Index
Annual Review of Comparative and International Education 2023
ISBN: 978-1-83549-319-9, eISBN: 978-1-83549-318-2
ISSN: 1479-3679
Publication date: 11 December 2024
This content is currently only available as a PDF
Citation
(2024), "Index", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2023 (International Perspectives on Education and Society, Vol. 48), Emerald Publishing Limited, Leeds, pp. 273-281. https://doi.org/10.1108/S1479-367920240000048015
Publisher
:Emerald Publishing Limited
Copyright © 2025 Alexander W. Wiseman
INDEX
Academic freedom
, 49, 182
Academic knowledge
, 44
Access to services
, 112
Acculturation
, 137
African American reparations
, 242
All India Radio (AIR)
, 227
Allegiance
, 93
American Association of University Professors (AAUP)
, 89
American Indian boarding school system
, 238
American Indian reparations
, 242
American legal system
, 242
Analytical method
, 74
Anchoring
, 64–67
Anglo-American paradigm
, 176
Anti-positivist breakthrough
, 68
Artificial intelligence
, 7
Asian civic values
, 180–181
Assessments
, 85–86
Atma Nirbhar Bharat Abhiyaan
, 226
Authentic patriotism
, 88
Authoritarian movements
, 46
Authority of science
, 40
Automatic processing
, 64
Availability heuristic
, 66–67
Basic needs approach
, 206
Bildung
, 185–186
Boarding School Healing Project
, 245
Boarding schools
, 238
Boko Haram
, 92–93
Bourgeois public space
, 86–87
Brexit
, 46, 49–50
Canada
, 21
Canadian universities
, 190
Capability approach
, 206
Caribbean-Africa Knowledge Program
, 245
Caring for Students’ School Welfare
, 261
Center of Community Project (CCP)
, 182
Central Institute of Educational Technology (CIET)
, 227
ChatGTP
, 7
Child marriage
, 209
Chinese Academy
, 177–178
Chinese University 3. 0
, 181
Citizenship education in universities
, 183
Citizenship rights
, 40
Civic and citizenship education in universities
, 182–184
Civic and moral education
, 180
Civic education
, 183
Civic responsibility
, 189
Civil society
, 182
Climate scale
, 162
Co-option of public space
, 86–88
College
, 60
Colonial matrix of power
, 87
Colonial schooling
, 238
Colonial schools, 234 (see also International schools)
background
, 238, 240
lens of reparations
, 238, 242
linking reparations in education as global project
, 244–246
Color-blind admission policies
, 50
Communication technologies
, 30
Community colleges
, 184
Community engagement
, 190
Community Partnership
, 189
Community-based programs
, 183
Comparative and international education (CIE)
, 4, 20, 22–23, 28, 236
literature survey
, 4–7
modes of education
, 13–14
research methodology
, 7–8
responsibilities of CIE researchers and practitioners
, 34
results
, 8–13
Comparative and International Education Society (CIES)
, 12, 29
Comparative education
, 28, 58–59, 100
among other sub-disciplines of pedagogical sciences
, 60–64
field in Hong Kong
, 23–24
functions
, 70
impetus of SOMEC
, 29–33
rationale
, 28–29
responsibilities of CIE researchers and practitioners
, 34
the west and “the rest”
, 20–22
Comparative Education Review
, 4–6, 9–10, 13
Comparative international research
, 61
Comparative methods
, 10
Comparative pedagogical studies
, 58
Comparative research
, 58
comparative education among other sub-disciplines of pedagogical sciences
, 60–64
heuristic of availability, anchoring and false accessibility
, 64–67
qualitative research in comparative studies
, 74–76
selected methods in
, 67–74
Comparative studies
, 58
Compare
, 61
Compensation
, 242
Computer Literacy and Studies in Schools (CLASS)
, 226
Confucian ethics
, 181
Confucianism on postsecondary/HE
, 181–182
Constellation of interests
, 87
Constructivism
, 62
Content analysis
, 8
Cornell University
, 89
Correlationism
, 75–76
Corruption
, 92
Cost-effectiveness analysis
, 206
COVID-19 pandemic
, 220
Creed of Human Rights
, 12
Critical ethnography
, 10
Critical Race Theory (CRT)
, 101
Criticality
, 102
Cultural anthropology
, 70
Cultural reparation
, 243
Cultural variation
, 22
Curriculum
, 32
Data interpretation methods
, 10–11
Decoloniality, challenge of
, 83–86
Decolonization
, 83
challenge of “western” curriculum
, 92–93
challenge of decoloniality
, 83–86
co-option of public space
, 86–88
free speech
, 89–90
hypothetical “war on merit”
, 90–92
neo-decolonial trap
, 93–94
weaponization of progressive educational practices
, 88
Decolonizer
, 86
Deficit narrative
, 102
Definability
, 63
Democracy
, 187
Democratic engagement
, 190
Descriptive method
, 71
Determinism
, 70
Development-industrial complex
, 84
Deweyan principles
, 183
Differential Item Functioning (DIF)
, 109–110
Digital equity
, 221, 228–229
Digital inclusivity
, 221, 228–229
Digital India Campaign (DIC)
, 221
Digital Infrastructure for Knowledge Sharing (DIKSHA)
, 226–227
Digital learning
, 220–221
Diploma Programme (DP)
, 256
Diversity
, 41–42
Diversity, equity, and inclusion (DEI)
, 83
Document analysis
, 259
Driving forces
, 61
Due diligence
, 71
Duty to report
, 148–149
East Asian education
, 21
Economic development
, 200
Economic growth
, 200, 202
Economic self-sufficiency
, 240
Economically marginalized individuals
, 47
Economics
, 70
Education
, 6, 40, 45, 200
effect on gross domestic product
, 201–202
returns to
, 203–204
Education as an institution
, 41–45
Education attainment
, 203
Education expenditure
, 200
Education for All (EFA)
, 45
Education in Poland
, 252
Education outcomes
, 100
Education quality
, 113
Educational attainment at age 20
, 111
Educational contestations
, 41
areas for future inquiry
, 50–52
illiberal reaction to education
, 45–50
liberal world order and education as institution
, 41–45
Educational deprivation
, 210
Educational equity
, 29
Educational institutions
, 187
Educational opportunities
, 49, 92, 212, 221, 225
Educational policies
, 41, 85
Educational policy
, 34, 44, 221
Educational practices
, 73, 252
Educational production function
, 204
Educational reforms
, 47
Educational reparations
, 237
Educational systems
, 59, 82, 159
Educators
, 155
Elisionism
, 59
Empiricism
, 70
Empowered individual
, 41
Endogenous growth model
, 203
“Enforced assimilation” policies
, 242
Engaged universities
, 182
English as an additional language (EAL)
, 143, 155
ePathshala
, 227
Epistemic violence
, 240
Equity
, 29, 40, 91, 221
Equity in education
, 11
Estudio Regional Comparativo y Explicativo (ERCE) study
, 159
Ethnocentrism
, 49
Ethnography
, 10, 75
Ethnoscape
, 139
Europe
, 23, 177
Experiential Learning
, 189
Explained portion
, 106, 115
Explanatory variables
, 111–113
Externalism
, 75
Fair Admissions decision
, 51
False accessibility
, 64–67
False consensus effect
, 67
Falsifiability
, 63
Feature similarity
, 64
Female labor force participation (FLPR)
, 208
Formal education
, 6–7
Free speech
, 89–90
Fundamental methodological error
, 74
Galloping
, 5
Gender
, 208–211
disparities in education
, 209
equality
, 208–209
Generality
, 70
Generalizing science
, 68
Germany
, 72, 186
Girls
, 47
Global citizenship
, 51
Global research assessment frameworks
, 21
Global testing culture
, 44
Globalization
, 220
Google Classroom
, 220
Google meet
, 220
Grade level
, 204
Gross domestic product (GDP)
, 201–202
education’s effect on
, 201–202
Hard data
, 69
Harmony
, 183
Healing
, 243
Healthcare industry
, 85
Height-for-Age z-Score (HAZ)
, 112
Hermeneutic approaches
, 75
Hermeneutics
, 68
Heuristic of availability
, 64–67
Hierarchical linear regression model
, 162
Higher education (HE)
, 44, 176, 179, 206–207
Higher education institutions (HEIs)
, 177
Higher learning
, 177
Historical method
, 59, 73
Hong Kong
, 19–20
field in
, 23–24
Human capabilities theory
, 12
Human capital
, 40, 200, 203
employment
, 178–179
Human Development Index (HDI)
, 44
Human rights
, 11, 40
Humanity
, 183
Hypothetical “war on merit”
, 90–92
Ibero-American Society of Comparative Education
, 28
Ideals
, 183
Identity
, 183
Ideoscape
, 139
Illiberal narratives
, 40
Illiberal reaction to education
, 45–50
Illiberalism
, 45, 49
impacts
, 52
Inclusion
, 32, 50
Inclusive school spaces
, 259
India
, 220
India, Pakistan, Bangladesh, and Nepal (IPBN)
, 200
Indian education system
, 221
data and methodology
, 225–226
digital equity and inclusivity
, 228–229
elements of teacher quality and pandemic
, 224–225
history of technology usage in
, 221
NEP
, 221–222
results
, 226–229
teacher belief for technology integration in classroom
, 222–225
Indian Government
, 220
Indigeneity
, 103–104, 108–109
Indigenous
, 42, 100, 102–103, 108, 121, 237, 241
Indigenous boarding schools
, 238
Indigenous ethnicity
, 108
Indigenous groups
, 100
Indigenous language
, 103, 108, 121
Indigenous peoples
, 42, 102, 241
Indira Gandhi National Open University (IGNOU)
, 226
Indirect effects
, 159
Individual human rights
, 45
Individual initiatives
, 228
Industrial education
, 238
Inequality
, 159
Informal education
, 6–7
Information and Communication Technology (ICT)
, 220
initiatives in India during pandemic
, 226–228
Information Communications Technology (ICT)
, 148
Innovation
, 28
Inquiry
, 75
Internalism
, 75
International academic communities
, 20
International assessments
, 100
International Baccalaureate (IB) program
, 256
International Baccalaureate Organization (IBO)
, 138
International cooperation
, 45
International education
, 191
International human rights regime
, 43
International institutions
, 44
International mindedness
, 136
International organizations
, 23
International research
, 61–62
International schools
, 136, 138–139, 155, 250
(see also Colonial schools)
broader study and subset
, 137–138
contextualizing international school as policyscape
, 137
findings
, 140–149
fostering multicultural awareness and social openness
, 263–264
international schools in Poland
, 256–257
LGBTQ+ in Poland
, 254–256
methodology
, 140
in Poland
, 256–257
research design
, 257–261
results
, 262–265
review of the literature
, 138–140
shaping safe and friendly school environment
, 262–263
transnational flows and policyscaped environment
, 139–140
unwritten support for LGBTQ+
, 264–265
International student
, 155
International System for Observation and Feedback (ISTOF)
, 10
International teacher
, 155
International test series
, 14
Internationalization
of higher education
, 49
of K-12 education
, 136
Interpretative approaches
, 75
Intersectionality
, 108
Johns Hopkins University
, 178
Justification
, 63
KPH
, 256
Labor relations
, 87
Land reparation and restitution
, 243
Latin America
, 29–30
Latin America and the Caribbean
, 158
“Learner-centered” education reforms
, 221
Lebenswelt
, 70
Left-wing populists
, 46
Lesbian, gay, transgender, bisexual, queer, and questioning (LGBTQ+) students
, 252
LGBTQ+ in Poland
, 252, 254–256
LGBTQ+ in schools
, 252
LGBTQ+ inclusion
, 253–254
LGBTQ+ students
, 90
LGBTQ+ youth
, 252–253
Liberal arts education
, 179
Liberal democracy
, 45
Liberal world order and education as institution
, 41–45
Liberal/illiberal culture
, 52
Liberalism
, 51
Lifelong learning
, 41
Linear regression formula
, 106
Local knowledges
, 86
Location
, 113
Manifest Destiny
, 239
Manodarpan
, 227
Marginalization factors
, 208–211
Marginalized groups
, 252
Mass online open courses (MOOCs)
, 14
Mathematics score at age 12
, 109–111
Media discourse
, 260–261
Mediascape
, 139
Methodological individualism
, 10
Methodological Nationalism
, 100
Methodology contexts in comparative research
, 59
Mexican Society for Comparative Education (SOMEC)
, 28
impetus of
, 29–33
Micro–meso-level issues
, 147
Micro–meso–macro-level issues
, 147
Microsoft Team
, 220
Middle Years Programme (MYP)
, 257
Middle-class voters
, 87
Midnight run
, 137
Möbius strip
, 76
Morality
, 183
Mother education
, 128
Multiculturalism
, 51
Multidimensional
, 59, 101
Multilevel model results
, 165–168
Narratives
, 11–12
Nation-states
, 40
National assessments
, 100
National Council for Educational Research & Training (NCERT)
, 226
National Curriculum Framework for School Education (NCF)
, 221
National Education Policy (NEP)
, 220–222
National Educational Technology Forum (NETF)
, 221
National Repository of Open Educational Resources (NROER)
, 227
National-level initiatives
, 226
Nationalism
, 49, 92, 100
Nationalist political ideologies
, 86
Nationalist sentiments
, 49
Nationalists
, 40
Negro training schools
, 241
Neo-colonialism
, 84, 88
Neo-decolonial trap
, 93–94
Neo-liberal economics
, 11
Neoliberal principles
, 43
Nepal Living Standards Survey (NLSS)
, 211
Nomothetic science
, 68
Nonformal education
, 6–7
Normative cascade
, 52
North America
, 21, 187
Oaxaca–Blinder (OB) decomposition
, 105–108, 163
results
, 113–121
Ombudsman for Citizen Rights (RPO)
, 255
Online teaching
, 220
“Oppressed” groups
, 253
Oppression
, 94
Ordinary Least Squares (OLS)
, 106
Organizational behavior
, 141
Other backward communities (OBC)
, 92
Parental education
, 112
Patriarchy
, 87
Peace Policy
, 239
Pedagogy/practice
, 141
Peru
, 100
Phenomenology
, 10
Poland
, 46, 252
Policies
, 140
Policy gap/clash
, 141
Policyscape
, 137, 141, 155
Policyscaped environment
, 139–140
Polish pedagogy
, 61
Populism
, 20, 45
Populist movements
, 46
Positivist position
, 69
Positivist scientism
, 68
Possessive individualism
, 47
Post-colonialism
, 84
Postsecondary institutions
, 176
Asian civic values
, 180–181
civic and citizenship education in universities
, 182–184
civic roles
, 180–191
conceptual framework, methods, and data sources
, 179–180
Confucianism on postsecondary/HE
, 181–182
East Asia
, 180–184
Europe
, 184–191
North America
, 187–188
serving society/state and strengthening democracy
, 188–191
social roles of postsecondary institutions
, 177–179
Poverty
, 206–208
Pre-formal education
, 6–7
Primary school
, 60
Primary Years Programme (PYP)
, 257
Principle of subsidiarity
, 185
Private education
, 205
Private schooling
, 205
Problem-based method
, 59
Programme for International Student Assessment (PISA)
, 158, 160
Property control
, 87
Public education
, 205
Public space, co-option of
, 86–88
Public sphere
, 86–87, 94
Punctuality scale
, 162
Quagmire of advocating for supporting student mental health
, 144–145
Qualitative Evidence Syntheses (QES)
, 75
Qualitative research
, 69
in comparative studies
, 74–76
Quantitative analyses
, 102
Quantitative Critical Race Theory (QuantCrit)
, 100–102
conscious approach
, 112
data
, 104–105
descriptive statistics
, 113, 127–129
education outcomes
, 109–113
educational attainment at age 20
, 111
empirical strategy
, 105–108
explanatory variables
, 111–113
handling missing data
, 105
linear regression output
, 130–131
mathematics score at age 12
, 109–111
methodology
, 104–113
Oaxaca-blinder decomposition results
, 113–121
Peruvian context and operationalizing indigeneity
, 102–104
principles
, 100
results
, 113–121
variables
, 108–109
Quantitative methods
, 68–69, 101
Quantitative paradigm
, 69
Race/ethnicity
, 102
Racial capitalism
, 238, 243
Racial/ethnic minorities
, 47
Racism
, 102
Rainbow Friday
, 256
Rationalization of authority
, 43
Reconstructionism
, 63
Reconstructive approaches
, 75
Reducibility
, 63
Reflexivity
, 102, 151
Region
, 19–20, 29
Regional Comparative and Explanatory Study (ERCE)
, 161
Regression models
, 162–163
Rehabilitation
, 242
Reliability
, 70
Reparations
, 238, 242–246
lens of
, 238, 242
linking reparations in education as global project
, 244–246
Reparative justice
, 238
Representativeness heuristic
, 66
Research
, 75
Research methods employed by scholars
, 8
Comparative Education Review
, 10
data collection methods
, 8–9
data interpretation methods
, 10–11
data processing methods
, 10
narratives
, 11–12
phases
, 12–13
Reservation System
, 92
Reverse causality
, 202–203
Right to education
, 51
Right to Education Act (RTE)
, 221
Right-ward shift of politics
, 82
Right-wing populists
, 46
Rule of domination
, 59
Rural-urban migration
, 211
Rurality
, 208–211
Rural–urban divide
, 210
Sarva Shiksha Abhiyan (SSA)
, 221
Scape
, 139
School attainment
, 204
School culture
, 139
School curricula
, 183
School Statutes
, 259
Science
, 62–63
Scientific expertise
, 49
Score difference
, 105–106
Score gaps
, 105–106
Secondary school
, 60
Self-identification
, 104
Service learning
, 183, 189–190
Serving society/state and strengthening democracy
, 188–191
Settler colonialism
, 238
Sexual and gender diversity (SGD)
, 255
Shadow education system
, 13
Similarity
, 64–65
Skype
, 220
Small group instruction
, 205
Social actions
, 70
Social justice
, 11, 183
Social psychology
, 67
Social science research methods
, 6
Societies
, 49
Socioeconomic differences in learning outcomes
, 158–159
Socioeconomic inequality
database
, 161
descriptive analysis
, 163–165
limitations
, 172
lit review
, 158–160
methods
, 161–163
multilevel model results
, 165–168
OB decomposition
, 163
regression models
, 162–163
research objectives
, 160
results
, 163–170
sample
, 161
scales
, 161–162
variance decomposition
, 168–170
Socioeconomic scale
, 161
Sociology
, 70
Sojourner
, 137, 155
South Asia
, 200
education’s effect on gross domestic product
, 201–202
gender, rurality, and marginalization factors
, 208–211
inputs and outputs
, 204–206
poverty
, 206–208
returns to education
, 203–204
reverse causality
, 202–203
Special education intersection
, 147–148
Special interests
, 86
State-level initiatives
, 227–228
Statistical/quantitative method
, 71
Structural realism
, 62
Student achievement
, 158
Student mental health
, 143
before COVID-19 pandemic
, 143–144
during COVID-19 pandemic
, 145–146
Quagmire of advocating for supporting student mental health
, 144–145
Student protection
, 146
and “duty to report”
, 148–149
micro–meso-level and micro–meso–macro-level issues
, 147
and special education intersection
, 147–148
Support scale
, 162
Suppression
, 94
Sustainable Development Goals (SDGs)
, 136, 158, 182, 222
Swayam Prabha TV Channels
, 227
Switzerland
, 71, 73, 184, 186
Symbolic interactionism
, 10
Teacher belief for technology integration in classroom
, 222–225
Teacher effect
, 158
Teacher effectiveness
, 159
Teacher quality
, 158, 224
Teacher scales
, 158
Teaching
, 34
Technological Pedagogical Content Knowledge (TPACK)
, 223
Technological preparedness
, 220, 226
Technology Enabler
, 221
Technoscape
, 139
Test scores
, 205
Theoretical consensus
, 61
Third Regional Comparative and Explanatory Study (TERCE)
, 161
Time-series analysis
, 208
TIMSS
, 160
Tradition
, 176
Traditional societies
, 22
Transformative power of education
, 40
Transnational flows
, 139–140
Tribal college movement
, 191
True patriotism
, 88
Tutoring
, 205
Tversky model
, 65
Understanding
, 68
UNESCO
, 45
Unexplained portion
, 106–107, 115, 123
United Kingdom
, 20–21, 49
United Nations Educational, Scientific, and Cultural Organisation (UNESCO)
, 12, 138, 226
United Nations International Children’s Emergency Fund (UNICEF)
, 45, 226
United States (USA)
, 21, 23, 89–90, 242
Universalism
, 22
Universities
, 51, 184
Universities of Applied Sciences (UAS)
, 184
civic role of
, 184–187
University of Chicago
, 178
University Social Responsibility (USR)
, 182
Urban schools
, 210
Urban slums
, 211
Utopia of inclusion
, 89
Variance decomposition methods
, 163, 168–170
Verification
, 63
Virtual learning models
, 145
Vocabulary test
, 110
Vulnerable students
, 89
Weaponization of progressive educational practices
, 88
Well-being
, 137
Western rationality
, 86
“Western” curriculum, challenge of
, 92–93
Woke liberalism
, 50
World Bank
, 45
World Congress of Comparative Education Societies in 2004
, 28
World Health Organization (WHO)
, 226
World Illiberalism Index
, 47
World society
, 41
Young Lives project
, 104–105, 109, 112
Zhi-Xing concept
, 181
- Prelims
- Part 1: Comparative Education Trends and Directions
- Comparative and International Education Entering a New Century: Impressions Gleaned From the Review
- Comparative Education at the Crossroads: A View From Hong Kong
- Reflections on Comparative and International Education in Mexico
- Part 2: Conceptual and Methodological Developments
- Educational Contestations in a Changing World Society
- How Should Comparative Research be Conducted and What Purpose Does it Serve?
- Rethinking Our Embrace of Decolonization: A Slippery Slope Leading to Nationalist Ideologies and Agendas
- QuantCrit in Comparative Education Research: Tackling Methodological Nationalism When Examining Differences in Learning Outcomes Between Indigenous and Non-Indigenous Children in Peru
- Part 3: Research-To-Practice
- Into the Void: Teachers’ Experiences with Student Well-Being, Program (in)Consistency, and Communication at International Schools
- Can Teaching Overcome Socioeconomic Inequality in Latin America? A Trend Analysis Using Erce Data
- Contextualizing the Civic Roles of Postsecondary Institutions with Insights from Different Traditions
- Part 4: Area Studies and Regional Developments
- Education and Economic Development in South Asia
- Educational Shift or New Age for Teaching and Learning: Examining the Journey of the Indian Educational System During the Covid-19 Pandemic
- Global Injustices of Colonial Schools: Educational Reparations and Representations of the Human
- Part 5: Diversification of the Field
- International Schools for LGBTQ+ Youth: A Comparative Case Study of the Educational Function of International Schools in Poland
- Index