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This handbook surveys the central theories in comparative and international education (CIE). Each chapter includes an overview of the theory including its history and development, references to examples where the theory has been applied in CIE research and practice, and suggestions for further reading. Written by leading scholars from the USA, the UK, China, Canada, Germany, Australia, Denmark, The Netherlands, Luxembourg and Sweden this is must-have reference work for those studying CIE. The handbook includes chapters on: Structuralism, Colonialism/Imperialism, Marxism, Modernization/Human Capital Theory, World System Theory, Post-Colonialism, Post-Modernism / Post-Structuralism, Post-Socialism/Post-communism/Post-authoritarianism, Feminism/Gender, Post-Foundationalism, Neo-Colonialism and Southern Turn Theory, Neo-liberalism, Neo-Institutionalism, Neo-Marxism, Neo-Realism, Policy Borrowing and Lending and Educational Transfer, Peace Theories, Human Rights, Critical Pedagogy, Transitologies, Actor Network Theory, Communication Theory, Social Network Theory, Capabilities Theory, Cultural Political Economy and Regime Theory.

This article discusses the current focus of education policies around the world on working with benchmarks, indicators and targets. Its aim is to increase knowledge of potential strategies to meet the fourth United Nations Sustainable Development Goal (SDG 4), which strives for quality education. The SDGs form part of the United Nations (UN) \"2030 Agenda for Sustainable Development\", which was unanimously adopted in 2015 by all UN Member States as a \"plan of action for people, planet and prosperity\". Structure and agency theory form an important starting point of this article, allowing the ten targets within SDG 4 to be separated and viewed from micro-, meso- and macro-level perspectives. This analysis explores the idea that reaching the SDG 4 targets is a responsibility shared among individuals, education and training institutions, and regulating governments. Comprendre l'Objectif 4 de développement durable (ODD) concernant une « éducation de qualité » des points de vue micro, meso et macro - Le présent article analyse l'accent mis actuellement au niveau mondial dans les politiques éducatives sur l'application de normes de référence, d'indicateurs et de cibles. L'auteure entend diffuser les connaissances sur les stratégies potentielles qui permettent d'atteindre le quatrième Objectif de développement durable (ODD 4) énoncé par les Nations Unies et visant une éducation de qualité. Les ODD font partie de « l'Agenda 2030 pour le développement durable », adopté à l'unanimité en 2015 par tous les États membres des Nations Unies (ONU) à titre de « plan d'action concrète en faveur de l'humanité, de la planète et de la prospérité ». La théorie sur la structure et l'agentivité forme un pilier central de cet article, car elle permet de séparer et d'aborder les dix cibles de l'ODD 4 sous l'angle des niveaux micro, meso et macro. Cette analyse explore l'idée que l'atteinte des cibles de l'ODD 4 constitue une responsabilité partagée entre individus, institutions d'éducation et de formation, et gouvernements en charge de la réglementation.

This book analyzes three previous major change efforts, outlines their strengths and limitations, and offers a successful and sustainable fourth way to integrate teacher professionalism, community engagement, government policy, and accountability.

This article questions some of our assumptions about the history of comparative education. It explores new scholarship on key actors and ways of knowing in the field. Building on the theory of the social constructedness of the field of comparative education, the paper elucidates how power shapes our scholarly histories and identities.

Is learner-centred education appropriate for all societies and classrooms? Learner-centred education (LCE) is a travelling policy, widely promoted by international agencies and national governments. Arguments in favour of this pedagogical tradition refer to theories and evidence from cognitive psychology, claiming that all learners can benefit equally from its judicious use. Beyond the benefits to the individual however, lie a set of assumptions about learner-centred education as a foundation for the building of democratic citizens and societies, suitable for economies of the future. These promises have been questioned by critics who doubt that it is appropriate in all cultural and resource contexts, and there is considerable evidence in the global South of perennial problems of implementation. In the light of these debates, is LCE still a good development 'bet'? This book provides an authoritative and balanced investigation of these issues, exploring the contextual factors from global movements to local resourcing realities which have fuelled it as a discourse and affected its practice. In the light of the theoretical underpinnings and research evidence, the book addresses pressing questions: to what extent is learner-centred education a sound choice for policy and practice in developing countries? And if it is a sound choice, under which conditions is it a viable one? The book is divided into three key parts: Learner-centred Education as a Global Phenomenon Learner-centred Education in Lower and Middle-income Countries Lessons and Resolutions This book provides a much-needed fresh analysis of the concept and practice of LCE. It will be valuable reading for academics and post-graduates with a focus on comparative and international education, along with policy-makers in developing countries and development agencies.

Education is central to the project of individual and collective identity formation, national development and international relations, and is crucial in moments of crisis. What should be the agenda of study and action for education in such times? Identities and Education engages with this crucial question, seeking to examine and problematise our contemporary moment. Through the heuristic of the concept of identity, it specifically aims at creating a space for understanding our current challenges and considering the potential of education to address them. Contributors in this volume explore identity, crisis and education, not only in interdisciplinary, inter-sectional, relational and eclectic ways, but also through comparative lens. The book includes contributions from leading scholars from Austria, Cyprus, Germany, Greece, Portugal, the UK, and the USA and covers issues and themes including fear, hope, refugee education and global citizenship education.

Set against the backdrop of globalization and global philanthropy, this book offers new perspectives on the sociological dynamics and governance implications of ‘social entrepreneurial’ policy in education. It examines the spatialities, relationships and culture that powerfully mediated the making and localisation of ‘Teach for Bangladesh’. This globalised and philanthropy-backed reform model is based on ‘Teach for America/All’ (TfA) which promotes social entrepreneurial solutions to educational problems across continents. The authors demonstrate how TfB’s policy model travelled through networks of diaspora, finance, technology and media and became established in Bangladesh through complex policy work. The book documents empirical research from Bangladesh to draw out broader implications in relation to education policy-making and policy content in today’s globalizing world. The book also contributes to ongoing debates in contemporary comparative education about North-South dialogue, policy mobility and transfer, philanthrocapitalism, and international teacher education.

This article provides an introductory commentary to the papers in this Prospects special issue on inclusive education. In so doing, it stresses the need to be cautious as we read accounts of inclusive education from other parts of the world: whilst lessons can undoubtedly be learned from the accounts in this special issue, they must be adopted with care. There is no doubt that evidence of various kinds can help in identifying the barriers facing some learners and the resources that can be used to overcome these difficulties. However, efforts to promote inclusion and equity within education systems should be based on an analysis of particular contexts. To that end, this article outlines a research-based framework that can be used to carry out such contextual analyses. The article concludes by arguing that an emphasis on inclusion and equity can potentially improve the quality of education for all young people within a national education system.

\"Glocal\" education melds the economic advantages of globalizing higher education with the benefits of incorporating local perspectives. This book explores glocal education's rationale; social, cultural, and economic foundations; key concepts; and implementation.

Over the past fifty years, new theoretical approaches to comparative and international education have transformed it as an academic field. We know that fields of research are often shaped by \"collectives\" of researchers and students converging at auspicious times throughout history. Part institutional memoir and part intellectual history, Transforming Comparative Education takes the Stanford \"collective\" as a framework for discussing major trends and contributions to the field from the early 1960s to the present day, and beyond. Carnoy draws on interviews with researchers at Stanford to present the genesis of their key theoretical findings in their own words. Moving through them chronologically, Carnoy situates each work within its historical context, and argues that comparative education is strongly influenced by its economic and political environment. Ultimately, he discusses the potential influence of feminist theory, organizational theory, impact evaluation, world society theory, and state theory on comparative work in the future, and the political and economic changes that might inspire new directions in the field.