A reflexive exploration of transposing comparative paradigms into scholarly and practical approaches in teacher education

This article examines the place of comparative and international education (CIE) scholarship and practice in teacher education (T.Ed.). In this regard, CIE scholarship is instrumental in revealing the functioning, organization, importance and interconnectedness of teaching, as a profession, and teacher education, as the conduit to that profession, across national and cultural settings. As teacher education programs and teacher educators continue their work in imparting robust and sound pedagogical knowledge, they also need to acknowledge the enriching nature of a comparative perspective in the scholarship and practice on teacher education. Thus, including comparative methods in examining teacher education both within and across a program’s national borders offers teachers-to-be a window into an array of teaching practices in a global setting. Developing an awareness, interest and inclination toward a comparative perspective-taking in teacher education is paramount in forming the new generations of teachers and researchers on teacher education. At the same time, teacher education programs benefit from research collaborations across national and cultural settings, allowing them the possibility to co-learn what approaches may work in meaningfully adjusting their curricular organization to prepare teachers for an interconnected world in which their students truly become global citizens.

Evaluation and Bibliographic Analyses of EdLAM Literature to Help Early Career Academics

According to the Organization for Economic Co-operation and Development (OECD) (OECD, 2018), in almost half of the 38 OECD-member countries, most of the decisions about organization of instruction, personnel management, planning and structures, and resource management are taken at the school level. This study focused on understanding the current body of EdLAM knowledge to help doctoral students and early career researchers plan, run, and publish their studies. The terms “educational administration”, “educational management”, “educational leadership” were used to search the Web of Science database for studies published between 2000 and 2019. The final data set included 1438 articles. Concepts were examined with cooccurrence analysis using the bibliographic analysis tool, VOSViewer. Citation analysis was employed for ascertaining sources of highly cited articles. Results showed that “educational leadership” was the most studied concepts. Compare: A Journal of Comparative and International Education, and Educational Management Administration and Leadership were found to be those journals with the highest average yearly influence.

Mind the gaps: On the North/South Nexus in the ‘Sport for Development and Peace’ discourse

In this conceptual article, we present the “Sport for Development and Peace” (SDP) discourse as a case of scientific rationalization. First, we shed light on the ongoing theory debate around the “global/local problematique” in globalization and global policy research in comparative and international education. We then link up with the SDP discourse and show that academic work mostly features research related to the fact that the majority of the SDP programmes and ways of implementing them have been conceptualized in the Global North, yet are to be implemented in the Global South. In that context, we illustrate International Organizations as sites of scientized knowledge production and translation. Scientific rationalization occurs when specialized technical knowledge and management techniques enter the discourse.