Current Issues in Comparative Education

Inequities in Public Scholarship during the Pandemic

Kyle Long, Bernhard Streitwieser, Joy Gitter — Fri, 15 Nov 2024 00:00:00 +0000

Throughout the Covid-19 pandemic, commentators in broadly accessible media have offered a surfeit of predictions about the future of higher education. Due to the absence of accountability mechanisms, however, the accuracy of these claims has been heretofore unknown. Research shows that op-eds and other forms of public scholarship influence public policy, heightening the significance of predictions. This paper asks who makes predictions about higher education, in what venues they issue them, on what topics they make predictions, and how accurate they are. It answers these questions by drawing from an original data set of 91 distinct predictions issued by 22 unique authors in 31 separate texts across a 19-month time span from March 2020 to October 2021. It finds that predictions most often appeared in op-eds written by senior academic white men in higher education trade journals. More than half of predictions could not be evaluated a year or more after they were first issued. Still, predictions with determinable outcomes tended to bear out accurately. Enrollment patterns and teaching modalities were the most common topics. Women and people of color were significantly under-represented among predictors. The paper concludes with suggestions for improving equity and performance.

Similar Foci, Different Lenses: Literacy Education Beliefs and Practices of Chinese and U.S. Teachers

Yang Hu, Beifei Dong — Fri, 15 Nov 2024 00:00:00 +0000

The differences in literacy education practices between China and the United States are often attributed to their different educational, sociocultural, and historical contexts. However, this sweeping view offers little to help literacy educators in both countries understand the beliefs behind literacy instructional practices and how different or similar these beliefs are. This study examines key characteristics of how Chinese (n=40) and U.S. (n=44) literacy teachers (Pre-K-8th grade) articulate their beliefs about literacy education, delineating their differences and similarities. An inductive content analysis of teachers’ self-reported written narratives about their beliefs and practices in literacy education, along with double coding, reveal that the teachers’ espoused disciplinary beliefs focus on similar themes for the most part. However, their lenses were markedly different, tinted by both the substance and style of their literacy instruction contexts, as well as their cultural epistemological foundations. Inconsistencies between teachers’ beliefs and practices manifested differently in the two groups, but they reflected similar sources. Understanding these varying and nuanced beliefs in cross-cultural contexts can inform teacher education and education reform and counter the insularity of educational research.

The Development of Intercultural Competence for Teachers of English as a Foreign Language through an Instructional Design Project

Yu-Chieh Wu — Fri, 15 Nov 2024 00:00:00 +0000

Most teaching pedagogies in English as a Foreign Language (EFL) classes prioritize linguistic skills development over exploring how cultural factors shape language interpretation. To address the gap, this study developed and evaluated an instructional design project using the attention, relevance, confidence, and satisfaction (ARCS) motivational design model combined with critical pedagogy through computer-mediated communication (CMC) tools. The purpose of this research is to enhance EFL teachers’ intercultural competence. Multimedia resources were used to capture participants’ attention, and news articles were selected to connect to their lived experiences. Online forums were used to build their confidence, and intercultural activities provided satisfaction through practical engagement. Critical literacy pedagogy guided the design of questions to encourage EFL teachers to explore assumptions, challenge perspectives, and critically analyze language. Data from 16 EFL teachers’ questionnaires, online comments, and interviews indicated that task attractiveness and the online environment motivated EFL teachers to develop critical literacy skills. Future studies could explore additional strategies for integrating intercultural competence into EFL teaching and examine how cultural dynamics within groups influence online communication.

In Conversation: Mother Tongue Education and Civic Engagement amongst Ga Youth

Kella Merlain-Moffatt — Fri, 15 Nov 2024 00:00:00 +0000

The role of language in education policies and the importance of civic engagement are well documented. What is less clear is how they converse with one another to inform how to develop active citizens who are empowered in their mother tongues. Building on a conceptual framework of civic engagement and linguistic injustice, this article asks: After the implementation of the 1971–1994 and 2004 medium of instruction education policies in Ghana, what language did Ga youth learn in, in practice? What are the intersections between Ga youths’ relationship to language and civic engagement participation? Together, these questions inform understanding of youth educational experiences, Ga people’s perception of the vitality of their language, and their responsibility to the community. In interviewing 22 Ga people in Ghana during the summer of 2022, I find that despite policy encouraging mother tongue instruction, most participants learned in English during primary school. Additionally, contrary to the notion that there is a disinterest in civic engagement amongst Ghanaian youth, findings show Ga youth find part of their civic responsibility to lie in passing on the Ga language to preserve their culture, land, identity, and the future of their community.

A Book Review: Shadow Education in the Middle East

Adrian Yan — Fri, 15 Nov 2024 00:00:00 +0000

Since the 1990s, private supplementary tutoring has become increasingly prevalent across the globe. Such form of tutoring is often referred to as ‘shadow education’ because it ‘mimics schooling’ (p. 4). As such, ‘as the curriculum changes in the schools, so it changes in the shadow; and as the school systems expand, so do shadow systems’ (p. 4). This has inspired numerous scholars to explore its contributing factors and their implications for education policymaking, social mobility, and equity. Shadow Education in the Middle East: Private supplementary tutoring and its policy implications, co-authored by Mark Bray and Anas Hajar, is the latest addition the study of shadow education as a global phenomenon. It builds on Mark Bray and others’ existing works on mapping the global landscape of shadow education, including post-Soviet states (Silova et al., 2006), the Mediterranean (Bray et al., 2013), East Asia (Zhang and Yamato, 2018), South Asia (Joshi, 2021), and Africa (Bray, 2021).

Decolonial Language Education and Identity Realization in Africa

Mariya Hassan — Fri, 15 Nov 2024 00:00:00 +0000

This paper explores the relationship between language education and identity realization and the consequences of choosing either an Indigenous or a colonial language education approach. The focus is on the African postcolonial context; however, the arguments are also substantiated by examples from other parts of the world. I argue for a decolonial-multilingual approach to language education, where our conceptualizations of language must be decolonized (freed from colonial rhetoric) so that language use can be explored for its utility. The paper juxtaposes two lines of arguments: the first is an insistence on a return to Indigenous language education as a form of decolonial resistance and warnings against intellectual control through colonial language education. The second line of argument explores the possibilities of compartmentalizing and interrogating language use as an alternative decolonial-multilingual reality, thereby redefining an individual’s relationship with language and its influence on identity realization. As the paper highlights the extent to which language and identity are correlated, I conclude by stressing the need to decolonize language if identity realization is to be decolonized.