Podcasts about comparative education review

FreshEd is on holidays. We'll be back with new episodes in February. In the meantime, we are replaying some of our favourite episodes from our archive, which now totals over 380 episodes. The best way for you to explore our archive is on our website, freshedpodcast.com. You'll find hand-picked playlists, transcripts, and even accompanying educational resources. And while you're there, please consider becoming a member of FreshEd for as little as $10/month. Members receive exclusive benefits. -- Today we look at a UNESCO development project started in the early 1950s in Central Mexico that promoted fundamental education. My guests, Luis Urrieta and Judith Landeros, critique the common narrative of the project, revealing problematic deficit perspectives as well as nuanced counterstories of silenced voices. Luis Urrieta, Jr. is an Indigenous (P'urhépecha)/Latino interdisciplinary researcher. He currently holds the Charles H. Spence, Sr. Centennial Professorship in Education at the University of Texas at Austin where Judith Landeros is a doctoral student in the Cultural Studies in Education program with a certificate in Native American and Indigenous studies. Their new article is featured in the August issue of the Comparative Education Review. freshedpodcast.com/urrieta-landeros -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today I speak with the new editors of the Comparative Education Review, the flagship US journal in the field. tavis d. jules and Florin Salajan have big plans for the journal. tavis d. jules is a professor in cultural and educational policy and international higher education at Loyola University Chicago. Florin Salajan is a professor in the school of education at North Dakota State University. We spoke about their first editorial entitled “Navigating an Unbridled World: A Transformational Era ahead for Comparative and International Education.” freshedpodcast.com/jules-salajan/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we look at some of the colonial legacies in discourses around girls' education. With me are Chris Kirchgasler and Karishma Desai. They've recently published an article entitled, “'Girl' in Crisis: Colonial Residues of Domesticity in Transnational School Reforms,” which was published in the Comparative Education Review. Chris Kirchgasler is an Assistant Professor at the University of Wisconsin-Madison and Karishma Desai is an assistant Professor at Rutgers Graduate School of Education. freshedpodcast.com/kirchgasler-desai/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Today we talk about Black Lives Matter and what it means for the field of comparative and international education. With me are Sharon Walker and Krystal Strong, who have recently co-edited with Derron Wallace, Arathi Sriprakash, Leon Tikly, and Crain Soudien, a special issue of Comparative Education Review entitled “Black Lives Matter and Global Struggles for Racial Justice in Education.” https://freshedpodcast.com/walker-strong/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we look at a UNESCO development project started in the early 1950s in Central Mexico that promoted fundamental education. My guests, Luis Urrieta and Judith Landeros, critique the common narrative of the project, revealing problematic deficit perspectives as well as nuanced counterstories of silenced voices. Luis Urrieta, Jr. is an Indigenous (P'urhépecha)/Latino interdisciplinary researcher. He currently holds the Charles H. Spence, Sr. Centennial Professorship in Education at the University of Texas at Austin where Judith Landeros is a doctoral student in the Cultural Studies in Education program with a certificate in Native American and Indigenous studies. Their new article is featured in the August issue of the Comparative Education Review. freshedpodcast.com/urrieta-landeros -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we explore the meaning of regionalism in the South Pacific. With me is Seu'ula Johansson-Fua who uses the concept of Wansolwara to think about creating a regionalism from within the “sea of islands” that is the South Pacific. Seu'ula Johansson-Fua is the director of the institute of education at the University of the South Pacific. Her new article is Wansolwara: Sustainable Development, Education and Regional Collaboration in Oceania, which was published in the Comparative Education Review. freshedpodcast.com/johansson-fua -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today Kehaulani Vaughn joins me to discuss Trans-Indigenous education primarily on Turtle Island, the name used by Indigenous peoples for North America. Kēhaulani Vaughn (Kanaka Maoli) is an assistant professor in the Department of Education, Culture, and Society and the Pacific Islands Studies Initiative at the University of Utah. She has recently co-written, with Theresa Jean Ambo, an article entitled “Trans-Indigenous Education: Indigeneity, Relationships, and Higher Education” which was published in the Comparative Education Review. freshedpodcast.com/vaughn -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Dr. Jayson Richardson is a professor and the Department Chair of the Department of Educational Leadership and Policy Studies in the Morgridge College of Education at the University of Denver. He is the editor-in-chief of the Journal of Educational Administration. He has written or co-authored articles in the following journals: Comparative Education Review, Educational Administration Quarterly, International Journal of Education and Development using ICT, Information Technology for International Development, Journal of International Development, Journal of School Leadership, Review of Policy Research, and The Teacher Educator.

What’s the relationship between school dropout, child marriage, and early pregnancy? Do girls drop out of school because of early marriage or pregnancy? Or is it the reverse? My guest today is Erin Murphy-Graham who has researched these questions extensively in Honduras. She focuses on the agency of girls in their adolescence and the disconnect between schooling and their futures. Erin Murphy-Graham is an Associate Adjunct Professor at the Graduate School of Education, UC Berkeley. She’s recently published with Alison Cohen and Diana Pacheco-Montoya a new article in the Comparative Education Review entitled: School dropout, child marriage and early pregnancy among adolescent girls in rural Honduras. freshedpodcast.com/Murphy-Graham/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Today we look at some of the colonial legacies in discourses around girls’ education. With me are Chris Kirchgasler and Karishma Desai. They’ve recently published an article entitled, “’Girl’ in Crisis: Colonial Residues of Domesticity in Transnational School Reforms,” which was published in the Comparative Education Review. Chris Kirchgasler is an Assistant Professor at the University of Wisconsin-Madison and Karishma Desai is an assistant Professor at Rutgers Graduate School of Education. https://freshedpodcast.com/kirchgasler-desai/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

This is the last episode in our four-part series leading up to the CIES 2017 Symposium. In the past three episodes, we have talked about decolonizing knowledge and innovating comparative and international education primarily from within the USA. But what does decolonization look like in other countries? Today we focus on Pakistan. My guest is Shenila Khoja-Moolji. She researches and writes about the interplay of gender, race, religion, and power in transnational contexts. In the May 2017 supplement of the Comparative Education Review, she wrote an article on teacher professional development in Pakistan. Shenila has also learned to navigate the difficult and at times imperial terrain of international education development. Shenila Khoja-Moolji is currently a visiting scholar at the Alice Paul Center for Research on Gender, Sexuality and Women at the University of Pennsylvania and the author of Forging the Ideal Educated Girl, which will be published by the University of California Press in June 2018.

Today I speak with Arathi Sriprakash, a lecturer in the sociology of education at the University of Cambridge. Arathi co-edited with Keita Takayama and Raewyn Connel a special issue of Comparative Education Review on post-colonialism in the field of comparative and international education. The special issue shows that the field of comparative and international education continues to have many colonial entanglements, which have gone unrecognized in most accounts. Colonial logics underpinned many of the field’s founding figures and contemporary forms of modernization theory continue to be widely assumed today:. Knowledge is produced in the global north, often with data taken from the global south; theory is reserved for northern scholars; and some societies, like CIES in North America, have held more power over smaller societies from Asia and Africa. In most aspects of the field, we continue to see uneven power dynamics of where and how knowledge is produced by whom and with what effect. The special issue argues that post-colonial theory, broadly defined, can help overcome the continued prevalence of colonialism in the field today. The co-editors call for a rethinking of the way knowledge is produced in CIE. Arathi joined FreshEd to detail some of the ideas in the special issue.

What is the connection between education and the economy? For many neoclassical economists, the connection is found in Human Capital theory. My guest today, Professor Steve Klees, thinks human capital theory and rates of return analyses are very problematic. In our conversation today, Steve talks about his new article, “Human Capital and Rates of Return: Brilliant Ideas or ideological dead ends?”, which can be found in the latest issue of the Comparative Education Review. He takes us through human capital theory, its internal logical fallacies, and proposes a set of alternatives. Steve Klees is professor of International Education Policy in the College of Education, University of Maryland.

Education For All is a global movement led by UNESCO. It began in 1990 when 155 countries adopted the World Declaration on Education For All. The movement was renewed in the year 2000 when countries agreed on the Dakar Framework for Action, which committed them to achieve education for all by the year 2015. Education For All continues to be a common phrase in educational development. But it has changed over its 26-year existence. It linked into Goals 2 and 3 of the United Nation’s Millennium Development Goals and was tied closely to the World Bank through the funding mechanism known as the Fast Track Initiative. The movement has adapted and adopted new elements and has included additional actors, such as non-governmental organization, human rights activists, and philanthropic organizations and individuals. My guest today, Leon Tikly, argues in a forthcoming article in Comparative Education Review that Education For All is best understood as a regime, borrowing an idea from international relations. He says there are “a set of implicit or explicit principles, norms, rules, and decision-making procedures around which actors’ expectations converge.” Of course there are tensions within the regime of education for all, and in this article he attempts to think through what these might be. Leon Tikly is a professor in the Graduate School of Education at the University of Bristol. His work focuses on education in low income countries and in particular countries of Sub-Saharan Africa. He is known for his theoretical work on how to conceptualize education as an aspect of the postcolonial condition.

My guest today is José Cossa, a Visiting Associate Professor at the American University in Cairo. In the fall of 2016, he will join the faculty of Peabody College at Vanderbilt University as a Senior Lecturer. In today’s show, José talks about his archival research on three past editors of the Comparative Education Review. He is concerned with the ways in which the field of comparative education was formed and the role journal editors play in setting intellectual boundaries. His work can be found in the book Crafting a Global Field (Springer, 2016).

South Korea is going to great lengths to attract international university students, for example through scholarships and programs taught in English. Over the past decade, the number of foreign students has increased eightfold and now over 85.000 foreign students attend Korean universities. But while welcome on paper, they find themselves in a largely homogeneous society in which multiculturalism is a contentious issue – and this causes friction. To learn more about the situation of these students and multiculturalism in the Korean education system, we had the honor of interviewing Professor Rennie Moon. We discussed the different types of multiculturalism present in universities, the factors motivating student to come to Korea, the barriers limiting interactions between Korean and foreign students, as well as the role of foreign faculty members within the Korean education system. Rennie J. Moon is an Assistant Professor at the Underwood International College of Yonsei University with a focus on higher education in the context of globalization. Her research and writings have been published not only in academic journals but also in newspapers, such as the Comparative Education Review, the Donga-Ilbo and Korea Daily Joongang Ilbo. Professor Moon obtained her Bachelor’s degree at Wellesley College and her PhD in International Comparative Education at Stanford University.

In many Caribbean countries, students are taught to be so-called “ideal Caribbean persons.” This phenomenon is of interest to some educational researchers because this discourse defines a Caribbean person instead of, say, a Jamaican person or a Haitian person. What this suggests is that a regional social imaginary has usurped the long held need by state governments to cultivate a national imaginary through public schools. So why has there been an increasing emphasis on regional level collaboration and reform initiatives in education that have resulted in or attempt to build regional social imaginaries? My guest today, Dr. Tavis Jules, an Assistant Professor of Cultural and Educational Policy Studies at Loyola University Chicago, argues that the the rise of the Caribbean educational policy space was driven by various regulations constructed by supranational organizations and institutions and then implemented at the national level. He studied this convergence by comparing the discourse in policy documents at the regional and national level. Tavis’ most recent book, Neither world polity nor local or national societies: Regionalization in the Global South – the Caribbean Community, was published by Peter Lang Press in 2012. Today I speak with Tavis about his latest article on the Caribbean Educational Policy Space, which was published in the November issue of the Comparative Education Review.