
, 106–111
Heroism
, 63
Heterodoxy
, 8
Heterogeneity
, 9
Heteronormative policies
, 120
Heteronormativity
, 122
High school education
, 75
Higher education
, 17–18, 26, 33, 242
for Afro-Brazilians
, 75
in colonial Brazil
, 73
internationalization of
, 209, 220
online distance learning
, 108
pedagogical response
, 173–176
post-secondary
, 206
South African
, 73
system in Bolivia
, 33–34
In United States of America
, 142–143, 151
in urban Jamaica
, 53
Higher education institutions (HEIs)
, 142, 149
Hispanic
, 30
Home schooling
, 17
Homeland Insecurities
, 63
Homeland Security Act
, 143
Homophobia
, 123
“Horrific circumstances”
, 63
Human agency
, 54–55
Human capital theory
, 208
Human rights
, 5, 8, 26, 28, 32–33, 164, 166, 169
Human Theory
, 209
Humean notion of causality
, 48
Hurricane Harvey
, 91
Hybrid flexible models
, 173
Hybrid learning
, 173
Hyflex models
, 173
Idealism
, 49
Identification
, 48, 62, 111, 124, 145, 154
Identity
, 186, 191–192
Illegal Immigration Reform and Immigrant Responsibility Act
, 143
Immigrant
, 32, 147, 187–188, 197, 217, 219, 228
Immigrant students
, 38, 143, 146–147, 157, 188, 197–198
Immigration
, 150–151
immigration-related tasks
, 143
Immigration and Customs Enforcement (ICE)
, 142
Immigration and Naturalization Service (INS)
, 158n3, 207–208
Immorality Act
, 71
Impact quality
, 14
Imperialism
, 112
Imperialism
, 63
INCHEON Declaration and Framework for Action (2015)
, 6
2015 Incheon Declaration
, 170
Inclusion
, 63, 182, 183, 194–195, 220, 221
dimensions of
, 167
of new SEVIS responsibilities
, 149
queer
, 121
of RFI youth
, 182, 196
Inclusive equitable quality education
, 165
Inclusive quality education for all
COVID-19 pandemic
, 164
defining pedagogical practices in context of pandemic
, 166
early childhood and pre-primary pedagogical response
, 170–172
educational technology and pedagogy
, 168
expanding classroom
, 166–167
higher education pedagogical response
, 173–176
K-12 education pedagogical response
, 172–173
SDG4 agenda for
, 165
SDGS and inclusive quality education
, 169–170
India
experienced external colonialism
, 81
ghats in
, 89
government schools in
, 89
multi-religious household in
, 81
nationwide lockdown in
, 90
Indigeneity
, 81
Indigenous peoples
in Indonesia
, 65
in New Zealand
, 65, 66
racist against
, 68
in settler colonial contexts
, 36
Inequalities
, 166–167
in education
, 18
Inequality
, 29
Inequity
, 32, 172
Injustice
, 8, 35, 51, 95, 107, 124
Input quality
, 14
Institutionalized policy
, 182
Inter-Agency Network for Education in Emergencies (INEE)
, 27
Intercultural competency skills
, 208
Intercultural experiences
, 214
Intercultural learning
, 219
Interdisciplinary
, 52, 55
International development programs
, 208
International education
, 4, 206
historical evolution shaped by contextually induced discourse
, 4–9
outlook for comparative and international education
, 18–19
International education surveillance studies
additional topics
, 154
background
, 143–146
benefits to United States
, 148
competitive advantages
, 148–149
costs
, 149–150
education and pedagogy
, 150
educational diplomacy
, 150
findings
, 148
immigration
, 150–151
methods
, 146–148
privacy
, 151
recordkeeping
, 151–152
recruitment and enrollment
, 152
security and terrorism
, 152
SEVP
, 142–143
student perceptions
, 151
technological implementation
, 152–153
timing
, 153
tracking and surveillance
, 154–155
workload
, 153–154
International educational development interventions
colonial legacy and ongoing imperialism
, 102–106
deficit theories and oppressive benevolence
, 111–113
hegemony of northern epistemologies
, 106–111
types of international organizations
, 100–102
International governmental organizations (IGOs)
, 100
International higher education
, 18
International learning
, 26
International Monetary Fund
, 12, 103
International nongovernmental organizations (INGOs)
, 101
International offshore schools
, 226
International organization types
, 100–102
International schools
, 229–230
American
, 226
British
, 226
Canadian
, 226
English-medium
, 226
exponential growth of
, 424
premature teacher attrition rates from
, 28
teachers in
, 226
International student mobility and migration policies (ISM policies)
, 149
International students
, 142–155
International studies
, 242
International teachers
, 228, 239
Internationalization
diverse workplace
, 216
enhanced workplace knowledge and skills
, 215–216
experiences
, 213
of higher education
, 209
job relevance
, 215
making purposeful choices
, 213–214
maximizing international opportunities
, 214–215
personal growth and appreciation for diversity
, 217–218
professional impact
, 216–217
programs
, 208, 210
Internationalization at Home (IaH)
, 212
Internationalization of Higher Education for Society (IHES)
, 219
Internet
, 167
Interpretivism
, 46, 49
Interpretivists
, 46
Intersectional framework
, 124
Interviews
, 61, 84–86, 92, 94, 198, 210–211, 213, 216–217, 232, 236
Intimate partner violence
, 30
Invasion tools
, 60–61
Job relevance
, 215
Judgmental rationality
, 49–50
Justice
, 85
K-12 education pedagogical response
, 172–173
Kirkwood Community College
, 208
Knowledge
, 46, 60
commodification of
, 108–109
enhanced workplace knowledge and skills
, 215–216
production
, 61, 63, 66, 148
Knowledge acquisition
, 61, 63, 66
Labor
, 71–72, 74–75
Language
, 187–188
of instruction
, 106–108
in New Jersey
, 191–192
Language barriers
, 235
LBGTQ+ students
, 128–129
Leadership advancement
, 239
Learner-bound factors
, 14
Learner-centered pedagogy
, 54
Learning
, 165
answerability and positionality
, 80–82
central learnings
, 89–93
choosing participants
, 85–89
about context
, 93–94
description of project
, 84–85
environment
, 188–189
management systems
, 142
podcasting
, 82–83
about self
, 94
Legal violence
, 31
LGBTQIA individuals
, 128
Liberalization of public education
, 103
Lifelong learning opportunities for all
, 165
Likert style
, 210
Loan conditionalities
, 103
Loxley–Heyneman rule
, 17
Malaysia
, 234
Marginalization
, 111
Marginalized communities
, 183
Massive open online courses (MOOCs)
, 170
‘Me Too’ movement
, 26, 29
Merit
, 10, 50
Meta-theory
, 45, 51
Methodology
, 45
Migration
, 71, 75, 93
Millennium Development Goals (MDGs)
, 6, 10, 102, 169, 174
Mind-independent world
, 45–46
Ministry of Education (MOE)
, 184
Minoritized women
, 30
Minority students
, 167
Misinterpretation
, 111
Misrepresentation
, 111
Mission statements
, 207–208
Mixed Marriages Act
, 71
Mobility
, 60, 208
Modern educational system
, 111
Modern science
, 66
Moodle
, 174
Multiculturalism
, 37, 196, 198–199
Multinational corporations
, 101
Myanmar
emergencies in
, 35–37
“slow” genocides in
, 26
Narrative positioning teachers
, 182
National Association of Elementary School Principals (NAESP)
, 185
National Association of Secondary School Principals (NASSP)
, 185
National education curriculum
National Party (NP)
, 71
National Policy Board for Educational Administration
, 191
Nature
, 16
Neocolonial imperialism
, 105
Neoliberalism
, 112
“New Education System”
, 37
New imperialism
, 100, 103
New Jersey policy and preparation
, 189–192
New Zealand
, 69–70
Non-binary communities
, 122
Non-binary identities
, 124
Non-binary students
, 120
Non-binary youth
, 122
Non-traditional students
, 209, 213, 218
Northern epistemologies
commodification of knowledge
, 108–109
dismantling existing cultural values and ways of life
, 109–111
hegemony of
, 106
language of instruction and control of educational content
, 106–108
Northern hegemony
, 9, 11, 19
Oberg’s theory
, 229
Oceania
, 66
Australia
, 68–69
medical and scientific visions
, 66–68
New Zealand
, 69–70
On-line survey
, 210
Ongoing imperialism
, 102–106
Online learning
, 17, 168
Online teaching
, 171, 177
Ontario College of Teachers (OCT)
, 184, 192
Ontario educational leadership policy and preparation
, 192–196
Ontario Leadership Framework (OLF)
, 193
“Ontario’s Equity Education Plan”
, 195
Ontology
, 45, 46
Open systems
, 48–49
Open-ended interviewing method
, 85
Open-ended questions
, 211
Opportunity thinking
, 236, 240
Oppressive benevolence
, 111–113
‘Othering’
, 84
Output quality
, 14
Pacific
, 16
Pandemic
defining pedagogical practices in context of
, 166
education globally before
, 14–16
impact on Education
, 16–18
Participant
as co-creators
, 85
selection
, 231
Participatory visual research methodologies
, 125
Pedagogical practices in pandemic context
, 166
Pedagogy
, 18, 164, 165, 168
education and
, 150
Philanthropization of educational development
, 100
Phronetic approach
, 233
Planning
education
, 9
of educational systems
, 242
high education
, 53
to produce podcast
, 81
Podcasting
, 82–83
Policy
, 9
documents
, 196–197
enterprises
, 206
recommendations
, 198
Policy implementation
, 53, 238
Policy making
, 101
Policy review
, 189–199
Policymaker
, 186
Policyscapes
, 228–229, 237, 239, 242
Political returns
, 14
Positionality
, 80–82
positionality/reflexivity statement
, 212
Positive organizational scholarship (POS)
, 229–230
Positivism
, 46
Positivists
, 46
Post-pandemic perspective
, 32
Postcolonial theory
, 100
Postsecondary education
, 165, 169, 177
Poverty Reduction and Growth Facility (PRGF)
, 104
Praxis
decolonial
, 83, 93
education
, 9
Pre-made flipped videos
, 172
Pre-primary education
, 167, 171
Pre-primary education
, 170
Pre-primary pedagogical response
, 170–172
“Predatory model of modernity”
, 109
Predictive capacity
, 157
Primary education
, 6
Primary school education
, 15
Principal assessment
, 197
Principals Qualification Program (PQP)
, 192
Privacy
, 151
Private finance
, 105
Privatization of public education
, 103
“Problem-posing education”
, 83
Process quality
, 14
Product quality
, 14
Professional Development (PD)
, 194, 239
Professional Standards for Educational Leaders (PSEL)
, 189
Protest
, 32, 35, 72–73
Provider Registration and International Student Monitoring System (PRISMS)
, 157
Psychosocial support
, 171
Public pedagogy
, 83
Public policy
, 234
Qualitative content analysis (QCA)
, 146–147, 184
Qualitative methods
, 54, 210, 212
Qualitative narrative study
, 231
Qualitative research
, 52
Quality education for all
, 169
Quality of education
, 15
Quantitative dimension
, 14
Quantitative research
, 52, 210
Queer
, 136n1
cellphilms
, 120–121
comparative educational research
, 120
context
, 121–123
students
, 120
theory
, 124
universities and safe spaces
, 129–134
Race
, 62–64, 71, 124, 133–134, 171, 219
Racial hierarchy
, 65
Racial science
, 67
Racial segregation
, 72, 133
Racialized capitalism
, 30
Racism
, 29, 66, 112, 123
Radical listening
, 83
Realism
, 45–46
Reality
as emergent
, 47
laminated view of
, 46–47
Recordkeeping
, 151–152
Recruitment and enrollment
, 152
reflection
critical
, 194
on pandemic for comparative and international higher education
, 18
of priorities
, 189
of reality
, 46
Reflexivity
, 123
Refugee and forced immigrant (RFI)
, 182–183
Refugees
, 183–185, 188, 209, 229
Afghan
, 182
in national education systems
, 28
in US
, 189
Remote learning
, 173
Reopening schools
, 92, 173
Research methodology
, 82
Resilience
, 231, 234
Respect for persons
, 85
Rhodes Must Fall movement
, 60, 68, 72–73
Right to education
, 28
Rural areas, lack of internet in
, 35
Safe space
, 12, 127–1283
queer universities and
, 129–134
School counselors
, 227
School education
high quality elementary and high
, 75
primary
, 15
School environments
, 122
School information
, 144
School leaders
, 196–197
School Leaders Licensure Assessment (SLLA)
, 191
School leadership
, 190–191, 197–198
School management
, 88
School-bound factors
, 14
Schooling
conventional
, 17
face-to-face
, 172
formal
, 80–81, 198
high quality
, 75
home
, 17
in-person schooling
, 92, 173
inclusive
, 177
international
, 231
online
, 167
pandemic affected
, 33
primary
, 169
private online
, 33
traditional structure of
, 83
Science, technology, engineering, and mathematics (STEM)
, 148
“Scientific method”
, 46
SDG4 agenda
, 165–166
Second World War
, 7
Security
, 152
Segregation
, 70, 72, 133
Self, learning about
, 94
Self-efficacy
, 239, 241
Self-leadership
, 231
mitigated acculturative challenges
, 240–241
theories
, 230–231
Semi-structured interviews
, 211
Sexual Offences Act
, 121
Sexualities
, 124
Site selections
, 231
Skills, enhanced workplace knowledge and
, 215–216
Slack software
, 174
Slavery
, 75, 112
Slow conflict
, 35–37
Slow genocide
, 26, 36
Smart Education Policy
, 16
Social capital theory
, 208
Social emotional learning
, 195
Social factors
, 47
Social interaction
, 171
Social justice
, 219–220
Social ontology
, 47
Social Origins of Education
, 50–51
Social returns
, 14
Social surveillance
, 142
Social welfare
, 104
Social world
, 47
Social-emotional learning
, 195
Societal product quality
, 14
Socioeconomic status
, 14
Sociology
, 18
Sociology of education
, 50
Sojourners
, 228
Solipsism
, 50
South African education
, 18
South America
, 164
Southern Africa
, 70–73
Sponsorship Management System (SMS)
, 157
Stereotype
, 111
Structural Adjustment Programs (SAPs)
, 103
Structural racism
, 39
Student
of diverse identities
, 219
perceptions
, 151
student–teacher interaction
, 172
visas
, 145
Student Exchange Visitor Information System (SEVIS)
, 143–144, 146–147, 150
implementing
, 153–154
Student Exchange Visitor Program (SEVP)
, 142–143
Students with Interrupted Formal Education (SIFE)
, 38
Study abroad
, 209, 210–212, 214, 216–218, 219
Sub-Saharan Africa, educational development in
, 100, 106, 109
Supervision system
, 190
Surveillance strategy
, 154–155
Surveillance studies in education
, 143
Survey
assessment of global education project
, 12
design
, 211
educators
, 242
on-line
, 210
quantitative
, 52
Sustainable Development Goals (SDG)
, 6, 102, 207, 209
Swollen bureaucracy
, 12
Synchronous technology-mediated learning environments
, 166
Syrian students
, 37
Syrians
, 37
Systemic inequalities
, 92
Systemic racial emergencies in US
, 29–32
Teach
, 89, 100, 110, 175
Teacher acculturation
, 229
Teacher education
, 11, 17
Teacher preparation
, 198
Teacher training
, 34, 106, 169, 228, 231, 243
Teacher-bound factors
, 14
Teacher–parent relationship
, 171
Teachers
, 183, 227
acculturation
, 229
pedagogical decision-making
, 172
Teacher–student engagement
, 166
Teaching
, 53
of comparative education
, 11
culture as assets for
, 192
online
, 171, 175
plans for
, 239
at post-secondary tier of school
, 175
practice
, 54, 106
quality of
, 14, 228, 238
surveillance of
, 142
training for
, 170
Teaching assistants (TAs)
, 176
Teaching method
, 14–15
Technical Vocational Education and Training (TVET)
, 206
CTE/TVET in comparative context
, 207
CTE/TVET internationalization in comparative context
, 207–208
Technology-mediated learning
, 165
Technology-mediated models
, 173
Temporary acculturating groups
, 227, 229
Terrorism
, 152
9/11 terrorist attacks
, 80
Textbooks
, 188
Thai community colleges
, 207
“Third Face” of education
, 28
Timing
, 153
Tokenistic spaces
, 123
Tools of invasion
, 60–61
Tracking and surveillance
, 154–155
Trans gender identities
, 124
Trans students
, 120
“Transcendental realism”
, 45
Transferability
, 54
Transition
, 33
financial demands of
, 34
MDGs to SDGs
, 169–170
to online learning
, 174–177
period
, 153
Trauma
, 186, 191–192
Trauma, identity, and language (TIDAL)
, 183
Travelling whiteness
, 62
Tri-Council Policy Statement
, 85
Trinidad and Tobago
cellphilms
, 127
micro and macro aggressions in
, 121
participants
, 125, 131–132
queer, trans, and non-binary university students from
, 120
queer campus spaces in
, 120
Sexual Offences Act of
, 121
sociocultural context in
, 121
“Trinity of inequality”
, 14
Trustworthiness
, 211
Turkey
, 16, 37
TVET higher education
, 207, 221
“Two Faces of Education” theory
, 28
UK Department for International Development (DfID)
, 101
(un)safe space
, 128
Union of International Associations
, 101
United Kingdom (UK)
, 12
United Nations (UN)
, 26
United Nations Development Program
, 111
United Nations Education, Scientific and Cultural Organisation (UNESCO)
, 6
United Nations High Commission for Refugees (UNHCR)
, 36
United Nations Sustainable Development Goals (SDGs)
, 164, 169, 174
and inclusive quality education
, 169–170
United Nations Women
, 12
United States Agency for International Development (USAID)
, 27, 101, 111
United States Immigration and Citizenship Services (USCIS)
, 143
United States of America (USA)
, 15, 142
Universal Declaration for Human Rights
, 26
Universities
, 64
University of Auckland (UA)
, 69, 70
University of Cape Town (UCT)
, 72
US Department of Education
, 184
USA PATRIOT Act
, 150–152
Venture capital in educational development
, 105
Virtual environment
, 176
Virtual exchange program (VEP)
, 210
Virtual learning environment platforms
, 176
Wellbeing
, 120, 132, 194–196, 198, 209
Wentworth Must Fall movement
, 68
WhatsApp
, 175
White Diaspora
, 61–64
White dominant ideology
, 74
White minorities
, 71
White supremacy
, 60, 112
Whiteness
, 60, 61, 67, 112
“Wicked problem”
, 91
Women
black women in US
, 30
brown women in US
, 30
employment
, 29
marginalized
, 29
minoritized
, 30
in United States
, 30
violence against
, 27, 30
Workforce
CTE programs and
, 220
European
, 7
internationalization programs and
, 208
skills
, 206
World Bank
, 103
World Conference for Education
, 101
World Education Forum
, 101
World Health Organization
, 111
World Trade Organization
, 111
Xenophobia
, 123
Youth
black
, 31
from marginalized backgrounds
, 164
non-binary
, 120, 122
RFI
, 182–183, 185–186, 194, 196–197, 199
Zoom
, 125, 173, 174, 176
- Prelims
- CONCEPTUAL AND METHODOLOGICAL DEVELOPMENTS
- The COVID-19 Pandemic as Potential Catalyst for Comparative and International Education
- Reimagining a Broader Framework for Education in Emergencies within Comparative and International Education
- Critical Realism in Comparative and International Education
- White Diaspora, Anti-blackness, and Universities in the Global South
- Learning in a Time of Corona: A Comparative Perspective on Mumbai & Houston
- Postcolonial Perspectives of International Educational Development Interventions in Countries of the Global South
- Forging Queer Solidarities in Trinidad and Tobago and New Brunswick, Canada through Cellphilm Method
- RESEARCH-TO-PRACTICE
- SEVIS, Surveillance, and International Students: New Avenues for International Education Surveillance Studies
- Pedagogical Practices in the Context of the Global COVID-19 Pandemic: Implications for Inclusive Quality Education for All
- Educational Leadership and Supporting Refugee and Forced Immigrant Youth: A Review of Policy in Canada and the United States
- NEW DEVELOPMENTS IN COMPARATIVE AND INTERNATIONAL EDUCATION
- Community College Career and Technical Education Internationalization: Diversifying Comparative and International Education
- Beyond the Hue and Cry: Exploring the Challenges and Benefits of Educator Acculturation in Overseas International Schools
- Index