Comparative Education Emergent Trends: The Dialectic of the Global and the Local addresses the changes and multiple new topics that intervene in education vis a vis processes of globalization, social transformation, and the challenges to education. As such, it complements and expands the scope of the 5th edition of Comparative Education. Chapters systematically examine the intersecting global crises in society and education occasioned by COVID-19, across types and levels of education, geographic and linguistic contexts, and fields of theory and practice. Topics addressed include the African ethic Ubuntu, Global Citizenship Education (GCE), UNESCO, STEM, teacher education, low-fee schools, social movements and protest, ecopedagogy, sustainability, media and technology, testing, and economics of education. Furthermore, this book offers some insight in how education systems can contribute to environmental social justice. Various authors, as with those in the 5th edition of Comparative Education, employ social-justice-oriented ways of viewing the global-regional-local dialectics that shape working of education systems with regard to who pays and who benefits from current policy initiatives around the world.
Robert F. Arnove, lead co-editor of the previous four editions of Comparative Education: The Dialectic of the Global and the Local, is Chancellor's Professor Emeritus of Educational Leadership & Policy Studies at Indiana University, Bloomington. He is a Past President and Honorary Fellow of the Comparative and International Education Society (CIES). A visiting scholar at universities ranging from Argentina to Australia, he has published extensively on the contours, dimensions, and major trends in the field of comparative education with a focus on education and sociopolitical exchange. His latest book, Talent Abounds, examines teaching and mentoring interactions and societal policies that can foster peak performance in various domains of the arts and athletics for all students. He has been a teachers union president, a third party candidate for the U.S. Congress, and the president of an experimental theater company in Bloomington, Indiana. Since 2013, Lauren Ila Misiaszek (PhD, UCLA) has been Associate Professor in the Institute of International and Comparative Education at Beijing Normal University. Misiaszek is Immediate Past Secretary General of the World Council of Comparative Education Societies (WCCES) (2016-2019), an Associate Director of the Paulo Freire Institute (UCLA), and a Co-Founder and Fellow of the International Network on Gender, Social Justice, and Praxis. Some of the other positions she has held include UK Fulbright Scholar, a national program manager for the US Veterans Administration, a sustainable development fellow in Nicaragua, and a free clinic worker and translator in the US. Misiaszek works across various linguistic and geographic contexts at the intersection of the humanities and social sciences on a wide range of intersectional social justice issues, including social movements and nonformal education, critical sociology of higher education, and postfoundational comparative education. Carlos Alberto Torres is Distinguished Professor of Education, Director of the UCLA Paulo Freire Institute, and former UNESCO-UCLA Chair in Global Learning and Global Citizenship Education. Torres is a political sociologist of education. He was educated in Argentina, Mexico, the United States and Canada. He is also Founding Director of the Paulo Freire Institute in Sao Paulo, Brazil; Buenos Aires, Argentina; and UCLA.Torres is Past President of the World Council of Comparative Education Societies (WCCES), Past President of the Research Committee of Sociology of Education, International Sociological Association, and Past President of the Comparative and International Society (CIES-US). He is a Fellow of the Royal Society of Canada and Corresponding Member of the Mexican Academy of Sciences. He has published over 60 books and more than 300 peer research articles, and received three Fulbright grants.
Urgent Departures: Introducing Emergent Trends in the Dialectic of the Global and the Local Lauren Ila Misiaszek Comparative Education as an Act of uBuntu: Human Encounters Reconsidered N'Dri Assie-Lumumba & Yusef Waghid Contested Terrains of Environmental Pedagogies: Comparing Ecopedagogy, Education for Sustainable Development (ESD) and Environmental Education Greg Misiaszek Alternative Approaches to the Political Economy of Education and Some of Their Implications Richard Desjardins Philosophy of Education: Contributions to Comparative Education Liz Jackson Taking Global Citizenship Education Local: A Response to the Crisis of Multiculturalism, Democracy and Citizenship Massimiliano Tarozzi & Carlos Alberto Torres Social Media, Technology, and Protest Movements Irving Epstein Social Movements, Popular Education, and Counterhegemonic Schooling in Latin America Rebecca Tarlau The Contours of Indian Education: Continuity, Change and Contradictions Yoko Mochizuki & Anantha Duraiappah Comparative Education in China from the Perspective of Globalization and Localization Gang ZHU and Zhengmei PENG Synchrony and Diachrony of Changes in Multiple Comparative Educations: Japanese Language Publications in a Global Academic Field Shoko Yamada The Turn to The Market in Teacher Education: Institutional and Pedagogical Consequences of Market Reforms and Increased Regulation in Teacher Education Maria Teresa Tatto & Ian Menter Improving Critical Thinking in STEM for Girls: A Contextualised Education Integrating the Arts and Human Rights Zehlia Babaci-Wilhite A Dialectical Analysis of Low Fee Private Schools: the Case of Hyderabad, India Sangeeta Kamat & Carol Anne Spreen The Promise and Methodological Limits of International Large-Scale Assessments David Rutkowski & Leslie Rutkowski Revitalizing Democracy: Comparative Educators as Public Intellectuals for the 21st Century Carlos Alberto Torres & Richard Van Heertum
Emergent Trends: the Dialectic of the Global and the Local provides space for a burst of dynamic new thinking in Comparative Education that further extends the 5th edition of a now classic text in constant renewal. Undergirded by the revolutionary thinking of De Sousa Santos and the World Social Forum, chapters in this volume move from Ubuntu through a rich diversity of theories from the Global South relating to teacher education, sustainability in education, STEM education for girls, social media and many others arenas. -- Ruth Hayhoe Ph.D, Professor, Ontario Institute for Studies in Education, University of Toronto
