Index
2019; Linguagem: Inglês
10.1108/s1479-367920190000036016
ISSN1479-3679
ResumoCitation (2019), "Index", Wolhuter, C.C. and Wiseman, A.W. (Ed.) Comparative and International Education: Survey of an Infinite Field (International Perspectives on Education and Society, Vol. 36), Emerald Publishing Limited, Bingley, pp. 269-283. https://doi.org/10.1108/S1479-367920190000036016 Publisher: Emerald Publishing Limited Copyright © 2019 Emerald Publishing Limited INDEX Index Note: Page numbers followed by “n” with numbers indicate notes. Academic performance, 168, 190 Academic societies, 38, 80 Africa comparative education societies, 34–35 Africa Education Review, 262 Africa for Research in Comparative Education Society (AFRICE), 34, 262 African Journal of Health Professions Education, 262 African Journal of Pedagogy and Curriculum, 262 African Journal of Research in Mathematics, 262 African Journal of Teacher Education, 262 African Research Universities Alliance, 260–261 Alternativa Bolivariana para América Latina y el Caribe (ALBA), 87 American Educational Research Association (AERA), 106 Americas, comparative education societies, 35–37 Ancient scholars, 161 Annual conferences, 39–40 Annual Status of Education Report (ASER), 185 Arab scholars, 158, 161–162 Arab World, 157–160 colonialism and comparative education in, 162–163 curriculum development in, 166–168 modern practice of comparative education in, 163–164 origin and development of comparative education in, 161–162 program of studies for comparative education degrees in, 168 trends and progress of comparative education in, 164–165 Archer’s morphogenetic approach to social systems, 18 Argentinean Society of Comparative Studies in Education (SAECE), 83–84, 86–87 ASEAN International Mobility for Students program (AIMS program), 225 ASEAN Quality Assurance Framework in Higher Education (AQAFHE), 225 Asia, 158, 217 comparative education societies, 38–41 Asia Pacific Education Review (2000), 219 Asian Development Bank (ADB), 216 Asian Higher Education, 217 Asian Method, 226 Asian Model, 226 Asociación de Pedagogos de Cuba (APC), 111 Asociación de Pedagogos de Cuba–Sección de Educación Comparada (APC–SEC), 35, 37, 111–112 Association Economic Community (AEC), 220 Association Française pour le Développement de l’Education Comparée et des Échanges (AFDECE), 41, 144 Association Francophone d’Éducation Comparée (AFEC), 32, 144, 262 Association of Pedagogues of Cuba–Comparative Education Section (APC-EC), 83, 85 Association of South East Asian Nation (ASEAN), 214, 220 Australia, 34, 44, 110, 166, 220, 229–233, 236–237, 239, 241, 244, 255 Australia and New Zealand Comparative and International Education Society (ANZCIES), 44, 229, 233, 237, 244 conference themes, 44 to OCIES, 233–234 Australian Comparative and International Education Society (ACIES), 44 Australian Comparative Education Society (ACES), 44 Bangladesh, school exclusion in, 198–201 Bangladesh Rural Advancement Committee (BRAC), 199 Benchmarking, 151 Bereday’s methodological approach, 14, 21 Bible, The, 159 Bolashak Program, 181 Botswana Education Research Association Journal (BERA Journal), 262 Brazil, comparative education in, 62, 64–65 educational public policies, 68–69 influence of supranational relations, 67–68 moments and cleavage points, 73 new cycle of supranational influence, 69–70 structure and functioning of European and North American educational systems, 63–65 theoretical, methodological, and epistemological anchorage of comparative education, 70–73 trajectory, 62 UNESCO influence on production of annuals and prioritizing of educational practices, 65–67 Brazilian Comparative Education Society (SBEC), 35 Brazilian Society of Comparative Education (SBEC), 72, 83, 85 British Association for International and Comparative Education (BAICE), 42, 141, 143–144 British Journal of Educational Studies, 143 Bulgarian Comparative Education Society (BCES), 44 Bulletin in Innovation, 31 Canada, 7, 31, 34, 37, 93, 103–104, 107–109, 114, 166, 236, 255, 260 Canadian and InternationalEducation (see Comparative and international education (CIE)) Canon of Medicine, The, 162 Carnegie Survey, 264 Catholic Bible, The, 159 Causal-comparative research, 169 Central Asia, CE in comparison to reform, 179–180 educational borrowing, 180–181 Kazakhstan, 177–179 knowledge production, 176–177 potentials of growth, 179–181 Central Europe, CE in, 120 from beginning of twentieth century till end of World War II, 123–126 during end of Nineteenth Century, 120–123 from End of World War II to fall of Berlin Wall, 127–129 from fall of Berlin Wall to present day, 129–132 Centre for Research in International and Comparative Education (CRICE), 222 Centro de Políticas Comparadas de Educación (CPCE), 87 Centro Interuniversitario de Desarrollo Andino (CINDA), 88, 96n6, 97n9 Changing Academic Profession survey (CAP survey), 264 Chinese Comparative Education Society (CCES), 38–39, 218 Chinese Comparative Education Society-Taipei (CCES-T), 51, 218 Christianity, 159–160 Classical Marxist analysis, 22 Cleavages, 62 Collective norms, 19–20 Colonial education, 251 schools, 251 Colonialism and comparative education in Arab World, 162–163 Common Interests, Uncommon Goals, 33 Comparative and Global Studies in Education and Development, 218 Comparative and international education (CIE), 1–2, 101–102, 115, 142, 186–187, 229 Archer’s diagnosis, 25–26 claim, 21 classical Marxist analysis, 22 Einstein’s theory of relativity, 27 Freirean analysis of adult education, 24 ideal education system, 23 induction of principles, 13 scholars and practitioners, 7 scientific method, 13–16 impact of secondary data analysis on comparative education, 6–7 Social Origins of Educational Systems, The, 17–21 Comparative and International Education Group University of Newcastle (CIEGUN), 241 Comparative and International Education Network (CoInEd Network), 241 Comparative and International Education Society (CIES), 2, 31, 46, 96n7, 102, 105–107, 115n1, 165, 175–176 annual conference, 176 Comparative and International Education Society of Canada (CIESC), 31, 107–109 Comparative and International Education Society of Canada/Société canadienne d’éducation comparéeet internationale (CIESC/SCECI), 102 Comparative and International Research in Education (CIRE), 143 Comparative education (CE), 12, 92, 122, 131, 140–141, 149, 160–161, 176 colonialism and comparative education in Arab World, 162–163 concepts and methods, 14 consolidation in context of Western Europe, 143–148 on curriculum development in Arab World, 166–168 debates in, 16 in East Asia, 215–218 future in Spanish Speaking Latin America, 95–96 in Kazakhstan, 177–179 modern practice of comparative education in Arab World, 163–164 origin and development of comparative education in Arab World, 161–162 program of studies for comparative education degrees in Arab World, 168 project, 203–204 purpose, 161 research and practices, 43 research interests of comparative educationists, 169–170 research methods, 169 in South East Asia, 220 theoretical, methodological, and epistemological anchorage of, 70–73 theorists, 17 trends and progress of comparative education in Arab World, 164–165 Comparative Education (magazine), 143 Comparative Education, Science and Technology, 262 Comparative Education Review (CER), 40, 106, 138, 176, 260 Comparative education section (CES), 30, 42, 101–102 Africa, 34–35 Americas, 35–37 Asia and Middle East, 38–41 data analysis procedures, 33 data sources, 32–33 Europe, 41–44 Oceania, 44–45 partnering institutions to WCCES, 45–46 themes, 46–49 theoretical framework, 32 WCCES, 30–32 wheel of prosperity, 47 Comparative Education Society in Europe (CESE), 31, 148 Comparative Education Society of Asia (CESA), 220 Comparative Education Society of Hong Kong (CESHK), 39, 218 Comparative Education Society of India (CESI), 38 Comparative Education: Some Considerations of Method (Holmes), 14 Comparative educationists, 12 research interests of, 169–170 Comparative Education–Study and Teaching (Higher), 179 Comparative educative education, 160 Comparative history, 25, 42 Comparative Method in Education (Bereday), 13 Comparative pedagogy, 177–178 Comparative research, 169 Competency-based curricula, 192–193 Compulsory elementary education, 82 Compulsory Primary Education (CPE), 199 Conference form, 132 Confucian heritage, 215–216 Consejo Superior Universitario Centroamericano (CSUCA), 83 Consortium for Research on Educational Access, Transitions and Equity (CREATE), 201 Contemporary Problems of Education in East Africa, 257 Content analysis, 94 Correlational research, 169 Council on Comparative Education of Kazakhstan (CCEK), 38, 178 Critical distinctions in CE, 186–187 Critical ethnography, 21 Cross-national comparison, 178 Cuba, 7, 35–37, 87, 90, 93, 102–103, 109, 111–112, 114, 231, 257 Cuban Congress, 35 Cultural based conceptual frameworks, 242 context of education, 12 revivalism, 184 Cuneiform, 161 Curriculum development in Arab World, 166–168 De facto method, 21 De-politicizing education policy, 189 Decolonization, 229, 244 Decontextualized ethnography, 19 Deep educational reform, 83 Descriptive research, 169 Desenvolvimento e Educação na América Latina, 67 Development and Education in Latin America and the Caribbean project (DEALC project), 82, 96n3 Development education, 2–4 Diachronic analysis, 104 Discursive vulgate, 151 District Institutes of Education and Training (DIETs), 205n17 District Primary Education Programme (DPEP), 193 Domestic-foreign dichotomy, 196 Downward conflation, 18–19 Downward conflators, 18–19 Druze, 159 Dutch Speaking Society of Comparative Education (NGVO), 32 East Asia comparative education community, 216 international and comparative education in, 215–218 organizations, societies, and institutions, 218–220 East Asia Summit (EAS), 225 Eastern Europe, comparative education in, 120 from beginning of twentieth century till end of World War II, 123–126 during end of Nineteenth Century, 120–123 from End of World War II to fall of Berlin Wall, 127–129 from fall of Berlin Wall to present day, 129–132 Economic factors, 48 globalization, 187 liberalization, 194 Economic Commission for Latin America and Caribbean (ECLAC), 66, 83, 89 Education Around the World Series, 264 Education as Change, 262 Education Comparée (magazine), 144 Education for All (EFA), 3, 188 “Education in Developing Countries” course, 257 Education in East and Central Africa, 264 Education Policy Analysis Archives (EPAA), 87 Education societies in Oceania, 233 from ANZCIES to OCIES, 233–234 education for CIE in region, 240–241 IEJ: CP, 239–240 OCIES conferences, 236–239 from RPEIPP to Vaka Pasifiki, 234–235 Vaka membership and conferences, 235–236 Education(al), 213–214 apartheid, 197 borrowing, 180–181 change, 221 delivery systems, 5 dependency, 187 inequality in South Asia, 190 phenomena, 185 policy, 216 policy issues, 92 policy-making, 215 poverty, 198, 205n21 privatization, 90 process, 195 program of inter-American dialogue, 90 public policies, 68–69 rankings, 151 research, 81, 83, 121, 129, 193–194, 250 in South Asia, 184–185 systems, 82, 157–158, 164 technology, 166 Educational reforms, 83, 179–180, 193 in South Asia, 189–191 Education–Central Asia, 8, 175 Education–Kazakhstan, 182 Educators, 214 Egyptian Comparative Education and Educational Administration Society (ECEEAS), 34, 39, 262 Egyptian Group of Comparative Education (EGCE), 34 Einstein’s theory of relativity, 27 Empiricism, 140 Entire Education (Piryov), 124 Epic of Creation, 158, 161 Epic of Gilgamesh, 158, 161 “Epistemic community”, 189 “Epistemic dominance”, 203 Epistemological debates, 139–140 “Essentialist education”, 202 Ethnic groups, 158–159 Ethnographic research, 169 EURO sociAL program, 89 “Euro-American knowledge project”, 203 Europe comparative education societies, 41–44 European colonization, 166 European curriculum models, 163 European education policy, 148 structure and functioning of European educational systems, 63–65 European Institute of Education and Social Policy (EIESP), 145 European Journal of Education (EJE), 145 Eurypedia, 147 Evidence-based policy developments, 216 “Evidence-based” arguments, 193 “Evidence-informed” policy, 189 Experimental research, 169 “Factors and forces” paradigm, 260 Fall of Berlin Wall (1989) CE in Eastern and Central Europe from End of World War II to, 127–129 CE in Eastern and Central Europe from fall of Berlin Wall to present day, 129–132 Fiqh (deep understanding), 164 First International Mathematics Study (FIMS), 263 First International Science Study (FISS), 263 Fish Primer, The, 121 Foreign pedagogy, 123 Formal education, late and forceful development of, 251–252 Formalization of international and comparative education, 215 Framing effects, 190 France, comparative education in, 144–145 Free Upbringing, 124 Freirean analysis of adult education, 24 Functionalism, 90 Funding mechanisms, 36 GE Fund, 74n6 Geographic factors, 48 Geopolitical factors, 48 German Democratic Republic (GDR), 43 German dual learning strategies, 151 Global education, 160 Global Education Cooperation, 218 Global education policy community, 189, 191 Global Partnership for Education (GPE), 201–202 “Global South” concepts, 150 Globalisation, Societies and Education (magazine), 143 Globalization, 3, 68 CE and, 187–189 Governance, 151 Grand theory, 17 Greek Comparative and International Education Society (GCIES), 147 Guidance, Counselling and Youth Development Centre for Africa (GCYDCA), 261 Gulf Comparative Education Society (GCES), 38, 165 Haiti, 7, 36, 48, 102–104, 112–113, 115 Haitian Association for the Development of Comparative Education (HADCE), 35, 37, 102, 112–114 Halakhah, 160 Heterotopias of global and postmodern panorama, 150–151 Heterotopic narrative, 138 Hieroglyphics, 162 Higher education, 2, 16, 43, 88, 252–255 growth in numbers of higher education students, 254 institutions, 87, 178 systems of societies, 36 Third Regional Conference on, 96 Higher Education Act (1965), 36 Historiography, 141 “History, Theory and Practice of Education” course, 257 History of Education, 67, 73, 128, 131, 259 History trends, 30 Holmes approach, 71 Human capital development, 214 theory, 82, 179–180, 190 Human resources approach, 82 Hungarian Pedagogical Society Comparative Education Section (HPS-CES), 147 Ibero-American comparative education, 67 Ibero-American society, 95 Ideal education system, 23 India, undermining public institutions and processes, 193–196 India Ocean Comparative Education Society (IOCES), 38, 262 Inductive method, 14–15 Industrial Revolution, 158, 162, 166 Influential leaders, 104 Information and communication technologies (ICTs), 150 INNODATA “databank for educational initiatives” cooperation, 46 Institute of International and Comparative Education (IICE), 40 Institute of Research on University and Education (IISUE), 87 Institution(al) basis, 83–88 East Asia, 218–220 factors, 48 form of CE, 131 South East Asia, 222–225 Institutionalization, 80, 95 process of CIES, 106 Instituto de Investigaciones sobre la Universidad y la Educación (IISUE), 88 Inter-American Development Bank (IDB), 74n6 International and Comparative Education Society of Malaysia (ICESM), 222 International Associates of the World Council of Comparative Education Societies (IAWCCES), 45 International Association for the Evaluation of Educational Achievement (IEA), 24–25, 132 International Association of Comparative Educators (IACE), 45 International Centre for Girls and Women’s Education in Africa (CIEFFA), 261 International Committee of Comparative Education (ICCE), 31 International Development Agency (IDA), 199 International Development Research Center (IDRC), 74n6 International education, 140–141, 160 benchmarking practices, 214 in East Asia, 215–218 in South East Asia, 220 International education development, 220–221 International Education Journal: Comparative Perspectives (IEJ: CP), 45, 239–240 International Encyclopedia of Higher Education, 264 International Encyclopedia of National Systems of Education, 264 International Handbook of Higher Education, 264 International Handbook on Teacher Education Worldwide, 264 International Institute for Educational Planning (IIEP), 46 International Institute for Higher Education in Latin America and the Caribbean (IESALC), 87 International organizations, 81 contribution of, 88–90 International Review of Education, 144 International Society for Comparative Education, Science and Technology (ISCEST), 262 International studies, 262–264 International-research form of CE, 132 Internationalization, 150 gaining legitimacy process, 190 “Internationalizing” education, 203 Interpretivism, 140 Islam, 159 Islamic education, 166–167 Israel Comparative Education Society (ICES), 38 Israeli Association for Educational Research (IAER), 38 Italy Comparative Education Society, 42 Japan Comparative Education Society (JCES), 31, 38–39 Jerusalem Bible, The, 159 Jomtien Declaration, 3 Journal of Education, 262 Journal of Education Studies, 262 Journal of International and Comparative Education (JICE), 223 Judaism, 159–160 Jullien’s Plan for comparative education, 185 Jurisprudence, 164 Kazakhstan, CE in, 176–179 Kazakhstan Institute of Management, Economics and Strategic Research (KIMEP), 178 King James Bible, The, 159 Knowledge based economy, 214 production, 176–177 Knowledge Village (KV), 166 Korean Comparative Education Society (KCES), 31, 38, 218 Kuttab (elementary school), 163–164 l’Ecole normale des institutrices de jardins d’enfants (ENIJE), 255 La Sociedad Argentina de Estudios Comparados en Educación (SAECE), 35 Language-based societies, 31–32, 38 Latin America, comparative education in, 80–83 Latin American Campaign for Right to Education (CLADE), 89–90 Latin American Forum on Educational Policies (FLAPE), 90 Leadership, 110 Legitimacy, 14, 188–190, 215–216 Legitimacy-seeking, 188 Linguistic Apartheid, 196–198 Linguistic diversity, 204 Linguistic pluralism, 221 Literacy for all (LFA), 188 Macrolevel studies, 22 Madrassa (high school), 163–164 Maghreb, 158 Maktab (see Kuttab) Malnutrition, 184 Management form of CE, 131–132 Market of South (MERCOSUR), 83 Marxist-Leninist ideology, 127 Mashriq, 158 Mediterranean Comparative Education, 165 Mediterranean Society of Comparative Education (MESCE), 34, 41, 112, 147, 165, 262 Memorandum of Understanding (MOU), 223 Mesopotamian scholars, 158 Meta-narrative, 17 Meta-theoretical approaches, 140 Mexican Society of Comparative Education (SOMEC), 83–84, 86–87 Mexico, 7, 36, 64, 72, 82, 87–88, 90–91, 93, 102–104 Microlevel ethnographic studies, 22 Middle East comparative education societies, 38–41 Millennium development goals (MDGs), 188, 224 Ministry of Education, 129, 131–132 Ministry of Education and Science (MoES), 179 Ministry of Education Human Development and Resources (MEHRD), 236 Missionary education, 251 Mixed-methods approach, 169 Models, 20, 23, 64, 96, 131, 151 “Modernist” CE, 187–188 Modus operandi, 142 “Multiple comparative educations”, 94–95, 186 Namibia Education Research Association Journal (NERA Journal), 262 National Chi Nan University, 40 National economies and educational systems, 64 National Institute of Education (NIE), 221–222 National-based societies, 31–32 National-level societies, 40 Nederlandstalig Genootschap voor de Vergelijkende studie (NGVO), 147 Neo-colonialism, 187 Neo-liberal agenda, 203 assault on education, 201 frame, 189 reforms, 188, 195 Neo-Marxist approaches, 22 New public management (NPM), 64 New Zealand, 44, 220, 229, 244 Non-governmental organizations, 90 Nordic Comparative and International Education Society (NOCIES), 41, 43, 147 North America, CIE in, 101–102 APC-SEC, 111–112 background and literature review, 102–103 CIES, 105–107 CIESC, 107–109 data organization and analysis, 104–105 data sources, 104 findings, 105 HADCE, 112–114 qualitative techniques, 103–104 research methodology, 103 research questions, 104 SOMEC, 109–111 North American educational systems, structure and functioning of, 63–65 NVivo qualitative data analysis software, 104 Observatorio Regional sobre Internacionalización y Redes en Educación Terciaria (OBIRET), 89 Observatorio sobre Movilidades Académicas y Científicas (OBSMAC), 89 Oceania CIE in, 229 comparative education societies, 44–45 development of CIE regionally, 230–232 education societies in Oceania, 233–241 OCIES & Vaka Pasifiki, 241–244 re-/constructing CIE regionally for and in contemporary Oceania, 232–233 Oceania Comparative and International Education Society (OCIES), 44, 229–230 from ANZCIES to, 233–234 conferences, 236–239 and Vaka Pasifiki, 241–244 Oficina Regional de Educación para América Latina y el Caribe (OREALC), 66 Organisation for Economic Co-operation and Development (OECD), 25, 39, 69, 132, 139, 180, 263 Organization of American States (OAS), 88 Organization of Ibero-American States for Education, Science and Culture (OEI), 89 Organizational/organizations centre for research in international and comparative education, 222–223 East Asia, 218–220 factors, 48 SEAMEO, 223–225 South East Asia, 222 trajectory, 176 Other Schools and Ours (Edmund King), 13, 16 Pacific Association of Teacher Educators (PATE), 235 Pacific based conceptual frameworks, 242 Pacific Circle Consortium conferences (PCC conferences), 239 Pacific Education Research Foundation (PERF), 235 Pacific Islands Forum, 230 Pacific Islands Forum Secretariat (PIFS), 231 Pakistan, 196–198 Papers in Education and Development, 262 Papua New Guinea (PNG), 231 Para uma História da Educação Latino-americana, 67 Para-teachers, 193 Partnering institutions to WCCES, 45–46 Partnership for Education Revitalization in Americas (PREAL), 74n6, 83, 96n6 Pedagogy, 92 Periodization, 62 Perspectives in Education, 262 Phule-Ambedkerite Feminist Pedagogies, 202 Plurality of voices, 42 Policy borrowing, 186, 201–202 entrepreneurs, 189 policy-makers, 180–181, 189, 191, 214 policy-making, 19 Polish Comparative Education Society (PCES), 43–44 Political economy of educational reform in South Asia, 189–191 Portuguese Society of Education Sciences–Section of Comparative Education (SPCE-SEC), 42, 147 Positivism, 15, 27, 90 Post-colonial, engaging with, 201–204 Post-colonialism, 22, 64 Post-structural approaches, 244 Post-structuralism, 22 Practitioners, 180–181 Predictive research, 169 “Privatizing” school education, 192–193 Problems in Education (Brian Holmes), 13 Professional identity, 232 Professional training hubs in comparative education, 40 Programme for International Student Assessment (PISA), 25, 39, 69, 75n15, 139, 180, 214, 263 Progress in International Reading Literacy Study (PIRLS), 222 Promotion of Educational Reforms in Latin America and the Caribbean (PREAL), 66 Public policy, 69 Qualitative techniques, 103–104, 169 Quantitative strategies, 94, 169 Quasi-research, 189 Quasi-synchronic analysis, 104 Quran, 164 Re-/constructing CIE regionally for and in contemporary Oceania, 232–233 Re-contextualization process, 202 Red de Investigadores Sobre Educación Superior (RISEU), 88 Red ESTRADO, 88 Red Iberoamericana de Ciencia y Tecnología (RICYT), 89 Regional Cooperation Platform (RCP), 225 Regional development, 225 Regional-based societies, 31–32 Regionalism, 229, 231, 233, 243 Relativism, 26–27, 150 Religious belief, 164 Renaissance, 162, 166 on European society, 158 Renewed higher education, 149–150 Research approaches, 49, 81, 169 Rethinking Pacific Education Initiative for and by Pacific Peoples project (RPEIPP project), 229, 233, 240 to Vaka Pasifiki, 234–235 Revista Latinoamericana de Educación Comparada (RELEC), 86 Revue Française d’Education Comparée (RFEC), 145 Right to Free and Compulsory Education Act (RTE Act), 195 Robust education system, 192 Russian Council of Comparative Education (RCCE), 42 Saffronization, 205n18 Scholars, 157–158 attribute economic inefficiency, 192 School exclusion, 198–201 Science and Technology Education, 262 Science of comparative education, 12, 185 Scientific Council on Comparative Pedagogics (SCCP), 42 Scientific method, 13–16 Scripts, 162 SEAMEO, 223–225 Second International Mathematics Study (SIMS), 263 Second International Science Study (SISS), 263 Secondary data analysis on comparative education, 6–7 Secretariat of Pacific Community (SPC), 231 Section for International and Intercultural Comparative Education in the German Society for Education (SIIVEDGE), 42 Semi-structured interviews, 32–33 Sezione Italiana della CESE (SICESE), 42, 147 Shites, 159 Slavonic Educator (1872–1874), 122 Social cohesion risks, 196–198 context of education, 12 equilibrium, 72 and gender exclusion, 184 movement practices, 202 psychology, 19 science theory, 187 sciences, 68 social-cultural contexts, 204 theory, 25 Social Origins of Educational Systems, The, 17–21 Socialism, 129, 133 Sociedad Mexicana De EducaciÓn Comparada (SOMEC), 35, 37, 109–111 Sociedad Uruguaya de Educación Comparada e Internacional (SUECI), 35 Sociedad Venezolana de Educación Comparada (SVEC), 35 Societies, East Asia, 218–220 Societies South East Asia, 222–225 Society of Comparative Education Society of Asia (CESA), 38 Socio-political contexts, 187 Sociological laws, 15 Solomon Islands National University (SINU), 236 South African Journal for Research in Sport Physical Education and Recreation, 262 South African Journal of Childhood Education, 262 South African Journal of Education, 262 South Asia, CE in Bangladesh, 198–201 CE and globalization, 187–189 critical distinctions in CE, 186–187 education in South Asia, 184–185 engaging with post-colonial, 201–204 India, 193–196 Pakistan, 196–198 political economy of educational reform in, 189–191 Sri Lanka, 191–193 trajectory of CE, 185–186 South East Asia international and comparative education in, 220–222 organizations, societies, and institutions, 222–225 South West Asia, 158 Southern African Comparative and History of Education Society (SACHES), 34, 261 Southern African Review of Education, 34, 262 Soviet model, 129 Spain, comparative education in, 145 Spanish Comparative Education Society (SEEC), 42 Spanish Society of Comparative Education, 145 Spanish speaking Latin America, 91 CE future in, 95–96 comparative education in, 80–83 contribution of international organizations, 88–90 features of academic production, 90–95 institutional basis, 83–88 Sri Lankan education system, 191–193 Statistical analysis, 94 Strategic leadership models, 47–48 Structural analysis, 104 Sub-Saharan Africa, comparative education in African context, 250–251 growth in enrolments, 252 growth in gross education enrolment ratios, 252 growth in numbers of higher education students, 254 higher education and teacher education, 252–255 international studies, 262–264 journals, 262 late and forceful development of formal education, 251–252 prospects, 264 research and publications, 260–261 research institutes, 261 societies, 261–262 at universities, 255–260 Sub-Saharan plateau, 158 Sunnis, 159 Supranational influence, new cycle of, 69–70 Supranational policies within European context, 148–149 Supranational relations, 67–68 Sustainable Development Goals (SDGs), 3, 188 Sustainable economic growth, 180 Synchronic analysis, 104 Teacher absenteeism, 193 education, 252–255 training of, 199 ‘Teacher–psychologist’ profession, 177 Teaching and Learning International Survey (TALIS), 263 Telos, 139 Text-based curriculum and rote-learning methods, 198 Themes, 46–49 Theoretical and methodological choices, 96, 139 Theory-guided educational transfer, 177 Third International Mathematics and Science Study (TIMSS), 263 Third Regional Conference on Higher Education, 96 Three-dimensional scene (3D scene), 25 Time-on-task, 193 Towards a Science of Comparative Education (Noah and Eckstein), 13 Traditional academic conference approach, 236 Traditional borrowing policies, 141–142 Traditional educational system, 158 Transnational agencies, 189 Transnational educational phenomena, 80 Travelling educators, 42 Trends in International Mathematics and Science Study (TIMSS), 214 Turkish Comparative Education Society (TÜKED), 41 UNESCO International Institute for Educational Planning (IIEP-UNESCO), 88–89 UNESCO Regional Bureau for Education in Latin America and the Caribbean (OREALC), 89 Union of Soviet Socialist Republics (USSR), 42 United Nations Educational, Scientific and Cultural Organization (UNESCO), 31, 45–46, 65, 75n17, 82, 216 influence on production of annuals and prioritizing of educational practices, 65–67 United Nations High Commissioner for Refugees (UNHCR), 223 United Nations International Children’s Emergency Fund (UNICEF), 45–46 United States Agency for International Development (USAID), 74n6 “Unity of method” of sciences, 16 Universalize Primary Education (UPE), 188 Universalizing basic education, 190 Universidad Nacional Autónoma de México (UNAM), 87 University of Namibia, 258 University of Swaziland, 258 University of the South Pacific (USP), 231 University of Zimbabwe, 258 University Social Responsibility (USR), 223 “Unmotivated” teacher, 193 Upward conflation, 18–19 Upward conflators, 18–19 Uruguayan Society of Comparative and International Education (SUECI), 83, 85 Vaka membership and conferences, 235–236 Vaka Pasifiki, 240 OCIES and, 241–244 from RPEIPP to, 234–235 Venezuelan Society of Comparative Education (SVEC), 83, 85 Virtual Education, 92 Western Comparative Education, 177 Western Europe, CE in borders between comparative education and international education, 140–141 CE consolidation in context of Western Europe, 143–148 epistemological debates about purposes of discipline, 139–140 heterotopias of global and postmodern panorama, 150–151 new comparative education facing old dilemmas, 138–139 towards overcoming or recovering traditional borrowing policies, 141–142 possibilities and limitations of comparative education, 148 renewed higher education, 149–150 supranational policies within European context, 148–149 Western style education in Arab World, 163–164 World Bank (WB), 216 World Conference (1991), 261 World Conference on Education for All (WCEFA), 199 World Council of Comparative Education Societies (WCCES), 30–32, 51n1, 86, 103–104, 107, 109–110, 165, 178, 218 partnering institutions to, 45–46 World culture, 80, 93 Zimbabwe Journal of Educational Research, 262 Book Chapters Prelims Chapter 1: Introduction: Comparative and International Education as an Infinite Field Chapter 2: Comparative and International Education: Development of a Field and Its Method and Theory Chapter 3: Global Trends in the Rise and Fall of Comparative Education Societies Chapter 4: Comparative Education in Brazil: Understanding the Research Field Chapter 5: Comparative Education in Spanish-Speaking Latin America: Recent Developments and Future Prospects Chapter 6: The History of Comparative and International Education in North America Chapter 7: Comparative Education in Eastern and Central Europe Chapter 8: Comparative and International Education in Western Europe Chapter 9: Comparative Education in the Arab World: Origin, Development, and Research Interests Chapter 10: Comparative Education in Central Asia Chapter 11: Comparative Education in South Asia: Contribution, Contestation, and Possibilities Chapter 12: Comparative and International Education in East and South East Asia Chapter 13: Perspectives on Comparative and International Education in Oceania Chapter 14: Comparative Education in Sub-Saharan Africa: A Young Field on a Promising Continent Index
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