“This is a timely, well crafted, and topically important work that adds so much to our understanding of the past trajectories, actual realities, and future prospects of comparative and international education. By combining the historical and the sociological with the philosophical and the geographical, the editors and their contributors achieve an excellent perspective that should refine the way we understand and interact with the contours and intersections of comparative and international education. The book will, undoubtedly, serve the interests of scholars, students, and the wider public.”
—Ali A. Abdi, University of Alberta
“In our brave new globalized world, it is important for teachers to be aware of a variety of perspectives and how they may play out locally and in international settings; this book makes an important contribution to this necessary part of teacher education today.”
—Suzanne Majhanovich, University of Western Ontario
This groundbreaking, comprehensive new text explores major issues in education today through international and intercultural research. Contributors draw on comparative research from the Americas, Africa, Asia, Europe, and the Middle East and touch upon such themes as the history and philosophy of comparative education, the right to education, teacher formation, alternative pedagogies, gender, international assessments, Indigenous knowledge, peace building, and global citizenship. The text features a vivid portrayal of global educational practices, contributions from preeminent scholars, and invaluable teaching resources. This is vital reading for teachers, teachers-in-training, and comparative education scholars.
Contributors include: Jean-Paul Restoule, Joseph P. Farrell, Sarfaroz Niyozov, Stephen Anderson, Kara Janigan, Vandra Lea Masemann, and Mark Evans.
Karen Mundy is Director of the Comparative, International, and Development Education Centre (CIDEC) and Associate Professor of Adult Education and Community Development; Kathy Bickmore is Associate Professor of Curriculum, Teaching, and Learning; Ruth Hayhoe is Professor of Theory and Policy Studies; Meggan Madden is a doctoral student in Comparative Higher Education; Katherine Madjidi is a doctoral student in Comparative, International, and Development Education. All of the editors are at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT) and are affiliated with CIDEC.