Editorial

The lead article features Shibao Guo's keynote presidential address to the CIESC annual meeting held at the University of British Columbia this past June.Guo invites readers to reflect on the changing nature of comparative and international education in the context of transnational migration.Describing transnational migration as a multidirectional process affecting identities, experiences of belonging, attachment, or exclusion, Guo calls for a more expansive conceptualization of comparative and international education following the realities of immigrant populations who themselves are crossing boundaries of nation, culture, and identity.Authors Jane Knight and Qin Liu present an important review of research on international program and provider mobility (IPPM), a growing, and yet under-researched phenomenon of international higher education.Using a classification framework co-developed by Knight to analyze four different modes of IPPM, the authors review the scholarly literature since 2000 to share some insights on the trends, issues, and challenges related to research on IPPM.One of the findings is the widespread confusion regarding the categorization of international mobility activities.At a time when the issue of equitable access to higher education is being debated widely, Olivier Bégin-Caouette takes up the debate on quality and equality in higher education in the context of social welfare regimes.Using two theoretical frameworks, academic capitalism and welfare regime typology, and interviews with key actors in Denmark, Finland, Norway, and Sweden, the author analyzes the indirect relations between equality and research production.This discussion illuminates how the social welfare regime model shapes a possible resolution of the quality-equality trade-off.The article concludes with a three-dimensional model that reflects these relations, and provides insights into the "quality-equality conundrum" in higher education.Another important higher education concern, pedagogical approaches in university settings outside of the Global North, is taken up by authors Charlene VanLeeuwen, Linyuan Guo-Brennan, and Lori Weeks.In their article, "Critical Pedagogy of Discomfort in Community-Based Learning: Kenyan Students' Experiences," they challenge the common practice of employing Eurocentric community-based learning models in the Global South.Informed by Boler's (1999) notion of the pedagogy of discomfort, they argue for the decolonization of community-based learning (CBL) teaching and research, and advance a discussion of what could constitute transformative learning for social justice outcomes through a critical CBL.The research, a doctoral study of the first author, aimed at developing an understanding of the issue through research based in Kenyan universities.Everton Ellis and Edward Thomas take up the somewhat controversial notion of the underachievement of boys, in the context of basic education initiatives such as Education for All (EfA) that emphasize the importance of access to and enrollment in education for girls in poorer countries.Through their research in Jamaica, they highlight some of the issue that influence such initiatives such as the neoliberal restructuring of education, the imposition of global outcomes and standards on local contexts, and the deteriorating quality of education.These lead to the unintended consequence of the ongoing problem of boys' underachievement and state "evasion" of the issue.They call for the "localization" of international education policies.Tremblay, Arapi, Bélanger, Bocchi, Kahn, and Toullec-Théry, authors of our French contribution in this issue, take a comparative look at individualized education plans (IEPs) for students with special needs from five school systems: Quebec, Ontario, France, Belgium (Wallonia), and Switzerland (Ticino canton).Their article sheds light on the terminology,

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