News

OCIES Scholarship 2018

Conference Scholarships for Emerging Scholars

OCIES is pleased to announce that six scholarships are available to support attendance at the OCIES 2018 conference by emerging scholars in comparative and international education. Postgraduate students and early career scholars in comparative and international education are eligible to apply. Each scholarship covers the conference registration fee and AUD$500 towards travel costs.  Funds are provided on a reimbursement basis, on submission of valid receipts for flights, accommodation or other valid related conference attendance costs.

To apply, please visit the OCIES website to fill in the online form  and send a letter of support from your supervisor or current manager to OceaniaCIES@gmail.com by 15 July 2017. Please include Conference Scholarship Application Letter of Support in the email subject line. All recipients of scholarships should be members of OCIES and register as reviewers and authors for the  journal: IEJ:CP.

XVII World Congress of Comparative Education Societies 2019 Conference

Cancún, Mexico, ​20-24 May, 2019

Congress Theme: The Future of Education

This century started with renewed goals for the millennium and statements about global citizenship and sustainability; but there are also new issues like migration, terrorism, wars, fuel crisis, among others, that impinge upon the present but will have strong effects upon the future and deserve special thinking and action for educators. That is why we invite comparative education societies to work upon the far and the near future of education, either with a global or a local perspective. To re-think about the ends of education, to make reflections about pedagogies, about the curriculum of the future, the future profile of families and learners, or their new educational settings, or about the fate of teacher training, future scenarios portray so many topics for comparative education.

Cancún is a well known cosmopolitan place with an average of 180 conferences per year and flights to the main cities of the world. The accommodation capacity and restaurants, together with the turquoise color of the seas and the white of the sands, make a great venue for our world conference. The government of the state of Quintana Roo, as well as a number of universities, together with the Sociedad Mexicana de Educación Comparada (SOMEC), are working towards providing with the nicest facilities to ease our academic work.

The XVII World Congress of Comparative Education Societies in Cancún, Mexico will give you a unique opportunity to visit fantastic nearby sites, such as Chichén Itzá, recently named one of the new Seven Wonders of the World and cultural heritage of humanity by UNESCO.​

We invite comparative education societies, scholars, practitioners, and teachers to work upon the far and the near future of education, either with a global or a local perspective. To re-think about the ends of education, to make reflections about pedagogies, about the curriculum of the future, the future profile of families and learners, or their new educational settings, or about the fate of teacher training, future scenarios portray so many topics for comparative education.

Visit the World Voices Nexus website for further information and updates.

New issue of International Education Journal: Comparative Perspectives

International Education Journal: Comparative Perspectives
Vol 17, No 1 (2018)

Dear Friends of IEJ:CP

International Education Journal: Comparative Perspectives has just published
the latest issue, a Special Edition titled ‘International Education, Educational Rights and Pedagogy’ edited by Maja Milatovic, Stephanie Spoto, and Lena Wånggren at
https://openjournals.library.sydney.edu.au/index.php/IEJ.

We invite you to review the Table of Contents here and then visit our
website to review articles and items of interest.

Thanks for the continuing interest in our work,

Associate Professor Zane Ma Rhea

 

Table of Contents

https://openjournals.library.sydney.edu.au/index.php/IEJ/issue/view/908

Vol 17(1) Special Edition

International Education, Educational Rights and Pedagogy: Introduction (1-6)
Maja Milatovic, Stephanie Spoto, Lena Wånggren

The University as Border Control (7-23)
Lou Dear

Enabling a critical pedagogy of human rights in higher education through
de-colonising methodologies (24-36)
Yirga Gelaw Woldeyes,   Baden Offord

Inclusive Education for International Students: Applications of a
Constructivist Framework (37-50)
Natalie Stipanovic,     Stephanie Irlene Pergantis

Reading the “international” through postcolonial theory: A case study of
the adoption of the International Baccalaureate at a school in Lebanon
(51-65)
Iman Azzi

Fellowships and networks programme grant submission closing soon

The next funding round for the OCIES Fellowships and Networks grant closes 1 June 2018 .

The purpose of the OCIES Fellowships and Networks Programme is to provide  the institutional and financial support to OCIES members to extend and develop our roles within the wider field of comparative and international education. The grants will enable individual researchers and/or groups of researchers to undertake collaborations or networking initiatives between institutions and OCIES members, thereby deepening these exchanges and relationships. Funding for the Grants are sourced from OCIES conference and membership fee surplus.

Grants of up to AUD $5000 are available and must be used within a year of receiving the grant.  Applicants must be current members of OCIES and must not have been awarded a Fellowships and Networks programme grant within the past three years. Preference will be given to members who have been active members in the society. Application criteria, process and examples of eligible activities are provided below.

Application Criteria

Applications will be assessed against the following criteria:

  • Activities directly contribute to strengthening relationships, awareness or understanding between CIE researchers/practitioners/students within Oceania
  • Activities are achievable within the proposed timeframe, are relevant to the proposed aims and expected outcomes, and have clear outputs
  • Activities demonstrate benefit to OCIES as a society
  • Budget is reasonable and represents value for money
  • If research is involved, the application explains how ethics approval will be sought and/or provides evidence of ethics approval

Visit https://ocies.org/fellowships-and-networks-program/ for further details and the online submission form.

Call for chapter contributions

Teach For All: International Perspectives on a Global Education Movement

Editors:

Katherine Crawford-Garrett, University of New Mexico, USA: katycgarrett@unm.edu

Matthew A.M. Thomas, University of Sydney, Australia matthew.thomas@sydney.edu.au

Emilee Rauschenberger, Manchester Metropolitan University, UK e.rauschenberger@mmu.ac.uk

Introduction

Programs based on Teach For America and associated with the Teach For All (TFAll) organization/network have proliferated around the world. Despite the rapid growth of these programs, little empirical research has examined the ways in which they are shaping the global educational landscape. This edited volume, therefore, aims to explore the emergence and impact of TFAll and its programmes worldwide. We invite chapter proposals, based on empirical research, that shed new light on this topic and contribute to an evidence base for future critical inquiry into this expanding global movement. The sections below provide additional context for the proposed text and its potential contributions to the field.

Background

Teach For All (TFAll), founded in 2007 by Wendy Kopp of Teach For America and Brett Wigdortz of Teach First, is an international network of programs operating officially in 48 countries across six continents that aim to improve educational outcomes among marginalized communities. The programs, typically established and led by local ‘social entrepreneurs’, purport to address educational inequities by selectively recruiting high-performing graduates to become full-time teachers in under-resourced schools for two years. TFAll programs are primarily funded by a mix of government, private, and philanthropic supporters, and thus represent a unique private-public partnership model of fast-track teacher education. TFAll’s role, as both a network and organization, is to support the establishment and growth of organizations worldwide that replicate the TFAll model and facilitate the sharing of resources and ‘best practices’ across the network to “maximize the impact” of the individual programs and the network itself.

While TFAll programs were initially inspired by the first two models—Teach For America (est. 1990) and Teach First UK (est. 2003)—each national program has been shaped to some extent by the culture and needs of its own context. Nevertheless, the programs are united in their mission to raise pupils’ academic achievement among targeted low-income communities in the short-term while developing its teachers as leaders who work strategically to bring about systemic change in education in the long-term. TFAll programs are also linked by the network’s 2 “unifying principles”, which require its members to ensure their programs: (1) recruit and select leaders, (2) train and develop participants, (3) place participants as teachers, (4) accelerate the leadership of alumni, and (5) drive measurable impact (TFAll, 2018). Other organizational goals include operating as non-profit enterprises and maintaining independence from government entities.

Rationale

Currently, there is a dearth of research into the emergence, expansion, and effects of TFAll programs worldwide. While there is an established research base on Teach For America and its impacts on U.S. education, limited research examines the replication and effects of this model in international contexts. In addition, there are very few empirically-based studies of Teach For All itself and almost no comparative research into how these programs differ in their ethos, design, and effects across divergent contexts. This book aims to fill this gap by highlighting empirical work and facilitating more nuanced dialogue and debate around the Teach For All model. Ultimately, the book will offer new insights into how trends in education writ large are both fueling and being fueled by well-connected global actors and entrepreneurial individuals working for change in local contexts.

Therefore, the editors invite contributions in the form of proposed chapters on a range of possible subjects related to TFAll, its programs, and impact at the local/national, regional, and/or global levels, including but not limited to:

  1. Relationships with and impacts on initial teacher education (ITE)
  2. Intersections with the pedagogies, policies, purposes, and professionalisms of teaching
  3. Promotions of educational leadership, advocacy, and entrepreneurialism

Proposals from a wide range of individuals are welcome, including teacher educators, university academics, and independent researchers, among others. Chapters may focus on the TFAll organization itself, one of its partner programs, or provide a comparative analysis of a number of its programs. New and creative approaches to the subject are welcome as are a diversity of voices from different perspectives and geographic contexts. However, the editors will prioritize submissions that are based on empirical research that connects data to wider debates of changes in educational contexts (e.g., in terms of practice, policy, decision-making, and outcomes). Hence, purely theoretical or opinion pieces will not likely be advanced.

Deadlines and Details

If you are interested in submitting a chapter, please email the chapter outline and synopsis (400-700 words) to tfalleditedtext@gmail.com by Friday, June 15th, 2018. The abstract should provide a synopsis of the chapter’s aims/research questions, background literature/theoretical context, methodology, and preliminary findings and significance. Please include a short, 3-page version of your CV with the proposal.

Shortlisted chapter abstracts will be selected by June 30th, 2018 and then submitted as a proposed edited volume to the publisher (to be confirmed) in late July 2018. Once approved, prospective authors will be invited to submit full-length chapters (of approximately 6,000 to 9,000 words) by December 1, 2018.

Please submit any questions to Katy, Matthew, and Emilee at tfalleditedtext@gmail.com

Call for chapters: Migration, education and translation

MIGRATION, EDUCATION AND TRANSLATION:
Cross-Disciplinary Perspectives on Human Mobility and Cultural Encounters

Collection of peer-reviewed essays edited by Vivienne Anderson & Henry Johnson (Centre for Global Migrations, University of Otago)

Abstracts Due 18 June

In educational contexts, those who experience or encounter migration in its many manifestations will negotiate linguistic, cultural and/or epistemological translation (Cronin 2006; Inghilleri 2017). Translation allows people to move between languages, social and behavioural norms, ideas, interpretations, and individual and collective meanings. However, translation also involves the reduction of differences (Lugones 2006). Historically, translation and language loss have occurred alongside colonisation, and colonial relations continue in university ranking methodologies and academic publishing processes that privilege the English language. Indigenous perspectives demand attention to the purposes and outcomes of education at all levels, including the role of education in promoting both language loss and language revitalisation.

Contemporary educational migrations take many forms and have a range of implications for national education systems. Existing literature considers educational migrations in relation to transnationalism (Waters 2008; Zhang 2009), multiculturalism (Kelly 2009), globalisation (Velde 2005), mobility (Brooks and Waters 2011; Rao 2012; Synge 1971), child and youth migration (Crivello 2009; Sherington and Jeffery (1998 ), employment (Ritterband (1978), study abroad (Myers 1972), internal migration (Gould 1981; Marr, McCready and Millerd 1977), racism (Hagendoorn and Nekuee 1999) and minority group experiences (Bekerman and Geisen 2012).

Migration and education are often linked to the notion of “internationalisation”, which involves the movement of ideas, staff and students across borders, raising questions about which languages and histories “education provider” countries privilege in their course development and delivery. Internationalisation also raises questions about the translatability of course content – whether ideas grounded or developed in one socio-political context are relevant to another. Forced migrations raise questions about educational access – how national education systems can serve those from minority language groups, who may have experienced trauma, loss and broken educational pathways. How might educational contexts be re-imagined in ways that privilege bi- and multilingualism? How might English language dominance be challenged in educational spaces at local and global levels? What can be learnt from existing educational spaces that privilege minoritised or indigenous languages? How might we exercise “linguistic hospitality” in a world marked by high levels of forced migration and educational mobility? What would this look like in practice?

This multidisciplinary collection of essays will examine the connections between education, migration and translation. The editors welcome chapter proposals on the following topics (other topics will be given due consideration):

· The translation of ideas in educational contexts
· Education and communication beyond language
· Intercultural communication in education
· Untranslatability
· “Otherness” and education
· Colonial and postcolonial perspectives
· Language survival and maintenance
· Minority and endangered languages
· Linguistic loss
· Linguistic imperialism
· Linguistic hospitality
· Bilingual education
· Language teaching and language learning
· Critical perspectives on education
· Power, hegemony, education and language
· Internationalisation and education
· Forced migrations and education
· Educational access
· Multilingual research and writing
· Translanguaging and bi/multilingual learning strategies
· Linguistic translation in education
· Compulsory education and language
· Resilience in education

Timeline:
250-word abstracts by 18 June 2018 to henry.johnson@otago.ac.nz
Please include a short bio of about 150 words.
Proposals will be reviewed by 15 July 2018
Chapters (6000 words including references and footnotes) submitted by 15 November 2018

References
Bekerman, Z. and T. Geisen, eds (2012). International handbook of migration, minorities and education: understanding cultural and social differences in processes of learning. London: Springer.

Brooks, R. and J. L. Waters (2011). Student mobilities, migration and the internationalization of higher education. Basingstoke: Palgrave Macmillan.

Crivello, G. (2009). ‘Becoming somebody’: youth transitions through education and migration: evidence from Young Lives, Peru. Oxford: Young Lives.

Cronin, M. (2006). Translation and identity. New York: Routledge.

Gould, W. T. S. (1981). Education and internal migration: a review of trends and issues. Department of Geography, University of Liverpool.

Hagendoorn, L. and S. Nekuee, eds (1999). Education and racism: a cross national inventory of positive effects of education on ethnic tolerance. Aldershot: Ashgate.

Inghilleri, M. (2017). Translation and migration. New York: Routledge.

Kelly, U. A. M. (2009). Migration and education in a multicultural world: culture, loss, and identity. New York: Palgrave Macmillan.

Luchtenberg, S., ed (2004). Migration, education and change. London: Routledge.

Lugones, M. (2006). On complex communication. Hypatia 21 (3), 75-85.

Marr, W. L., D. J. McCready and F. W. Millerd (1977). Education and internal migration in Canada 1966-1971. Research Report. Wilfrid Laurier University, Department of Economics, Waterloo, Ont., Canada.

Myers, R. G. (1972). Education and emigration; study abroad and the migration of human resources [by] Robert G. Myers. New York: McKay.

Rao, N., ed. (2012). Migration, education and socio-economic mobility. London: Routledge.

Ritterband, P. (1978). Education, employment and migration: Israel in comparative perspective. Cambridge: Cambridge University Press.

Sherington, G. and C. Jeffery (1998). Fairbridge: empire and child migration. London, Woburn Press.

Synge, J. (1971). “Education, migration, and social mobility in rural Scotland: a study of school leavers”. PhD thesis, University of London.

Velde, D. W. t. (2005). Globalisation and education: what do the trade, investment and migration literatures tell us? London: Overseas Development Institute.

Waters, J. L. (2008). Education, migration, and cultural capital in the Chinese diaspora: transnational students between Hong Kong and Canada. Amherst: Cambria Press.

Zhang, Z. (2009). “Education, Migration, and Cultural Capital in the Chinese Diaspora: Transnational Students Between Hong Kong and Canada”. International Education 38 (2): 103-108.