Explore the vast range of titles available.

In this article, organisers of the annual conference of the Comparative and International Education Society (CIES), held during March and April 2020, share their story of moving the planned on-site conference to a virtual space, as necessitated by the COVID19 pandemic. Their analysis of the vCIES (the name given to the virtual conference) process not only provides an example of a disruption to the status quo of the institution of conferencing as a result of a global pandemic, but also extends it by addressing the multiplying concerns, urgent considerations and actions needed within academic communities for more equal and accessible conferencing in the unfolding climate catastrophe. The authors begin by discussing the challenge of academic conferencing in the age of COVID-19 and climate crisis. They highlight how their decolonial political stance (which critiques accepting Western knowledge and Western culture as the norm) and their climate-conscious approach informed their preparation of a virtual conference pilot already intended as an experimental extension to this year’s on-site event. They suggest the development of this pilot provided the necessary platform for transforming the vCIES into an effective and engaging virtual experience for participants. The vCIES process, including considerations concerning its structure and format and the necessary technology, is detailed in the subsequent sections. In the final part of their article, the authors briefly identify and discuss some of the opportunities, challenges and implications emerging from their vCIES experiences. Ultimately, they suggest that in a time of instability, insecurity and uncertainty, there need to be alternatives to large on-site conferences which require excessive and extensive academic mobility. The vCIES was a step in that direction as an accessible, environmentally responsive, more equal, and intergenerational and multispecies event that welcomed families, children and pets, while opening the space for new interdisciplinary encounters. Les congrès scientifiques à l’ère de la COVID-19 et de la crise climatique : le cas de la Comparative and International Education Society (Société d’éducation comparée et internationale/CIES)–Dans cet article, les organisatrices de la conférence annuelle de la CIES, qui s’est tenue en mars-avril 2020, nous racontent comment, contraintes par la pandémie de COVID-19, elles ont transplanté une conférence prévue en présentiel dans un espace virtuel. Leur analyse de la vCIES (comme elles ont baptisé la conférence virtuelle) illustre l’effet disruptif de la pandémie mondiale dans le contexte des congrès. Elle aborde toutefois aussi cette question dans l’optique des préoccupations qui se multiplient, des questions pressantes qui se posent et des actions devenues nécessaires au sein des communautés scientifiques pour instaurer davantage d’égalité et d’accessibilité en ce qui concerne les conférences, et ce sur le fond de la catastrophe climatique qui se joue actuellement. Les auteures se penchent d’abord sur le défi posé par les congrès scientifiques à l’ère de la COVID-19 et de la crise climatique. Elles soulignent la mesure dans laquelle leur position politique décoloniale (critiquant le fait que la culture et le savoir occidentaux sont acceptés comme la norme) et leur approche qui intègre les questions climatiques ont étayé la préparation de cette conférence pilote virtuelle initialement prévue pour s’inscrire dans le prolongement de la conférence en présentiel de cette année. Elles indiquent que le développement de cette formule pilote leur a fourni l’espace nécessaire pour que la vCIES offre à ses participants une expérience virtuelle efficace et attrayante. Dans les chapitres suivants, elles présentent en détail le déroulement de la vCIES, en abordant notamment des questions liées à sa structure, à son format et à la technique nécessaire à sa mise en œuvre. Dans la dernière partie de l’article, les auteures identifient et abordent un certain nombre de possibilités, de défis et d’implications découlant de leur expérience de la vCIES. À la fin, elles indiquent que dans une période marquée par l’instabilité, l’insécurité et l’incertitude, il faut proposer des solutions de rechange aux grands congrès en présentiel qui exigent des scientifiques des déplacements massifs. Manifestation accessible, écoresponsable, plus équitable, intergénérationnelle et plurispécifique, puisqu’elle a accueilli des familles, des enfants et des animaux de compagnie, tout en offrant un espace à de nouvelles rencontres interdisciplinaires, la vCIES a fait un pas dans cette direction.

Studies focusing on East Central Europe have generously explored collective memory (lieux de mémoire, monuments, ceremonies) and nostalgia for a past regime, but rarely have they examined memories as carried in child bodies. In this paper, we analyze selected Cold War childhood memories to explore events in which children’s bodies seemingly act out of control. As a part of socialization, children are taught to consciously control their bodies to fit in the societies they have been born to. With learning to control the body, children also learn that bodies are separate from their minds and that their minds can govern and regiment their body. However, bodies also slip up, avert, or simply remain unaffected by these attempts, in a way ‘speaking back’ to regulating forces, thus troubling the modernist assumption of the separation between the mind and body. The aim of the paper is to show the complexities and limits of socialist or any modern(ist) forms of socialization in which the concerted efforts of the mind are mobilized to govern the body. Moreover, the discussion of body memory and the highlighted mechanisms of how socialization efforts create bodily memories adds to our understanding of the effects of pedagogical intentions in education.

In this paper we study the effects of power in a bathroom, which is a rarely analysed space in preschools, using empirical examples from a semi-ethnographic study conducted in New South Wales, Australia. We demonstrate that educators' understanding and practices mostly consider their own positioning in discourses and come short in accounting for children's practices in and expressed views on the bathroom. Educators also remain distant from children's bodily experiences. The interplay of the open architectural design of the bathroom space and dominant discourses operating in the preschool constitute some children as 'problem bodies' apparently requiring (and justifying) direct intervention. Following this reasoning we argue that the surveillance, regularisation and normalisation in the bathroom is far from total, which leads us to question the adequacy of understanding the bathroom as forming a part of a modern (disciplinary) institution.

This article expands Bronfenbrenner’s bioecological model by integrating biological and ecological processes—particularly microbial life—into its core concept of proximal processes. Drawing on host–microbiome research and the concept of the child-as-ecosystem, we reconceptualize the developing person as a multispecies being embedded within nested ecological systems. Through four interdisciplinary encounters—spanning social stratification, family separation, socialisation, and environmental health—we demonstrate how microbial diversity and ecological entanglements shape children’s development, well-being, and learning. We argue that BEM’s human-centered framework must evolve to reflect multispecies interdependencies and ecological realities, especially in the context of biodiversity loss and climate change. This rethinking has direct implications for early childhood education, research, and policy, offering a more ecologically attuned model of development.

This paper is a summary of the keynote panel conversation that took place as part of the “Childhood and Time”conference, May 10–12, 2021. The speakers respond to the question of how they place childhood in time relations,giving examples from their own research and outlining an agenda for considering time in childhood studies.

In this paper, we aim to better understand and trouble the discursive (re)production of what is taken as the ‘normal’ in ‘inclusive’ early childhood classrooms. We do so by exploring the practices of the ‘including’ group, the so-called ‘normal, in relation to or in the presence of those who are variously labeled as ‘non-normal’. We highlight those mechanisms that are associated with silence and taboo, and through which the including group produces and maintains itself. We present data produced during a six-month ethnographic study in three early childhood classrooms in Australia. Using the notion of category boundary work in the analysis, we illuminate the practices of silence: ‘ignoring’, ‘moving away’, ‘turning away’ and ‘keeping silent’ through which children undertake the category work of the ‘normal’. The effect of this category work, we argue, is that disability or the diagnosed subject becomes ‘the elephant in the room’, strongly present but avowedly ignored. We draw out some considerations for practice in the concluding part of the paper.

The article explores the coloniality of knowledge production in comparative education in and about (post)socialist spaces of southeast/central Europe and the former Soviet Union after the Cold War. We engage in a particular form of decoloniality, or what Walter Mignolo terms “delinking,” to fracture the hegemony of Western-centric knowledge and enable comparative education to gain a global viewpoint that is more inclusive of different voices. Our critique is threefold. First, we engage in rethinking and rewriting socialist past(s) through new and multiple frames to reveal possibilities for imagining postsocialist future(s). Second, we show the relations and the intertwined histories of the spatially partitioned world. Third, we examine how coloniality has shaped our own identities as scholars and discuss ways to reclaim our positions as epistemic subjects who have both the legitimacy and capacity to look at and interpret the world from our own origins and lived realities. El artículo explora la colonialidad de la producción del conocimiento en la educación comparativa dentro y fuera de los espacios (post)socialistas del sudeste/centro de Europa y la antigua Unión Soviética después de la Guerra Fría. Participamos en una forma especial de decolonialidad, o lo que Walter Mignolo designa “desvincular” (“delinking”), para fracturar la hegemonía del conocimiento céntrico occidental y permitir la educación comparativa para ganar una perspectiva global que es más inclusiva de las diferentes voces. Nuestra crítica es triple. En primer lugar nos dedicamos a reflexionar y volver a escribir el pasado socialista a través de marcos nuevos y múltiples para revelar las posibilidades de imaginar un futuro postsocialista. En segundo lugar mostramos las relaciones y las historias entrelazadas del mundo particionado desde el punto de vista espacial. En tercer lugar examinamos de qué forma la colonialidad ha moldeado nuestras propias identidades como académicos y hablamos sobre las formas de recuperar nuestras posiciones como sujetos epistémicos que tienen legitimidad y capacidad para observar e interpretar el mundo desde nuestros propios orígenes y realidades vividas. Cet article explore la colonialité de la production des connaissances dans l’éducation comparée dans et à propos des régions (post)communistes en Europe de l’Est et dans l’ancienne Union soviétique après la Guerre Froide. Nous nous engageons dans une forme particulière de décolonialité, ou ce que Walter Mignolo appellerait “dissociation,” pour casser l’hégémonie des connaissances centrée sur l’Occident et permettre une éducation comparée, afin d’obtenir un point de vue global qui tienne mieux compte des différentes voix. Notre critique est triple. D’abord, nous entreprenons de repenser et de réécrire le(s) passé(s) communiste(s) à travers des cadres nouveaux et multiples, afin de révéler des possibilités d’imaginer un/des futur(s) postcommuniste( s). Deuxièmement, nous montrons les relations et les historiques entrelacés d’un monde aux espaces séparés. Troisièmement, nous examinons comment la colonialité a modelé nos propres identités en tant qu’universitaires et nous débattons pour savoir comment retrouver nos positions de sujets épistémiques légitimes et capables d’étudier et d’interpréter le monde à partir de nos propres origines et des réalités que nous vivons. 本文探讨了 冷战后在欧洲东南/中部和前 苏联时期（后）社会主义空间内部和周围在比较教育中的殖民性知识产生。我们进行了特 殊形式的非殖民化，或者如 Walter Mignolo 所称的“脱钩”以打破以西方为中心的知识霸权， 使比较教育能够获得对 不同声音更加包容的全球性观点。我们的批判具有三重性。第一，我们 通过新型多重框架对社会主义过往进行反思和重写，以揭示对 后社会主义未来进行想象的可能性。第二，我们展现了 世界经过空间划分之后的内部关系与错综复杂的历史。第三，我们审视了殖民性是如何将 我们自己的身份塑造成 学者的，并讨论了将我们的地位改造成知识主体的方式， 从而让我们既有正当性又有能力 从我们自己的起源和所处的现实来看待和解读世界。 يستكشف هذا المقال الطبيعة الاستعمارية للإنتاج المعرفي في التعليم المقار ن أ و روبا وسحداشرق جنوب ف ي ا لا شت را ك ي ة المناطق ف ي .البا ردة الحرب ب ع د ال سا ب ق ا ل س و ف ي ت ي والاتحادونحن نشارك في شكل معين من أشكال إنهاء الاستعمار أو م ا ا ل غ ر ب ي ة ال و س طي ة ال م ع رف ة هيمنة ل ك س ر وذلك \"ا لا رتبا ط ف ك\" م ي غ ن ول و و ال ت ر عل ي ه ي طل ق ش م ولي ة ا لأ ك ث ر ال عال م ي ة الن ظ ر وجهة ا ك ت سا ب من المقا ر ن ا ل ت ع ل ي م و ت م ك ي ن . ا ل م خ ت ل ف ة ل لأ صوات وال و ١ي أن نقدنا هو نقد ثلاثي. أولأ، نحن نشارك في إعادة التفكير وفي إعادة كتاب ة ت صو ر إمكانات عن ل ل ك ش ف وال مت ع د د ة ال جدي دة الإطارات.خلال من ا لا شت را ك ي ضي١ل م ا .ا لا شت را كي ة ا ل ف ت ر ة ب ع د ما ا ل م س ت ق ب د ث ا ن ي ا، نحن نعرض العلاقات والتاريخ المتشابك .مكانيا ا ل م ش م للع-المثالذبا وأخيرا، نحن ندرس كيف أن الاستعمار قد شكل هويتنا الخاصة ت ت م ت ع م ع ر ف ي ة ك كا ئ نا ت م و ا ق ف ن ا ا ست عا د ة س ب ل و ننا ق ش ك عل ما ء وأ صولنا ال ع ال م إل ى الن ظ ر من ت م ك ن ن ا ا ل ت ي والق د رة ب ال ش ر ع ي ة . ت ف س ي ر ه إعادة ومن ن ع ي ش ه الذي وال واق В этой статье анализируется колониальность производства знаний в сравнительном образовании в различных (пост)социалистических странах Юго-Восточной и Центральной Европы и бывшего СССР после Холодной войны. Авторы рассматривают определенную форму деколониальности (или того, что Уолтер Миньоло называет «разрывом»), призванную сломить гегемонию западно-центристских знаний и предоставить сравнительному образованию возможность получить глобальное видение, позволяющее уделить больше внимания различным точкам зрения. Представленный критический обзор состоит из трех частей. Во-первых, авторы переосмысливают и переписывают социалистическое прошлое, используя новые, многочисленные структуры и раскрывая возможности для формирования постсоциалистического будущего. Во-вторых, они демонстрируют связи и переплетения в истории пространственно разделенного мира. В-третьих, авторы рассматривают, каким образом колониальность сформировала нас как ученых, и обсуждают, как нам восстановить свои позиции эпистемологических субъектов, обладающих и законным правом, и способностью воспринимать мир с учетом своих корней и жизненного опыта.

Global flows and their geopolitical power relations powerfully shape the environments in which children lead their everyday lives. Children’s images, imaginations and ideas of distant places are part of these global flows and the everyday activities children perform in preschool. Research explores how through curricula young children are moulded into global and cosmopolitan citizens and how children make sense of distant places through globally circulating ideas, images and imaginations. How these ideas, images and imaginations form an unproblematised part of young children’s everyday preschool activities and identity formation has been much less explored, if at all. I use concept of a ‘global sense of place’ in my analysis of ethnographic data collected in an Australian preschool to explore how children produce global qualities of preschool places and form and perform identities by relating to distant places. I pay special attention to how place, objects and children become entangled, and to the sensory aspects of their emplaced experiences, as distant spatialities embed in and as children’s bodies inhabit the preschool place. To conclude, I call for critical pedagogies to engage with children’s use of these constructions to draw similarities or contrast aspects of distant places and self, potentially reproducing global power relations by fixing representations of places and through uncritically enacting stereotypes.