Showing papers in "Comparative Education in 2016"
TL;DR: In this paper, the authors identify the strategies used to address this paradox and to advocate reforms and demonstrate that, though they are persuasive, the strategies fundamentally fail to overcome the problems inherent in the enterprise.
Abstract: Education reform is increasingly portrayed as a means to improve a nation's global competitiveness as measured by its performance in international league tables of pupil achievement. This has created a demand for comparative research which identifies ‘what works’ in high-performing school systems. A diverse array of consultancies, thinks tanks, and entrepreneurs has emerged to satisfy that demand, portraying their approach as a pragmatic and objective form of evidence-based policy-making. However, the attempt to translate complex conditions into straightforward solutions (i.e. ‘what works’) leads researchers into a basic paradox. This paper identifies the strategies used to address this paradox and to advocate reforms. We demonstrate that, though they are persuasive, the strategies fundamentally fail to overcome the problems inherent in the enterprise.
136 citations
TL;DR: In this article, an alternative explanation for the education success of Singapore and, in so doing, questions the basic assertions of the HPES literature and in particularly, the use of PISA results as the prime indicator of the educational performance of a school system.
Abstract: Singapore’s remarkable performance in Programme for International Student Assessment (PISA) has placed it among the world’s high-performing education systems (HPES). In the literature on HPES, its ‘secret formula’ for education success is explained in terms of teacher quality, school leadership, system characteristics and educational reform. This article offers an alternative explanation for the education success of Singapore and, in so doing, questions the basic assertions of the HPES literature and, in particularly, the use of PISA results as the prime indicator of the educational performance of a school system. The explanation is informed by a historical perspective on the development of the Singapore education system and based upon a body of empirical findings on the nature of pedagogical practice in classrooms, both of which are vital for understanding the educational performance of Singapore’s education system. The article concludes by addressing the implications of this analysis for educati...
135 citations
TL;DR: This paper examined the role of English and local languages in current education practice in the 21 countries of UNICEF's Eastern and Southern Africa Region and concluded that English is not the villain in this context.
Abstract: In 2014, UNICEF commissioned a review of language policy and education quality in the 21 countries of UNICEF’s Eastern and Southern Africa Region. This paper examines findings from the review, related to the role of English and local languages in current education practice in the region. National language policies and implementation practices are examined, as is the mismatch between the two. The evident widespread use of English as the language of instruction in primary classrooms of Eastern and Southern Africa, even where the pupils do not speak English, generates two central questions: (1) Is English really the villain in this context? And (2) Why do teachers and pupils in these classrooms have to choose one language or another as medium of instruction?
48 citations
TL;DR: In this article, the authors examine the Western faculty members who work at a Korean university and reveal the systematic disempowerment of Western faculty, which eventually leads to Western faculty member mass departure from South Korea, and reveal that the ephemeral and transitional quality of the Western faulty members is what renders them even more helpless and commoditised for the benefit of Korean university.
Abstract: Does the internationalisation of Asian higher education give preference to Western faculty members, especially against the backdrop of internationalisation trends that call for an importation of Western pedagogical practices, ideas, and standards? This article seeks to complicate such a claim through close examination of the Western faculty members who work at a Korean university. In particular, this study reveals the systematic disempowerment of Western faculty members, which eventually leads to Western faculty members’ mass departure from South Korea. The ephemeral and transitional quality of the Western faulty members is what renders them even more helpless and commoditised for the benefit of a Korean university while the institution maintains the facade of internationalisation via the large-scale recruitment of Western faculty members by perpetually replacing those who leave with new recruits. Such a phenomenon exposes complexities within the internationalisation process that have yet to be ad...
48 citations
TL;DR: This article explored the use of English as a medium of instruction (EMI) at tertiary level in the East Asian context and developed a theoretical account of historically and spatially situated socio-political and socio-economic processes that have favored the usage of EMI in the region.
Abstract: As discourses of globalisation and the knowledge-based economy become increasingly influential in both policy-making and in public debates about education, employability and national competitiveness – the choice of language in the classroom takes on a strategic importance. The paper employs a critical realist Cultural Political Economy lens to explore the use of English as a medium of instruction (EMI) at tertiary level in the East Asian context. The discussion builds on existing theoretical framings and on empirical research into the language–globalisation nexus, as well as on language-in-education policy and practice. By doing so, the paper seeks to develop a theoretical account of historically and spatially situated socio-political and socio-economic processes that have favoured the use of EMI in the region. The focus here is on the dialectical relationship between hegemonic imaginaries (semiosis) and material practices in relation to the value attached to particular linguistic resources, where...
45 citations
TL;DR: In this article, the role of international mobility in the formation and development of East and Southeast Asian academics in science, technology, engineering and mathematics fields is investigated using data from two large-scale comparative surveys and secondary sources.
Abstract: The academic profession contributes to shaping the capacity and identity of higher education systems. In East and Southeast Asia, there is a need for further discussion on the regional identity characteristics of the academic profession to account for its multiple origins and national and international dimensions. Data from two large-scale comparative surveys and secondary sources are used to investigate the role of international mobility in the formation and development of East and Southeast Asian academics in science, technology, engineering and mathematics fields. Based on Kim and Locke's [2010. “Transnational Academic Mobility and the Academic Profession.” In Higher Education and Society: A Research Report. London: CHERI, Open University] framework, patterns of academic mobility are examined in relation to the formation and development of higher education systems. The analysis shows mixed trends in the international flow of academics and the formation of the region's academic profession in rel...
44 citations
TL;DR: In this article, the authors explore the changes in the higher education systems of Hong Kong, Taiwan and mainland China in terms of their "Chineseness" as a potentially unifying regional identity that can be counterposed to Westernisation.
Abstract: Interpreting modernisation and globalisation in East Asia as processes of Westernisation creates confusion and discomfort among some academics from the region. To illustrate why such discomfort occurs, this article explores the changes in the higher education systems of Hong Kong, Taiwan and mainland China in terms of their ‘Chineseness’ as a potentially unifying regional identity that can be counterposed to Westernisation. The recent and polyvalent theme of ‘Greater China’ is invoked in this article to describe and interpret the institutional frameworks, within which higher education is developing in this imaginary region, as well as to establish possible discursive linkages in the continuing transformation and strategic reorientation of higher education and its role in the recent economic, political and socio-cultural developments. In this regard, the interrelated discourses of Chineseness and Greater China have the following functions: they imply regionalism; they enable a break with their impe...
42 citations
TL;DR: In this article, the authors relate changes in higher education and research in East Asian societies to recent trends in political economy and, in particular, the reorientation of developmental states (DSs) in the region.
Abstract: This article relates changes in higher education (HE) and research in East Asian societies to recent trends in political economy and, in particular, the reorientation of developmental states (DSs) in the region. The DS is oriented to catch-up competitiveness and, as the horizon of development shifts, so do its appropriate institutional forms and strategies. Catch-up competitiveness is guided by economic imaginaries, often linked to geoeconomic, geopolitical, and broader societal imaginaries, whose hegemony depends on particular discursive and disciplinary practices. The shift in the roles of HE and research is related to the reorientation of DSs from export-oriented, investment-led growth to knowledge-intensive, investment-led growth, supplemented in some cases by efforts to create international financial hubs to exploit a global trend towards financialisation. These themes are explored through comparison of selected East Asian economies/societies. The article ends with some general conclusions ab...
39 citations
TL;DR: The authors considers how language-in-education policy in low-income, post-colonial countries may be better understood from a social justice perspective and some of the implications for policy, practice and research that arise from this.
Abstract: The article considers how language-in-education policy in low-income, postcolonial countries may be better understood from a social justice perspective and some of the implications for policy, practice and research that arise from this. The article starts with a critical overview of the two dominant approaches towards conceptualising language-in-education policy, namely the instrumental and rights-based approaches. The article then sets out a social justice approach that builds critically on a rights-based perspective. Key features of the approach include considering language-in-education as a capability that has the potential to contribute to human well-being and to social justice and understanding the pedagogical, institutional and wider social barriers to achieving linguistic social justice in education and means for overcoming these barriers. Based on this understanding the article then sets out a research agenda that can assist in realising linguistic social justice in education across the th...
38 citations
TL;DR: Most academic discussion on the role of language in education in sub-Saharan Africa (SSA) supports the extended use of African languages as media of instruction (MoI), while most practice preserves a monolingual role for European languages as discussed by the authors.
Abstract: Most academic discussion on the role of language in education in sub-Saharan Africa (SSA) supports the extended use of African languages as media of instruction (MoI), while most practice preserves a monolingual role for European languages. Many ministries of education maintain the belief that African languages are not appropriate as MoIs beyond the early years. In African countries in which English is the MoI, many learners in primary school and beyond do not have sufficient ability in English to achieve grade-appropriate subject knowledge. This restricts their access to effective classroom practice and thus to the curriculum. Pedagogical and organisational expertise appropriate to education for learners working in a second language is available both in Africa and other parts of the world, but rarely widely applied in SSA. This article describes relevant educational practices which are successfully used in these different contexts and which could be extended in SSA. They include ways of easing th...
38 citations
TL;DR: The authors examines Indonesia's experience with neo-liberal higher education reform and argues that this agenda has encountered strong resistance from the dominant predatory political, military, and bureaucratic elements who occupy the state apparatus, their corporate clients, and popular forces, leading to continuation of the centralist and predatory system of higher education that was established under the New Order.
Abstract: This paper examines Indonesia's experience with neo-liberal higher education reform. It argues that this agenda has encountered strong resistance from the dominant predatory political, military, and bureaucratic elements who occupy the state apparatus, their corporate clients, and popular forces, leading to continuation of the centralist and predatory system of higher education that was established under the New Order. The only areas in which neo-liberal reform has progressed have been those where the neo-liberal agenda has aligned well with that of popular forces and there has been little resistance from predatory elements. In presenting this argument, the paper illustrates the role of domestic configurations of power and interest in mediating global pressures for neo-liberal higher education reform. It accordingly suggests that Indonesia needs to construct a model of higher education that simultaneously fits with the reigning political settlement and produces better research and teaching outcome...
TL;DR: This paper explored the learning of English in three different contexts to illustrate ways in which to address issues of "quality, equity and social justice" with regard to the medium of instruction issue in differing contexts.
Abstract: Increasingly, there is a growing move towards using global languages such as English as media of instruction. Does one swim against this growing tide or does one look at strategies to accommodate English in multilingual contexts such as prevail in South Africa? In this article I examine the debates in South Africa about the role of English in education. I argue that the success or otherwise of using English as a medium depends a great deal on the context learners and teachers find themselves in. This article explores the learning of English in three different contexts to illustrate ways in which to address issues of ‘quality, equity and social justice’ with regard to the medium of instruction issue in differing contexts. It suggests that there may not be one solution for all contexts.
TL;DR: In this paper, the authors identify the point where Spanish children fall behind young people in other developed countries by drawing data from multiple international assessments, and explore how cross-national differences in reading skills change as children age.
Abstract: In 2013 Spain introduced a series of educational reforms explicitly inspired by the Programme for International Student Assessment (PISA) 2012 results. These reforms were mainly implemented in secondary education – based upon the assumption that this is where Spain's educational problems lie. This paper questions this assumption by attempting to identify the point where Spanish children fall behind young people in other developed countries. Specifically, by drawing data from multiple international assessments, we are able to explore how cross-national differences in reading skills change as children age. Consideration is given to both the average level of achievement and the evolution of educational inequalities. Our conclusion is that policy-makers have focused their efforts on the wrong part of the education system; educational achievement is low in Spain (and educational inequalities large) long before children enter secondary school. This study therefore serves as a note of caution against sim...
TL;DR: In this paper, a critical and more nuanced understanding of the multifaceted relationship between projects of peacebuilding and educational provision is starting to develop, drawing on an epistemological and ontological anchor of critical realism, and a methodology informed by the application of cultural political economy analysis.
Abstract: A critical and more nuanced understanding of the multifaceted relationship between projects of peacebuilding and educational provision is starting to develop. Drawing on an epistemological and ontological anchor of critical realism, and a methodology informed by the application of cultural political economy analysis and the strategic relational approach to understanding educational discourses, processes and outcomes, we illustrate how the ‘many faces’ of education in conflict-affected situations can be better theorised and conceptually represented. In doing so, we link goals of peacebuilding to those of social justice, and reinvigorate the notion of education playing a transformative rather than a restorative role in conflict-affected contexts. Making such ideas concrete, we provide examples of how such an analytical framework can be employed to understand the multi-faceted relationship between education and projects of social transformation in conflict-affected environments across the globe.
TL;DR: This paper argued that good comparisons often come from the experience of strangeness and absences, and that comparison is not a method or even an academic technique; rather, it is a discursive strategy.
Abstract: It is important to recognise that comparison is not a method or even an academic technique; rather, it is a discursive strategy… Good comparisons often come from the experience of strangeness and absences. (Benedict Anderson, 2016)
TL;DR: This paper brought together scholars from the fields of language education and comparative education to critically discuss the issues of English as a medium of instruction in post-colonization co-education. But they did not discuss the role of English in the curriculum.
Abstract: This special issue brings together scholars from the fields of language education and comparative education to critically discuss the issues of English as a medium of instruction in postcolonial co...
TL;DR: In this paper, the authors explored the quality of school life (QSL) of two "model pupils" in Programme for International Student Assessment (PISA) tests, Finland and Korea, and investigated students' views on the central aspects of QSL (general satisfaction, peer relations and teacher-student relations) using PISA 2012 data.
Abstract: This paper explores the quality of school life (QSL) of two ‘model pupils’ in Programme for International Student Assessment (PISA) tests, Finland and Korea, and investigates students’ views on the central aspects of QSL (general satisfaction, peer relations and teacher–student relations) using PISA 2012 data. It also seeks to interpret how specific institutional and sociocultural aspects are linked to QSL. The analyses show that Finnish and Korean adolescents’ views on QSL are less positive compared with the OECD average; Finnish adolescents’ views on QSL are more positive than those of Korean adolescents regarding general satisfaction and peer relations but are not clearly related to teacher–student relations. Since Finnish and Korean adolescents’ views on QSL partly differ from those of their Nordic and East Asian counterparts, the distinct Nordic or East Asian image of QSL could not be revealed in the study. This article proposes that QSL demands more attention in the era of ‘rankings and benc...
TL;DR: In this article, the authors discuss how Japan borrowed time following the abrupt political rupture of 1868, showing how Linear Time came to be disseminated and diffused, largely through modern schooling.
Abstract: Seeking to contribute to recent attempts to rethink the deepest foundations of the field, this paper offers news ways of contemplating time, specifically its relations to self, nihilism, and schooling. We briefly review how some leading Western thinkers have contemplated time before detailing Japanese scholars who have offered divergent, original, and arguably more sophisticated, theoretical accounts. We then illustrate these ideas by sketching how Japan ‘borrowed time’ following the abrupt political rupture of 1868, showing how Linear Time came to be disseminated and diffused, largely through modern schooling. Last, we spotlight the nihilism that has arisen as consequence. Our primary aim is not empirical elaboration, however, but instead disclosure of a complex of relations that the field of comparative education has yet to discuss. We offer both the experience-cum-thought of Japan and this complex itself as reconstructive resources for the field which remains shallow in its parochial presumptio...
TL;DR: In this paper, the authors put forward the argument for language supportive learning for learners in English medium instruction (EMI) classrooms based on the findings from a mixed methods study in Rwanda.
Abstract: This article puts forward the argument for language supportive learning for learners in English medium instruction (EMI) classrooms based on the findings from a mixed methods study in Rwanda. The article first reviews the relevant literature and research which looks at the concept of language support, focusing on textbooks and pedagogy in sub-Saharan African EMI countries. The scant literature which exists suggests that current teaching practice and textbook design are not targeted for learners learning in a second language which frequently results in the global language acting as a major barrier to effective learning across the curriculum. The potential of ‘language supportive textbooks and pedagogy’ for addressing such a barrier is then considered through an analysis of a recent intervention in Primary 4 Rwandan classrooms. Findings suggest that language supportive learning can lead to significant improvements in learner outcomes and more effective engagement with subjects across the curriculum....
TL;DR: The authors investigated the role of global gender policy discourses within the education realm in post-genocide Rwanda and found that in national education policies and texts, discourses around gender equality are framed as a means to development, as a human right, and in relation to the past conflict rather than for the transformation of patriarchal structures.
Abstract: This paper investigates global gender policy discourses within the education realm in post-genocide Rwanda. Drawing on interview data from students in seven secondary schools and Unterhalter’s gender framework (Unterhalter, Elaine. 2007. Gender, Schooling and Global Social Justice. New York, NY: Routledge), I analyse the extent global discourses are integrated into national education documents and how students understand global discourses around ‘gender equality’. I find that in national education policies and texts, discourses around gender equality are framed as a means to development, as a human right, and in relation to the past conflict rather than for the transformation of patriarchal structures. Similarly, students draw on themes from global policy discourse around development and rights but at the same time ‘re-gender’ this for a local context, propagating a public/private divide and cultural and biological stereotypes. Consequently, gendered hierarchies and biases persist in student attit...
TL;DR: In this paper, the influence of a tradition-modernity dichotomy on perspectives and practices on sexual violence and sexual relationships involving girls in three districts of Kenya, Ghana and Mozambique is examined.
Abstract: This paper interrogates the influence of a tradition-modernity dichotomy on perspectives and practices on sexual violence and sexual relationships involving girls in three districts of Kenya, Ghana and Mozambique. Through deploying an analytical framework of positioning within multiple discursive sites, we argue that although the dichotomy misrepresents the complexity of contemporary communities, it is nonetheless deployed by girls, educational initiatives and researchers in their reflections on girls’ sexual practices and sexual violence. The analysis examines variations between communities in patterns of and perspectives about sexual relationships, transactional sex and sexual violence. It illuminates ways in which features of ‘modernisation’ and ‘tradition’ both exacerbate and protect girls from violence. Across contexts, girls actively positioned themselves between tradition and modernity, while positioning others at the extreme poles. Education initiatives also invoked bipolar positions in th...
TL;DR: The authors examined why universities in Korea champion internationalisation and aggressively recruit foreign students with diverse ethnic backgrounds, yet resist ideas of valorising diversity, and found that despite recent internationalisation efforts, notions of ethnic nationalism remain firmly entrenched at the level of university curricula and also at micro-level interactions between foreign and domestic students.
Abstract: This article examines why universities in Korea champion internationalisation and aggressively recruit foreign students with diverse ethnic backgrounds, yet resist ideas of valorising diversity. Through a qualitative analysis of university curricula at three major Korean universities, ethnographic interviews with 50 foreign students and focus groups interviews with 30 Korean students, I find that despite recent internationalisation efforts, notions of ethnic nationalism remain firmly entrenched at the level of university curricula and also at the level of micro-level interactions between foreign and domestic students. I explain this as an instance of Korea's continued attempts to selectively adopt elements of globalisation for national interests, a familiar paradigm in Korea's historical legacy of social change. Such an instrumentalist approach to the internationalisation of higher education in Korea also confirms global cultural theory, especially the kinds of disjunctures that might result among...
TL;DR: A rigorous literature review of research into medium of instruction in Ghana and India, whose language-in-education policies represent two contrasting models of use of local languages and the development of competence in English is presented in this article.
Abstract: This paper reports on a rigorous literature review of research into medium of instruction in Ghana and India, whose language-in-education policies represent two contrasting models of use of local languages and the development of competence in English. The paper begins by briefly overviewing the language-in-education policy in these two countries and sets out the methodological approach underpinning this review. It then turns to the initial findings, which are discussed in two parts: the first categorises the three areas of research explored in the empirical studies reviewed, namely the effectiveness of language-in-education policies, problems hindering the implementation of these policies, and attitudes to these policies. The second provides an overview of the recommendations for how, given the obstacles in implementing the current policies, to better ensure the effectiveness of language-in-education policies in Ghana and India. Together these findings show that similar issues arise that contribut...
TL;DR: The authors examined this rising interest in English-medium instruction (EMI) in a country where French is still the language of political power and administration and where there is still very little evidence that even ‘Anglophone’ children sufficiently benefit from EMI.
Abstract: Despite its multilingual nature Cameroon’s educational system provides for full immersion into either French-medium or English-medium education from the first year schooling Following political tensions in the early 1990s the country decided to reaffirm its commitment to promote bilingualism in the educational system with the outcome being the implementation of various forms of bilingual education models across the country, including, in recent years, a dramatic rise in the number of children from ‘Francophone’ homes enrolling in English-medium schools This paper examines this rising interest in English-medium instruction (EMI) in a country where French is still the language of political power and administration and where there is still very little evidence that even ‘Anglophone’ children sufficiently benefit from EMI Drawing from an analysis of data collected from school children, parents, teachers and a school inspector, this article reveals existing complexities, challenges and possibilities
TL;DR: In this article, the authors build a case for critical historical geography in comparative education to examine how, over time, the social production of space contributes to educational disparity, revealing the enduring interconnections of geography, history, and political power in postcolonial states.
Abstract: This article builds a case for critical historical geography in comparative education to examine how, over time, the social production of space contributes to educational disparity. It draws on Gupta and Ferguson's contrasting concepts of the ‘power of topography’ and the ‘topography of power’ and Lefebvre's tripartite theory of space to explore space–time relationships at multiple scales in Tanzania. Data come from primary and secondary historical texts about the Kilimanjaro Region as well as a longitudinal study carried out between 2000 and 2012 in two districts in the region. The analysis shows how advantage and disadvantage are differentially distributed over time and space, revealing the enduring interconnections of geography, history, and political power in postcolonial states and the importance of multi-scalar comparative research in comparative education.
TL;DR: This paper explored how bureaucracy impedes the implementation of higher education (HE) policy at Japanese universities and proposed to borrow theories on social entrepreneurship to potentially resolve the challenge of embedded administrative practices and static institutional ident...
Abstract: This paper explores how bureaucracy impedes the implementation of higher education (HE) policy at Japanese universities. Administrative systems employ Weberian legal-rational bureaucratic practices that are central to the institutional identity of a university. Rather than the means to internationalisation and reform in general, these systems themselves become the end, usually in direct opposition to not only innovation and change but, indeed, the university mission itself. After first outlining the macro-level processes and policies of the internationalisation of Japanese HE, I take an ethnographic approach to illustrate the micro-level administrative practices and assumptions at the university, framing them within the social theory of bureaucracy to allow for comparison with HE in other parts of East Asia and worldwide. As a way forward, I propose we borrow theories on social entrepreneurship to potentially resolve the challenge of embedded administrative practices and static institutional ident...
TL;DR: In this paper, the authors show that private schooling is currently inaccessible to the poor, with only 3.3% of children in the poorest 40% of the population attending them, and only 13% of enrolled children in rural areas.
Abstract: The rise in low-fee private (LFP) primary schooling serving relatively poor clients is becoming well-documented. However much of this literature focuses on urban areas whose dense populations are favourable to market growth and competition. This paper goes some way to filling a gap in the literature on whether LFP schools are serving the needs of the poor in rural areas, taking the case of one Nigerian state. It contrasts the situation in rural areas with that of urban Ilorin, where private schools cater to over half of all enrolled children. The paper shows that private schooling is currently inaccessible to the poor, with only 3.3% of children in the poorest 40% of the population attending them, and only 13% of enrolled children in rural areas. The key message is that redoubled efforts are needed to improve government schools as providers of last resort to those bypassed by the market.
TL;DR: In this paper, an innovation in Tanzania that aimed to improve language and subject learning among lower secondary school students making the transition from using an African language, Kiswahili, to using a global language, English, as the language of instruction is described.
Abstract: The 2030 education goal privileges ‘relevant learning outcomes’ as the evaluative space for quality improvement. Whilst the goal was designed for global level monitoring, its influence cuts across different scales. Implementation of the goal involves reinterpreting ‘relevant learning’ at the local level. One way that small scale projects engage in the creative work of reinterpretation is through the design of their evaluative frameworks. We illustrate this with the example of an innovation in Tanzania that aimed to improve language and subject learning amongst lower secondary school students making the transition from using an African language, Kiswahili, to using a global language, English, as the language of instruction. The project developed a framework for evaluating learning processes and outcomes that was grounded in socio-cultural theories of learning. The framework was founded on an understanding of subject learning consistent with the purpose of sustainable development. Sustainable develo...
TL;DR: This paper found that school heads were traumatised by consistent pressures, as manifested in the form of financial extortion, physical threats and abductions by the Maoists while the security forces frequently harassed them as Maoist sympathisers or confederates.
Abstract: This paper outlines the impact and professional tensions created by the decade-long armed conflict (1996–2006) on school leadership in Nepal. Drawing on qualitative interviews and discussions with school heads and teachers (n = 92), the study reveals that the onerous pressure of pupils’ safety during crisis ultimately fell upon teachers and school leaders who faced direct violence on school grounds and communities they lived in. It was found that school heads were traumatised by consistent pressures, as manifested in the form of financial extortion, physical threats and abductions by the Maoists while the security forces frequently harassed them as Maoist sympathisers or confederates. Maintaining relational equilibrium with warring parties in order to ensure their personal and school survival was a traumatic experience. Despite the enormity of effects on education during conflict, the post-conflict educational debates largely undermine the voice of those who were at the frontlines during crisis. T...
TL;DR: Verger, Chris Lubienski and Gita Steiner-Khamsi in the World Yearbook 2016 have made an important contribution to our knowledge of the Global Education Industry (GEI), an important...
Abstract: Editors Antonio Verger, Chris Lubienski and Gita Steiner-Khamsi in the World Yearbook 2016 have made an important contribution to our knowledge of the Global Education Industry (GEI), an important ...