Now in its fifth edition, Comparative Education: The Dialectic of the Global and the Local has established itself as the state-of-the art, comprehensive as well as sophisticated framework for taking into account the dynamic interactions of local, national, regional, and transnational factors shaping education systems around the world. Our theoretical and methodological strategy for this volume has proven effective as a standard textbook for introducing the field of comparative education from various theoretical and methodological perspectives.
Contributors: Robert F. Arnove, Muzna Awayed-Bishara, Mark Bray, Bidemi Carrol, Ben Eklof, David Fa’avae, Joseph P. Farrell, Christine Fox, Stephen Franz, John Hawkins, Anne Hickling-Hudson, Steven J. Klees, Vandra Lea Masemann, Raymond Morrow, Carlos Ornelas, Martyn Reynolds, Joel Samoff, Kabini Sanga, Daniel Schugurensky, Iveta Silova, Nelly P. Stromquist, António Teodoro, Carlos Alberto Torres, Anthony Welch, Susan Wiksten
About the Editors
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 São 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.
Robert F. Arnove, lead co-editor of the previous four editions of Comparative Education: The Dialectic of the Global and the Local, as well as the co-editor of Emergent Trends in Comparative Education: The Dialectic of the Global and 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.
Lauren Ila Misiaszek (PhD, UCLA) has been Associate Professor in the Institute of International and Comparative Education at Beijing Normal University since 2013. 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.
Introduction: Reframing Comparative Education: The Dialectic of the Global and the Local Robert F. Arnove
This volume, evolving out of its previous editions, all classics, continues to showcase the multifaceted nature of comparative and international education. It comprises established scholars, each of whom is a mainstay in the area, while also foregrounding the work of the younger generation, making it a vademecum. It tackles perennial and very pertinent issues. If you are looking to obtain a comprehensive grasp of comparative and international education, this is the book for you.
The fifth edition of Comparative Education: The Dialectic of the Global and the Local has come at a critical time when the field of Comparative and International Education has assumed great significance because global cohesion and interdependence are essential for humanity. At this watershed moment when the COVID-19 crisis has focused attention on the dangers of inequality, the broad range of chapters in this book, written by leading scholars, indicates the dialectic of the local and the global, reframes the field, and points to novel directions in the post-pandemic world.
As a global educational scholar primarily focused upon global literacies, I welcome this volume as I believe it represents what I view as a zeitgeist occurring in the global arena. The chapters discuss the interruptions to our worlds as a result of sociopolitical, health, and other developments, interrogating them and enlisting postcolonialism, indigeneity, racism, gender, and other critical lenses. The editors enlist the notion of dialectic to portray the tensions among local, national, and global events and how they fuse with or disrupt the various story lines within the field of comparative education—the nature of its science and role in educational as well as sociopolitical developments across the globe—nationally, regionally, and locally. The fifth edition offers a multidimensional discussion of global-local transactions on a planetary scale that better fit with reading our worlds beyond what comparative education scholars have provided prior. The volume’s contributors leverage discussions of planetary significance essential to the critical literacies and reflexivity of individuals, communities and larger society.
Comparative Education: The Dialectic of the Global and the Local has become a classic in the field, widely used for the framing of teaching, research and activism. Arnove’s authoritative and insightful introduction to this edition demonstrates the crucial value of the comparative impulse and an international mindset in addressing current educational issues in the complex and rapidly changing second decade of the 21st century.
In this fifth and revised edition of the book, the editors and their contributors elevate even more the needed educational and attached social wellbeing dialectic between the global and the local with important, indeed urgent highlights on the expanding and currently pandemic exacerbated inequities across the globe. With the first editions of the book already achieving a prominent location in the comparative education literature, this new edition and the extra perspectives it brings to the fore continue to affirm the criticality of the area in centering these and related issues, while also engaging the multi-contextual and attendant temporal complexities that international education scholars need to continually, more so in epistemic justice terms now, analyze and infer from, for the still elusive but collectively achievable horizontal social development.
The Dialectic of the Global and the Local engages key issues, transformations, and challenges to the field of comparative education today. Articulating the diversity and ongoing debates within the field, a variety of scholars present insightful analyses and problems of contemporary education within global, comparative, and critical perspectives that make the text a valuable resource for students, scholars, and those concerned about understanding the importance of education in the contemporary world.
Comparative Education: The Dialectic of the Global and the Local challenges the metanarratives of neoliberal globalization and forcefully sets the agenda for pursuing social justice in education through academic research and education policy making. It is an impressive collective effort to redefine schooling as a source of social action, reconnect politics and education, and reengage comparative education in the struggle for social justice and equity in the context of globalization.