Emergent Trends in Comparative Education: The Dialectic of the Global and the Local addresses the changes and multiple new topics that arise in education vis-à-vis processes of globalization and social transformation. As such, it complements and expands the scope of Comparative Education: The Dialectic of the Global and the Local, Fifth Edition. 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 the economics of education. Furthermore, this book offers insight into how education systems can contribute to environmental social justice. Various authors employ a social justice lens to analyze the global-regional-local dialectics shaping the working of education systems with regard to who pays for and who benefits from current policy initiatives around the world.
Contributors: N’Dri Thérèse Assié-Lumumba, Zehlia Babaci-Wilhite, Richard Desjardins, Anantha Duraiappah, Irving Epstein, Liz Jackson, Sangeeta Kamat, Ian Menter, Greg William Misiaszek, Lauren Ila Misiaszek, Yoko Mochizuki, David Rutkowski, Leslie Rutkowski, Carol Anne Spreen, Rebecca Tarlau, Massimiliano Tarozzi, Maria Teresa Tatto, Carlos Alberto Torres, Richard Van Heertum, Yusef Waghid, Shoko Yamada, Gang Zhu
About the Editors
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.
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 and 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.
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.
Urgent Departures: Introducing Emergent Trends in the Dialectic of the Global and the Local Lauren Ila Misiaszek
Emergent Trends in Comparative Education: The Dialectic of the Global and the Local provides space for a burst of dynamic new thinking in Comparative Education: The Dialectic of the Global and the Local, Fifth Edition that further extends a 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 other arenas.
With its specialized foci on emergent trends, the editors of this volume and their contributors actively and, in epistemological as well as probable programmatic terms, excellently engage the continually complicated and intersecting problematics as located and/or absented by the constructions of select educational platforms and outcomes around the world. By especially highlighting the expansively inequitizing effects of COVID-19, forwardly complemented by emerging and increasingly crucial areas such as Ubuntu philosophies and pedagogies, social movements, ecopedagogy, and sustainability education, this volume certainly achieves timely and much-needed boundary-extending knowledge and learning prospects and possibilities for inclusive human and overall ecological wellbeing.
This volume is a brilliantly conceived and timely contribution to the comparative and international education (CIE) literature. From Lauren Ila Misiaszek’s entitling of her introductory chapter, "Urgent Departures," and through the skillful blending of critical and postfoundational theories into a framework which shapes the compilation of chapters within, the reader is well prepared for the challenges the volume as a whole poses to those engaged in the CIE field. The comprehensive array of well-authored chapters that make up the collection offer insights and provocations of crucial importance to CIE going forward.