Vol. 24 No. 1 (2022): Winter 2022 - Open Issue

Vol. 24 No. 1 (2022)

Published March 17, 2022
Winter 2022 - Open Issue
Full Issue
Full Issue - Winter 2022

Articles

tavis, d. jules, Richard Arnold, Caitlin Donnelley-Power, Holly Jacobs, Madeline Rainey
Re/diss/assembling “Educational Imaginaries” through Regionalism – The Construction of the Caribbean Education Policy Space
March 17, 2022
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Yiwei Fu, Die Hu, Xitao Liu
International Doctoral Students Negotiating Support from Interpersonal Relationships and Institutional Resources During COVID-19
March 17, 2022
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Ruchi Saini
Using "Positioning" Theory to analyze a female school teacher’s experiences with care-work during COVID-19 in India: Towards Decolonizing Feminist Research
March 17, 2022
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Izza Tahir
Decolonizing Madrassa Reform in Pakistan
March 17, 2022
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Ana Julia Bonzanini Bernardi, Andressa Liegi Vieira Costa, Jennifer Azambuja de Morais
What is the Political Culture for Young Brazilians: The process of political socialization through social networks
March 17, 2022
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Luanjiao Hu
Opportunities and Challenges: An Examination of Educational Landscape for People with Visual Impairment in China
March 17, 2022
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Matthew Schuelka, Kezang Sherab
Educational Values in Complex Systems: An Introduction to the Educational Values Evaluation and Design Framework and a Case Study of Inclusivity in Bhutan
March 17, 2022
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Book reviews

Sheena Harris
Becoming Rwandan: Education, reconciliation, and the making of a post-genocide citizen
March 17, 2022
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Madison Collins
Shadow Education in Africa: Private Supplementary Tutoring and its Policy Implications by Mark Bray
March 17, 2022
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Hang B.
Shadow Education in Myanmar: Private Supplementary Tutoring and its Policy Implications
March 17, 2022
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