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ANNUAL REVIEW OF COMPARATIVE AND INTERNATIONAL EDUCATION 2023

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INTERNATIONAL PERSPECTIVES ON EDUCATION AND SOCIETY

Series Editor: Alexander W. Wiseman

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Series Editor from Volume 11: Alexander W. Wiseman

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INTERNATIONAL PERSPECTIVES ON EDUCATION AND SOCIETY VOLUME 48

ANNUAL REVIEW OF COMPARATIVE AND INTERNATIONAL EDUCATION 2023

EDITED BY

ALEXANDER W. WISEMAN

Texas Tech University, USA

United Kingdom – North America – Japan – India – Malaysia – China

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Emerald Publishing Limited

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First edition 2025

Editorial matter and selection © 2025 Alexander W. Wiseman.

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ISBN: 978-1-83549-319-9 (Print)

ISBN: 978-1-83549-318-2 (Online)

ISBN: 978-1-83549-320-5 (Epub)

ISSN: 1479-3679 (Series)

Contents

About the Editor

Alexander W. Wiseman, PhD, is Professor of Educational Leadership and Policy in the College of Education and Director of the Center for Innovative Research in Change, Leadership, and Education (CIRCLE) at Texas Tech University, USA. He holds a dual-degree PhD in Comparative and International Education and Educational Theory and Policy from Pennsylvania State University, an MA in International Comparative Education from Stanford University, an MA in Education from The University of Tulsa, and a BA in Letters from the University of Oklahoma. He conducts comparative educational research on educational policy and practice using large-scale education datasets on math and science education, information and communication technology (ICT), teacher preparation, professional development and curriculum, as well as school principal’s instructional leadership activity. He is the author of many research-to-practice articles and books, and serves as Senior Editor of the online journal, FIRE: Forum for International Research in Education, and as Series Editor for the International Perspectives on Education and Society volume series (Emerald Publishing).

About the Contributors

Shamiga Arumuhathas, a doctoral student at Western University of Ontario Faculty of Education, is an instructor in the international teacher education cohort and a secondary teacher in the Greater Toronto Area. Informed by her international teaching experiences in East Asia, her scholarly work focuses on understanding the experiences of racialized international students in settler-colonial universities. She investigates systemic barriers hindering their academic persistence and advocates for the decolonization of higher education, teacher education, and equitable inclusion of marginalized groups. As a research practitioner and educator, she provides intercultural interventions for students during crises, emphasizing sustainable secondary and post-secondary education practices.

Supriya Baily, PhD, is an activist, scholar, and educator. Currently, she is Professor of Education at George Mason University, focusing social justice issues in education, the marginalization of girls and women in educational policy and practice, and the role of teacher education to address educational inequity. She serves also as the Co-Director for the Centre for International Education and served as the President of the Comparative and International Education Society (2022–2023). She has co-edited four books, including Experiments in Agency: A Global Partnership to Transform Teacher Research (2017), Educating Adolescent Girls Around the Globe: Challenges and Opportunities (2015), and Internationalizing Teacher Education in the US (2012), published numerous articles and book chapters, and has secured nearly $2m in collaborative grant partnerships. Her new book, Bangalore Girls: Witnessing the Rise of Nationalism in a Progressive City, will be released in November 2024.

Miriam Broeks is a PhD candidate at the Faculty of Education, University of Cambridge. She is a member of the Research for Equitable Access and Learning Centre. Her interests include policy analysis and evaluation, comparative education research, and critical quantitative approaches to tackle educational inequalities. She has experience in international survey design, mixed-methods research, impact evaluations, and pilot studies. Her doctoral research focuses on disentangling the factors driving educational inequalities affecting Indigenous pupils in Peru using longitudinal survey data. As Senior Analyst at RAND Europe, she managed a variety of education research projects for the Education Endowment Foundation, the OECD, the European Commission, and other public and private organizations. She holds an MSc in Comparative Social Policy from the University of Oxford and a BA in Human Geography and Sociology, from the University College Roosevelt in the Netherlands.

Minju Choi is a doctoral candidate in the International and Comparative Education program at Stanford University. Her dissertation is a cross-national, comparative study of the right to education for non-citizens as framed in national constitutions. More broadly, her research interests include the comparison of human rights and human capital ideologies in education, as well as tensions between nation-building purposes of schooling and the universal right to education for all. She has been examining these issues in the context of educational curricula, organizations, laws, and policies. Her recent publications may be found in Comparative Education Review, Globalisation, Societies, and Education, Sociology of Education, and the Oxford Handbook on Education and Globalization. Currently, she is a PhD Fellow at the Stanford Philanthropy and Civil Society Center and an active member of the Center’s Global Civil Society and Sustainable Development Lab. Prior to her PhD studies, she worked in several international governmental and non-governmental organizations, including the World Bank, UNICEF, and UNESCO Bangkok.

Praveen Dubey, PhD, is Assistant Professor of Education and Director of Clinical Experiences and Partnerships at Montana State University Northern. His research interest focuses in the areas of multicultural education, diversity, equity, and inclusivity, leadership and change, technology in education (digital equity), STEM education, immigrant education, comparative and international education, teacher quality, and teacher choice for diverse classrooms. He uses the statistical tools of structural education modeling (SEM), mediation and moderation, and R programming in his research to address the issues that intersect in improving the learning experiences of diverse, immigrant/refugee, and minority students. He has presented research papers at several national research conferences such as the American Educational Research Association and the University Council for Educational Administration and is currently working on different projects and grants.

Ellie Ernst is an undergraduate student at Loyola University Chicago double majoring in Economics and Political Science. She has focused her research on reparative economic justice and exploring the best method of delivery for reparations. She is recognized in the Interdisciplinary Honors College and Dean’s List.

Oscar Espinoza is full-time Professor at the Universidad de Tarapacá. He is also a researcher at the Interdisciplinary Program of Educational Research. In the past, he has worked in research projects funded by international agencies (e.g., USAID, UNESCO, World Bank, UNDP, and Ford Foundation) and national agencies (Ministry of Education, National Commission of Science and Technological Research, and the National Council for the Innovation and Competitiveness) in issues associated with access, equity, quality assurance, academic performance, accreditation, management, and higher education policies. Currently, he participates in various networks including the Comparative International Education Society, Latin American Studies Association, and Network of Epistemological and Theoretical Studies in Educational Policy. Author of numerous publications, including: 10 books, 60 book chapters, and 95 articles. He holds an EdD in Policy, Planning, and Evaluation in Education from the University of Pittsburgh, USA.

Chevy R. J. Eugene is Lecturer in the Black and African Diaspora Studies Program in the Department of Political Science at Dalhousie University. He is recognized as one of the Global Top 100 Most Influential People of African Descent Under 40 in politics and governance. Currently, he is completing a Social Science Humanities Research Council funded PhD entitled “Decolonizing the Caribbean Community’s Reparations Campaign” in the Social and Political Thought Program at York University, Canada. His research takes up the historical struggles for reparations by conceptualizing it as a liberation praxis for conquest, enslavement, colonialism, and neocolonialism in new worldmaking, in the Caribbean context. It proposes a decolonial reparations framework that seeks to delink demands for reparations from neoliberal epistemologies and mechanisms that perpetuate the continuation of neocolonial governmentalities in the Caribbean. His research explores the role of the arts and social movements in the politicization and mobilization of civil society in the Caribbean and its diasporas on the issue of reparatory justice.

Brandon Folson is an enrolled member of the Oceti Sakowin (Seven Counsel Fire), belonging to the Ihanktonwan Nakota, federally recognized as the Yankton Sioux Tribe and the Tetonwan: Oglala Lakota, federally recognized as the Oglala Sioux Tribe, of South Dakota. His mother was compelled to attend the St. Paul’s Mission Indian Boarding School in Marty, South Dakota, in the 1960s and 1970s. At Loyola University Chicago, he is pursuing a degree in Economics, Philosophy, and Arab Language. Engaging in independent research through the Cura Scholar Research program, he explores indigenous economics with the intention of optimizing economic systems within his Lakota/Nakota heritage. He holds the position of President on the Dakota County Technical College Alumni Board in Rosemount, MN. He aspires to earn a dual JD/PhD, utilizing his education, experience, and relationships to enhance the quality of life for American Indians both on and off the reservation.

Pablo Fraser holds a PhD in Comparative and International Education Policy from the Pennsylvania State University and is a Sociologist from the Pontificia Universidad Católica de Chile. He is currently the Coordinator for Teacher Research at the UNESCO Santiago office. Previously, he was a Policy Analyst in the Teaching and Learning International Survey at the OECD from 2015 to 2022. His research involves teacher training programs, teacher effectiveness, and teacher working conditions from an international comparative perspective.

Fabián Fuentealba holds graduate and master’s degrees in Statistics from the Pontificia Universidad Católica de Chile, with experience in psychometrics, educational measurement, and evaluation. He works as an Educational Assessment Specialist at the Latin American Laboratory for Evaluation of the Quality of Education at UNESCO Santiago, leading the design, analysis, and implementation of the Regional Comparative and Explanatory Study and being a technical counterpart to consultants and collaborating institutions.

Francisco Gatica holds a master’s degree in Management and Public Policy, and is currently pursuing a master’s degree in Education Research at the University of Chile. Additionally, he earned his undergraduate degree in Social Work from the Pontificia Universidad Católica de Chile. He brings a decade of expertise to the field of education, particularly in the design and implementation of large-scale educational assessments. Currently, he serves as an Educational Researcher at the Latin American Laboratory for Assessment of the Quality of Education, affiliated with UNESCO Santiago.

James Gazawie serves as Assistant Development Officer at the University of Pennsylvania, contributing to the organization, coordination, and execution of fundraising efforts for specific domains within the Perelman School of Medicine. He is currently pursuing a Master of Science in Education at the University of Pennsylvania. He has a diverse professional history encompassing academia, non-profit work, and even experience in cosmetology and construction. With a passion for education, he is dedicated to making a positive impact in the field of international educational development.

Carlos Henríquez Calderón holds a master’s degree in Management and Public Policies from the University of Chile. He is an Engineer from the University of Santiago de Chile. He was General Manager of the Measurement Center, Mide UC, of the Pontificia Universidad Católica de Chile and Executive Secretary of the Quality Agency of Education of the Ministry of Education of Chile, during the period 2014–2019. He currently works as Coordinator of the Latin American Laboratory for Evaluation of the Quality of Education, of the Regional Office of Education for Latin America and the Caribbean of UNESCO.

Tinesh Indrarajah is a PhD in Higher Education student at Loyola University Chicago researching on university wellbeing practices, minoritized student experiences, racial capitalism in education, reparative justice movements, and ASEAN regionalism policies. He is also the Managing Editor of the Comparative Education Review, the flagship journal of Comparative and International Education. He graduated from Yale-NUS College with a BA with Honors in History and a Master in Public Policy from the Lee Kuan Yew School of Public Policy.

Liz Jackson is Professor and Assistant Dean of Research in the Faculty of Education at the University of Hong Kong. She is the President of the Comparative Education Society of Hong Kong and a former Director of the Comparative Education Research Centre at the University of Hong Kong Faculty of Education. She is also currently Editor-in-Chief of Educational Philosophy and Theory and a Fellow and Past President of the Philosophy of Education Society of Australasia. She has published broadly in philosophy of education, global studies in education, and citizenship education and has conducted research in various societies in North America, Europe. Africa, and Asia. Her single-authored books include Emotions: Philosophy of Education in Practice (Bloomsbury, 2024), Contesting Education and Identity in Hong Kong (Routledge, 2021), Beyond Virtue: The Politics of Educating Emotions (Cambridge University Press, 2020), and Questioning Allegiance: Resituating Civic Education (Routledge, 2019).

tavis d. jules is Professor of Higher Education at Loyola University Chicago; his focus and expertise lie in comparative and international education, specifically on decoloniality, racial capitalism, race/racism, terrorism, regionalism, and dictatorial transition issues. He is Past President of the Caribbean Studies Association, the immediate Past Book and Media Reviews Editor for the Comparative Education Review, an International Institute of Islamic Thought Fellow, a Senior Fellow at NORRAG and current Co-Editor-in-Chief of the Comparative Education Review (with Florin D. Salajan). His vast professional and academic experiences have led to research and publications across the Caribbean and North Africa. He has authored, co-authored, and edited over sixty refereed articles and book chapters, three monographs, and seven edited books. At Loyola, he is a Magis Fellow, Diversity Advocate, and Diversity and Equity Liasion.

Mary Khan is Presidential Management Fellow at the US Department of Education, where she oversees the nation’s grants aimed at addressing learning losses due to Covid-19. She holds a Master of Science in Education from the University of Pennsylvania. She previously worked as a teacher in alternative high school programs in both Bangladesh and the USA. Her dedication lies in supporting underserved students.

Jakob Kost, PhD, is Lecturer in Education at Bern University of Teacher Education Switzerland. His research interests focus on international comparative (vocational) education research, upper secondary and higher education policy, educational and labor market pathways, and the relation between education and labor market policy. He published two books in German and several articles in German and English on topics such as the permeability of the Swiss education system, success of vocational education and training students with migration background, upward mobility in education systems, teacher education, and teacher shortage. He is an Expert on vocational education and training pathways and social disparities and was Advisor to the Swiss Science Council and the German Federal Institute for Vocational Education and Training. He studied at the University of Teacher Education Zürich, Humboldt University Berlin, and did his master’s and PhD at the University of Fribourg, Switzerland. He was a Visiting Scholar with the Centre for the Study of Canadian and International Higher Education at the Ontario Institute for Studies in Education at the University of Toronto between 2021 and 2023.

Joanna Leek, PhD in Education, is a Researcher, Lecturer, and Teacher Trainer at the Faculty of Educational Sciences, University of Lodz, Poland. She has extensive experience in teaching and training pedagogy students in the areas of educational law and international education. Her research interests include international education, global citizenship education, multicultural education, mobility of students and teachers, digital mobility in Europe, curriculum development, early school leaving, and teacher education. She is passionate about promoting intercultural dialogue, diversity, and inclusion in education. In 2020–2023, she led a project on a comparative study of the functions of international programs in Poland, funded by the National Science Centre Poland.

Madeleine Lutterman is an undergraduate student at Loyola University Chicago double majoring in French and Global Studies with minors in Political Science and Photography. Her academic career has been centered around French cultural and language studies, international relations policy, and international law. Her research is focused on international reparative justice movements along with former French colonial relations and current decolonization efforts. She is recognized as an Interdisciplinary Honors student and on the Dean’s List. She is also a member of Sigma Iota Rho Global Studies Honors Society and Pi Delta Phi French Honors Society.

Noel McGinn received his PhD in Social Psychology from the University of Michigan. He is Professor Emeritus of the Harvard University Graduate School of Education and Fellow Emeritus of the Harvard Institute for International Development. His authored books include Build a Mill, Build a City, Build a School: Education and the Modernization of Korea; Framing Questions, Constructing Answers: Linking Research with Education Policy for Developing Countries; Decentralization of Education: Why, When, What and How?; and Learning to Educate: Proposals for the Reconstruction of Education in Developing Countries. He is the Co-editor of the Handbook of Modern Education and Its Alternatives and Comparative Perspectives on the Role of Education in Democratization. He is the Editor of Crossing Lines: Research and Policy Networks for Developing Country Education and Learning Through Collaborative Research. He is Past President of the Comparative and International Education Society. In 1998, he received the Andres Bello Award of the Organization of American States for Outstanding Contribution to Education in Latin America.

Leping Mou, PhD, is Lecturer (Assistant Professor) in Postsecondary Education (Higher Education and the College Sector) and Comparative International Education at the School of Education, University of Glasgow, UK. Prior to joining Glasgow in 2023, he held academic positions at various institutions including the Ontario Institute for Studies of Education (OISE) University of Toronto, York University, and University of Toronto Mississauga. He obtained his PhD in Higher Education and Comparative International Development Education from OISE at the University of Toronto. His Postdoctoral project, “Liberal Arts Education in Asia: Through the Lens of Decolonization,” won the Postdoctoral Fellowship of the Social Sciences and Humanities Research Council of Canada. His research explores how higher education models in different social contexts contribute to students’ capabilities development and future life flourishing. His research interests include liberal arts education, the role of universities and colleges in a changing society, outcomes of higher education through the capabilities approach, student development, and success through the lens of social justice.

Zaira Navarrete-Cazales is a Professor of Pedagogy at the Faculty of Philosophy and Letters of the Universidad Nacional Autónoma de México. She teaches pedagogy and gender studies. She is a National Researcher Level II. She earned a PhD in Educational Research from the Department of Educational Studies at the Center for Research and Advanced Studies of the National Polytechnic Institute. She was honored with the “Premio Arturo Rosenblueth 2016” for the best doctoral thesis in Social Sciences and Humanities and the “National University Distinguished Young Scholars Award 2023” for Teaching in Humanities. Her research interests include policies for inclusion, the construction of identities, the history of pedagogy, and comparative and international education. She participated in 12 editorial boards and as reviewer in another 20. She is an Honorary President of the Iberoamerican Society of Comparative Education and the Mexican Society of Comparative Education. She has published books, chapters, and articles.

Renata Nowakowska-Siuta, PhD, is Professor in Education and Dean of the Faculty of Social Sciences at The Christian Academy of Theology in Warsaw. She is a Specialist in Comparative Education and Educational Policy in Europe. She finished her master’s in Education in 1994 at the University of Warsaw, obtained the PhD title at the University of Warsaw in 1998, habilitated in 2009 at The Maria Grzegorzewska University in Warsaw, and obtained a Professorship in 2020. She is an expert evaluator with several programs of scientific exchange and research (including European Commission Horizon 2020, National Erasmus + Agency & European Solidarity Corps, The National Centre for Research and Development, and Foundation for Polish Science). She has been awarded for her scientific, didactical, and organizational merits by the state, chancellors, foundations, and students. She is also a member and Specialist of the Committee of Pedagogical Sciences of the Polish Academy of Sciences.

Alvaro Otaegui is a Sociologist with a master’s degree in Sociology from Alberto Hurtado University and a master’s in Public Policies from the University of Chile. Presently, he is working as an Analyst and Project Manager at the Latin American Laboratory for the Evaluation of Education Quality (LLECE) under UNESCO. Previously, he held the position of Research Manager at the Abdul Latif Jameel Poverty Action Lab. His current primary research areas include social inequalities, education, and evaluation of social programs and policies.

Carlos Ornelas is Professor of Education and Communications at the Universidad Autónoma Metropolitana Xochimilco Campus in Mexico City. His teaching experience includes being Visiting Professor at Hiroshima University, Visiting Professor of Comparative Education and Transcultural Studies at Teacher College Columbia University, and Visiting Lecturer and Fulbright Scholar in Residence at Harvard University Graduate School of Education. He earned a PhD in Education (1980) and an MA in International Education from Stanford University (1978). He is the author of 7 books as a single author, editor or co-editor of 15 other books, 60 chapters in academic compilations, and 39 articles in professional journals (in Spanish, English, and French). He has also authored 99 reviews, extended essay reviews, and other professional articles. He is also the author of 22 additional unpublished policy and research reports. He writes a column each week in Excélsior, a Mexican national newspaper.

Michael O’Shea, PhD, is a higher education scholar and practitioner passionate about supporting student success and building more equitable, democratic education systems. Supported by competitive Canadian and US federal and university research grants, his interdisciplinary research probes equity, diversity, inclusion, and decolonization questions in higher education policy and governance, Indigenous student mobility, qualitative methods, and science (astronomy) education. A proud product of the City of Chicago and its public schools, he has worked in a range of higher education, K-12, community non-profit, and public service roles in the USA and Canada. He has lent his energy to serving organizations that strengthen advance equity, diversity, inclusion, and decolonizing agendas – including the New Leaders Council, a national progressive organization, and the Massey College Anti-Black Racism Council. In recognition of both his scholarship and community service, he has been awarded a Canadian Social Sciences and Humanities Research Council Doctoral Grant, New Leaders Council Fellowship, Massey College Fellowship, Fulbright Student Award, among others. His published work has appeared in The Walrus, Irish Echo, Irish-American News, National Post, Hill Times, the Chicago Sun-Times, University Affairs, Canadian Journal of Higher Education, and Higher Education Policy.

Francisco O. Ramirez is the Vida Jacks Professor of Education and (by courtesy) Sociology at Stanford University. His current research interests focus on the worldwide rationalization of university structures and processes and on terms of inclusion issues as regards gender and education. His recent publications may be found in Sociology of Education, Comparative Education Review, Social Forces, and International Sociology. He is also the Co-editor of Universities as Agencies: Reputation and Professionalization (2019). His work has contributed to the development of the world society perspective in the social sciences and in international comparative education. He was the Director of the Scandinavian Consortium for Organizational Studies at the Graduate School of Education at Stanford (2017–2022). He has been a Fellow at the Center for the Advanced Studies of the Behavioral Sciences (2006–2007) and at the Swedish Collegium for Advanced Studies (2017). He has been inducted into the honor societies of the American Sociological Association and the Comparative and International Education Society.

Marcin Rojek, PhD in Education, is a researcher, lecturer, and teacher trainer at the University of Lodz, Faculty of Educational Sciences, Poland. His research interests are adult education, especially teacher intergenerational learning, teacher workplace learning, learning from working life, students mobility, and digital tools in education. He published two monographs and several articles in this research field. He took part in several European and national funding research projects where he paid attention to how adults learn in formal and non-formal educational situations and what is digital tools role in intergenerational learning. He cooperates with scientists from Latvia, the Czech Republic and Hungary. He participated four times in Lifelong Learning Erasmus Intensive Programme and conducted academic internships in Arhus University. He is initiator and coordinator of the university’s cooperation with employers and the social partners. He is also involved in improving the quality of education at the University of Lodz.

Benjamin D. Scherrer completed his PhD at the University of Massachusetts Amherst in Education Policy where he was a W.E.B. Du Bois Fellow. His scholarship draws from Black Studies, political ecology, and critical cartographic methods. In his current project on flooding and ongoing catastrophes, he examines climate change education through methods of epistemic deciphering across the curriculum. He is interested in educational practices located materially outside or outdoors, in esthetic engagement with affective elements that enliven what is put on the page. He has been a public school teacher, school founder, and curriculum author.

Jieun Song is a doctoral candidate in the International and Comparative Education and the Sociology of Education at Stanford University. Her research interests revolve around equitable and inclusive education, global initiatives and discourses and their impact on national education policies and practices, and the evolving roles and expectations for universities. She often employs quantitative methods with longitudinal, cross-national data to explore these issues. Her dissertation investigates how education for marginalized groups and individuals has evolved over time globally and in US higher education and the kinds of sociocultural factors that have shaped these changes. She is currently involved in the Diversity and Inclusion in Higher Education project as well as the World Education Reform Database project at the Stanford Graduate School of Education. Prior to starting doctoral studies, she worked for the Korean National Commission for UNESCO as a Program Specialist in the education and culture sectors, engaging in important discussions around education for all and cultural diversity.

Rebecca Stroud, PhD, is a K-12 teacher, an adjunct instructor, and a researcher, drawing from intersectionality, intercultural learning, and interdisciplinary scholarship, most notably in education and sociology. She is a Postdoctoral Fellow at Carleton University conducting comparative and international research on youth homelessness prevention. She has recently been awarded an Social Science Humanities Research Council Postdoctoral Fellow at Wilfrid Laurier University to explore inclusive education at international schools, at the intersections of “special education,” international host cultures, and school leadership. Other projects include youth mentoring, educational leadership, service learning, community programs for underserviced youth, student, and teacher well-being, and systemic factors contributing to experiences of student marginalization. She is a published poet, she writes short fiction, hikes, and enjoys spending time outdoors and traveling.

Elżbieta Szulewicz is a PhD candidate in Doctoral School of Social Sciences, University of Lodz, Poland. Her research interests are related to constructivist didactics, schoolwork methods, early school education, and broadly understood education. She conducts research on the ways of working of teachers, who in their activities are guided by the interests and needs of their students. She took part in Erasmus projects concerning young people withdrawing from school. The goal was to create tools to help teachers and educators work with students. In 2023, she joined as a scholarship holder a project on a comparative study of the functions of international programs in Poland.

Amrit Thapa is Senior Lecturer in the International Educational Development Program at Graduate School of Education, University of Pennsylvania (Penn GSE). He received his bachelor’s and master’s degrees in Economics from Sri Sathya Sai University, India, and MPhil and PhD in Economics and Education from Columbia University. He is also a Research Affiliate at Penn’s Population Studies Center, a Fulbright Specialist, an Affiliated Researcher for the Center for Benefit–Cost Studies of Education at Penn GSE, Consultant to UNESCO Institute of Statistics, and an Advisory Board Member of the International Journal of Educational Development. In 2019, he was honored with the prestigious Penn GSE Excellence in Teaching Award. Prior to Penn GSE, he worked as a Research Director at the National School Climate Center, an educational non-profit organization, where he was involved in a number of school climate-related projects such as development and validity/reliability studies of school climate/SEL metrics. He was honored with the prestigious 2019 Penn GSE Excellence in Teaching Award.

Anastasia Toland is an undergraduate student at Loyola University Chicago. Majoring in Political Science and minoring in Criminal Justice and Sociolegal Studies, she has focused her academic career around engaging in policy and the legal system. She is recognized as both an Interdisciplinary Honors student and a Political Science Honors student.

C. C. Wolhuter has studied at the University of Johannesburg, the University of Pretoria, the University of South Africa, and the University of Stellenbosch. His doctorate was awarded in Comparative Education at the University of Stellenbosch. He is former Junior Lecturer in the Department History of Education and Comparative Education at the University of Pretoria, and former Senior Lecturer in the Department of History of Education and Comparative Education at the University of Zululand. Currently, he is Comparative and International Education Professor at North-West University, Potchefstroom Campus, South Africa, and Adjunct Professor, University of Fort Hare, South Africa. He is the author of several articles and books in the fields of History of Education and Comparative and International Education. He has been Visiting Professor at i.a. Brock University, Ontario, Canada; Mount Union University, Ohio, USA; University of Crete, Greece; University of Queensland, Australia; Driestar Pedagogical University, Netherlands; Canterbury Christ University, UK; Mauritius Institute of Education, Mauritius; The University of Namibia; University of Modena and Reggio Emilia, Italy; Mata Bel University, Slovakia, Boris Grinchenko University, Ukraine; the Education University of Hong Kong; The University of Ljubljana, Slovenia; Tarapaca University, Chile, and San Martin University, Argentina.

Will L. H. Zemp is an international education professional with six years of experience in the ESL sector in the Middle East and North Africa (MENA). He holds a Master of Science in Education from the University of Pennsylvania. A teacher by trade, he is passionate about teachers’ rights and recognizing educators as key agents of change within education systems. His specific areas of interest lie at the intersection of emergent technology, impact assessment, and educational development with regional focuses in the MENA, West/Central Asia, and the Caucasus.

Preface

As the Annual Review of Comparative and International Education enters its second decade of continuous publication, it is a good time to re-evaluate the purpose of an annual review and how it is specifically relevant to the field of comparative and international education. In the inaugural Annual Review, Wiseman and Anderson (2013) articulated the vision of an annual review becoming a tool for both reflective practice among those who identify with comparative and international education and a medium through which the field could both professionalize and coalesce. This ambitious vision persists; however, in those 10 years in between the world has changed dramatically in ways that were unpredictable at the time the inaugural volume was prepared. The COVID-19 pandemic, for example, created a fundamental shift in – and in many ways both broke and re-oriented – formal education worldwide (Grek & Landri, 2021). Global crises have resulted in the most documented forced migration of humans that has ever been experienced worldwide, even in times of world war (Fransen & de Haas, 2019). A rise in populist politics and fascist-like regimes worldwide has called into question the effectiveness of mass education for creating democratic citizens and systems (Sant, 2021). And, new technologies employing artificial intelligence have disrupted the ways that people work, think, communicate, and exchange information, ideas, goods, and services (Zhai et al, 2021). Even though these changes and others may seem like insurmountable challenges, they have both inspired and required innovations and unique entrepreneurial approaches to teaching, learning, and other aspects of education, which have been necessary to continue the work of education regardless of other ongoing challenges (e.g., González-Pérez & Ramírez-Montoya, 2022).

Since 2013, the Annual Review of Comparative and International Education has published both clear review-oriented pieces (e.g., Turner, 2022) as well as more empirical studies of comparative and international education (e.g., Polat & Arslan, 2022) over the first decade, but one of the shifts moving forward from the editorial team should and will be a more purposeful attempt to review the past in order to understand what is happening in education during the review year. This may mean a reduction in the number of empirical studies published in the Annual Review, but it may also increase the number of meta-analyses and meta-syntheses published as part of the review each year. Another focus of the Annual Review of Comparative and International Education that has been a challenge during its first decade is the review or analysis of professional practice in the field, especially by development organizations, non-governmental organizations, and other entities outside of traditional educational systems and schools. So much of education occurs outside of formal, national systems (e.g., Tisza et al., 2020) that it is imperative to examine and review education and educational influences originating outside of formal, mass schooling. Therefore, a specific effort should and will be made to focus more evenly on comparative and international education taking place inside traditional education systems but also to the education and educational influences that comprise both the public and private sectors as well as informal and non-formal teaching and learning occurring outside of formal education.

At the same time, less emphasis on establishing comparative and international education as a distinct field and more recognition and review of ways that comparative and international education is celebrated and incorporated into other disciplines is needed in the Annual Review. Social science disciplines such as sociology, psychology, philosophy, history, and economics have produced just as much, if not more, comparative and international education research, and professionals working in the field of comparative and international education, especially in development and policy roles, are rarely if ever trained in comparative and international education specifically (e.g., Jones, 2007). So, instead of wishing or willing a distinct field or discipline of comparative and international education to exist, the Annual Review’s editorial team should and will be more explicit about the contributions and contributors to the field coming from other disciplines and from non-education-specific sources.

With these challenges and objectives in mind, the second decade of the Annual Review of Comparative and International Education will continue to be a foundation for reflective practice in the field and for the development and enhancement of comparative and international education research and practice.

Alexander W. Wiseman

Editor, Annual Review of Comparative and International Education

Series Editor, International Perspectives on Education and Society