Call for proposals
We are pleased to invite you to the Symposium of the Comparative and International Education Society, held November 10-11 in Scottsdale, Arizona.
Organized by the Center for Advanced Studies in Global Education and edXchange at ASU’s Mary Lou Fulton Teachers College, this inaugural symposium will bring together education policymakers, practitioners, activists and scholars to engage in a focused debate about the possibility and desirability of global learning metrics. We encourage you to apply to share your research, ideas and opinions on this important topic.
Submission deadline: August 15
Please complete a structured abstract form by Monday, August 15, to be considered as a panelist in a parallel session. Applicants will be notified of acceptance by September 1, 2016.
Submit proposals here
In a recent paper for the University of Johannesburg, Raewyn Connell shared some of her thinking on the decolonization of knowledge. In many ways she aimed to re-think the history of knowledge itself, moving away from the Northern bias and colonial structures in mainstream social science. She argues, “The relationship between knowledge produced in different parts of the world is not as simple as “Western” domination. Knowledge flows in multiple directions from the metropole to the periphery and from the periphery to the metropole.”
Raewyn is a Professor Emerita at the University of Sydney. She has been an advisor to United Nations initiatives on gender equality and peacemaking, and, in 2010, the Australian Sociological Association established the Raewyn Connell Prize for the best book in Australian sociology.
After her interview, Will Brehm wanted to ask Raewyn an additional question. You can find Raewyn’s answer online at FreshEd’s new website.
We don’t normally air shows in the middle of the week but the vote in Britain to leave the EU warrants a special show. Let’s call it FreshEdge — a look at the most pressing issues today.
Susan Robertson joins us today to talk about Brexit and its implications for education. She is professor of sociology of education in the Graduate school of education at the university of Bristol. She is also co-editor of the journal Globalization, Societies, and Education.
Can film help us understand educational phenomena? My guest today, David Cole, has co-written a new book called A Pedagogy of Cinema. By analyzing images in various films, he attempts to produce philosophical insights into education systems dominated by a digitalized, corporatized, and surveillance-controlled world.
David Cole is an Associate Professor in Education at Western Sydney University, Australia and the leader of the Globalisation theme in the Centre for Educational Research.
The Global Partnership for Education is a powerful multi-stakeholder organization in educational development. It funnels millions of dollars to develop education systems in dozens of low-income countries. Yet the board of directors of the organization strategically avoids some of the most important and controversial topics in education today.
My guest today, Francine Menashy, has researched the Global Partnership for Education and the ways in which its board of directors avoids the topic of low-fee private schools, which is a heavily debated idea in both education policy and research.
Francine Menashy is an Assistant Professor in the Department of Leadership in Education at the University of Massachusetts Boston. She researches aid to education and non-state sector engagement, including the policies of international organizations, companies, and philanthropies.
Her research discussed in today’s show was funded through a fellowship with the National Academy of Education and the Spencer Foundation.
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.
His forthcoming Comparative Education Review article is entitled ““The Future of Education for All as a Global Regime of Educational Governance.”