Index

Citation (2022), "Index", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2021 (International Perspectives on Education and Society, Vol. 42A), Emerald Publishing Limited, Bingley, pp. 289-301. https://doi.org/10.1108/S1479-36792022000042A023 Publisher: Emerald Publishing Limited Copyright © 2022 Alexander W. Wiseman INDEX Note: Page numbers followed by “n” indicate notes. Academia, 29, 40, 60, 66, 174 Academic achievement, 258, 259–261, 263 Academic freedom, 177 Academic identity, 78 Academic women of color (AWOC), 60, 61–62 “Academic-practitioner”, 36, 38 Acculturation, 211 Aceh, 209 “Act of Free Choice”, 211 Action Plan on Asylum and Migration, 189 Adiwiraku, 154, 156n3 Afghanistan, 48, 165 Aga Khan Development Network, 177 Aga Khan Foundation (AKF), 171–172 All-round development of students, 280 American Institute of Educational Sciences, 41–42 American international school, 82, 84–85 Analytic mapping, 122 Anti-Asian, 60 racism, 67 sentiment, 126 Anti-Black behavior, 65, 67 Anti-Blackness, 60 Aotearoa New Zealand, 72 Apartheid, 223, 250, 254, 255, 257 Arabo-Islamic conquerors, 166 Argentina, right to education in, 233–235 Argentine Constitution, 233 Asia American Pacific Islander (AAPI), 67 Asylum-seeking children, 49 Australia, 72, 73 international education policies in, 95–96 Australia and New Zealand Comparative and International Education Society (ANZCIES), 72 Australian government, 126 Author affiliation type, 9 author context, 11 author context overlap, 11 author gender, 9–10 author number, 9 methodology, 11 unit of analysis, 10–11 Author context, 5–8, 11 author affiliation type, 8 author gender, 6 author number, 5–6 methodology, 7 overlap, 7–8 unit of analysis, 6–7 Author gender, 6, 9–10 Author Number, 5–6, 9, 13–14 Authorship, 18 Autoethnography, 36 Availability, accessibility, acceptability, and adaptability scheme (“4A” scheme), 246n11 Badan Pusat Statistik (BPS), 209 Bahasa Indonesia, 211 Bali, 209 “Basic education + Internet” system, 285 “Big T” theory, 40 Bioecological theory, 187–188 Biopower, 220 Black community, 64 Black education, 64 Black Lives Matter movement, 136 Black/African-American children, 254 Bolivia, 245n1 Brazil, right to education in, 235–238 British Ministry of Education, 272 Bronfenbrenner’s bioecological theory of development, 187–188 Buy-in, 82, 83, 89, 91 Cairo American College (CAC), 82 community, 90 connectivity, 86–87 costs, 87 decision making, 88–89 implementation, 84–86 leadership, 88–89 learning, 87–88 mask wearing, 86 reopening, 82–84 teachers, 89–90 Canada, international education policies in, 95–96 Canada Emergency Responsive Benefits (CERB), 96 Careers, 9, 26–27 Case study, 7, 171 Center for Disease Control and Prevention (CDC), 83, 144 Central Asia education, 162 Character education, 187 Chile, right to education in, 238–239 Chilean school voucher program, 137 China Education Policy Research Institute of Beijing Normal University, 274 Chinese Education Association, 274 CIES, 39, 72 Citizenship, 36, 140 Citizenship education, 140 education under neoliberalism, 141–143 state–subject relationship, 143–146 subject–neoliberal state relationship, 141 Classroom management, 219, 279 Co-authorship, 3 Co-constructive collaboration, 31 Co-constructive knowledge production, 26, 29, 31 Coding process, 3 Colonial experience, 220 Colonial legacies, 208 Colonialism, 213–214 Colorblind racism, 253 community college, 66 Comparative and international education (CIE), 36, 72 dependency theory, 42 evidence-based policy research and theory, 42 New Zealand’s progressive higher education, 44 politics of knowledge production, 41 research in, 42 research–practice nexus, 43 Comparative education, 37, 61, 250, (see also Citizenship education) author affiliation type, 9–11 author context, 5–8 data and methodology, 2–5 multiyear trends in, 12–18 reflections on, 18–19 Comparative method, 169 Comparative studies, 16 Competitiveness, conformity, conservatism, convention and commerce (Five Cs), 142 Comprehensive internationalization, 61 Compulsory basic school education, 244 Conferences, 74–76, 79 Confidentiality law, 51 Conflict theorists’ perceptions of school inequities, 252–253 Connectivity, 86–87 Consciousness, 277 Constitutional definitions, 230, 232–233 Contemporary colony, 210–215 Corporatization, 153 Council of Higher Education (CoHE), 191 Counter-narrative methodology, 62 Larissa’s narrative, 64–65 our narratives, 63 Pam’s narrative, 66–67 COVID-19 pandemic, 2, 47, 60, 82, 94, 108, 120, 140, 272 critical reflections of school experiences, 111–112 Czech context of, 108–110 international education in context of, 95–98 international student mobility under, 97–98 impact of pandemic on health of Czech school, 113 preliminary review of, 114 state–subject relationship during, 143–146 Critical race theory (CRT), 62–63, 250 Critique of canonical ideas, 36 of deficit theory, 250 of global capitalism, 172 of Turkish government’s policies, 186 Cross-border services, 121 Culturally inappropriate knowledge, 98 Curriculum, 278 and learning resources, 279 Curriculum and assessment policy statements (CAPS), 255 Cyber Home Learning system, 273 Czech context of pandemic, 108–110 Czech Republic, 108 Czech school education dispositions to coping with pandemic in, 110 economic consequences of school closure, 112–113 impact of pandemic on health of, 113 Data collection, 2–3 Data synthesis De facto resegregation, 254 De jure segregation, 254 Decision making, 88–89 Decoloniality, 155, 250–251, 255–257, 265 Decolonization, 162 international education, 163–165 in post-soviet comparative, 163–165 program, 210 Decolonizing, 176–177 Deficit theories impact on educational inequalities, 251 Dependency theory, 42 Disciplines, 77, 140 Discourse, 31, 231 academic and public, 27 decolonization, 162 mainstream education, 154 social, 31 on vaccinations against COVID-19, 146 Discrimination, 255 institutional, 136 racial and gender, 60, 67 Disproportionality, 258 within South African schools based on students’ location, level of poverty and home language, 261–264 within US Schools based on students’ location, level of poverty, and home language, 259–261 Disrupted educational careers, 26–27 Dissemination, 231 Distance education, 109, 111, 112, 114–116 Diverse classrooms, 267 Diversity, 51, 61, 67, 77, 90, 121, 164, 235, 242–243, 267 Divisional learning plans, 85–86 “Do no harm” principle, 146 Dogmatic part, 230 Dysfunctional schools impact on educational inequalities, 252 Early career researchers (ECR), 72 Early childhood education, 219, 237, 244 Ebola pandemic, 273 Ecological systems theory (EST), 52–54 Economic consequences of school closure, 112–113 Education, 232 in conflict and crisis, 36–37, 188 inequalities, 208 under neoliberalism, 141–143 in outermost, 215–220 policy, 15 practice, 272 privatization policies, 246n10 reform, 162 system in China, 272 in Uruguay, 243 Education as human right, 244 Education for All, 245 Educational barriers, 26, 29, 31 Educational decolonization, 162 Educational equity, 265 Educational inequalities, 215, 216, 267 deficit theories impact on, 251 dysfunctional schools impact on, 252 schools reproduce, 252 in USA and South Africa, 255–257 Educational information technology, 272 Educational innovation, 285–286 Educational leadership, 82–83 Educational opportunities, 136 Educational policies for Syrian refugees, 190–191 Educational reforms, 215, 230 Educational research, 7, 15, 41, 166, 170, 174–175, 231 Educational resilience, 26–27 Educational system, 15, 31–32, 38, 40, 140, 200, 239, 243–244, 266 Educator acculturation, 211 Egypt, 82, 87 Elementary education, 216 Employability, 141, 186 Empowerment, 192 English as a Second Language (ESL), 38, 66 Epidemic, 60, 76, 88, 127 Epistemology, 41, 142 Equitable educational opportunities, 254, 266 Equity in education, 65, 90, 94, 101, 266 Erasmus Student Network (ESN), 127 Ethnicity, 61, 63, 77–78, 133, 215, 252–253, 255, 262, 264, 267 Ethno-pedagogy, 170–171 Ethnography, 167 European Association for International Education, 122 European laws, 26 European Union (EU), 48, 189 Evaluation system, 283 Existing National E-learning system (EDUNET), 273 Explanandum, 231 Explanans, 231 “Extractive colonialism”, 213 Faculty of Education and Social Work (EDSW), 36 “False distinction”, 39 Fault lines of educational systems, 140 1988 Federal Constitution, 235 Federal Employment Agency, 27 Fee free education in public schools, 244 Feminism, 60–61 Feminist theory, 60–61 Finance Center for South–South Cooperation (FCSSC), 3 Financial barrier, 195 Forced displacement, 186, 194 Forced migration, 26, 29, 193 Foreign-language learners, 38 Formal education (FE), 49–50 Free Learning (see Merdeka Belajar) Free Papua Movement, 211 Freedom of education, 238 Gendered obstacles, 60 German education system, 26 German VET system, 26–27 Germany’s VET system, refugee youth in, 26–32 Global education, 274 Global Fun Day, 88 Global North, 2, 3, 5, 164 Global South, 2, 3, 5, 7 Globalization COVID-19 impacts on developments of, 120 economic, 121, 123–124, 128 of education, 7 transnationality in, 96 Google classroom, 117n15 Government of Egypt, 84–85 Government schools, 49 governmentality, 152–153 Graduate Teaching Assistant, 39 Grassroots initiatives, 108 Greece, 190 refugee situation in, 48–49 Gross domestic product (GDP), 95 Guarantee of learning effect, 279 Harmonization, 230, 243 Higher education (HE), 94, 120, 186, (see also International higher education (IHE)) commercialization of, 123 as cross-border services, 123–124 enrollments in, 192 Turkish HE students, 196–199 Higher Education Funding Council for England (HEFCE), 97 Higher education institutions (HEIs), 95, 166 Higher education policy Bronfenbrenner’s bioecological theory of development, 187–188 challenges of Syrian migration for Turkish HE students, 196–199 migration-related challenges and barriers for Syrian refugees, 193–195 opportunities for Syrians in Turkey, 191–193 policy recommendations, 200–201 Syrian migration, 188–191 for Syrian Refugees in Turkey, 186–187 weak educational backgrounds of Syrian refugees, 199–200 Higher education research, 178 Higher education study, 39 “Historically Disadvantaged Institutions”, 255 Home language disproportionality within South African schools based on, 261–264 disproportionality within US Schools based on, 259–261 Home learning, 111, 114 Home-school support, 276 Home–school online collaboration, 279 Human development index (HDI), 212 Human rights, 26, 49, 176, 188, 198, 208, 221, 223, 230, 232, 239, 244, 246n3 Human rights-based approach, 232 Humanitarian, 190–191 Identification, 77 of barriers to education, 31 disproportional, 252 of educational barriers, 29 of educational barriers, 31 gender, 3 of stakeholders, 30 Identity, 36, 41, 66, 96, 221 Ideological pluralism, 240 Immigrant, 144, 209, 213 in VET, 28 Immigration, Refugees and Citizenship Canada (IRCC), 96 Immigration and Nationality Act, 66 Immigration law, 27 Imperial Constitution of 1824, 235 Imperialism, 214 Inclusion, 2, 28 decoloniality curriculum, 257 in education, 94, 101 of refugees, 54 India Read Beruni’s study on, 167 vaccine roll-outs in, 120 Indigeneity, 163 Indigenous peoples, 74, 78, 163, 240 Individualism, 141 Indonesian education system, 208 Inequalities comparability of USA and South African Education, 257 comparing histories of educational inequalities in USA and South Africa, 255–257 conflict theorists’ perceptions of school inequities, 252–253 deficit theories impact on educational inequalities, 251 disproportionality within South African schools, 261–264 disproportionality within US Schools, 259–261 dysfunctional schools impact on educational inequalities, 252 eliminating segregated schools maintaining strengths, 266–267 historical overview, 253 history of US Schools, 253–254 methodology, 258–259 impact of racist society on school inequalities, 250–251 recommendations for diminishing current educational inequities, 267 reflections on USA and South African experiences, 265–266 research methods and data collection, 257 schools reproduce societal inequalities, 252 significance of comparative and international education, 250 South Africa’s history of segregation and post-apartheid education, 254–255 theoretical perspectives, 250 Inequity, 96, 101, 116, 253, 263 Informal learning environments, 28 Information infrastructure, 278, 283 Injustice, 94, 96, 208, 256, 267 Institutional affiliation, 3 Integration, 48, 253–254 Intensification, 152 Intensive Education Program, 190 Inter-agency Network for Education in Emergencies (INEE), 51 Interdisciplinary, 61 Internal colonialism, 251 International Association of Universities (IAU), 127 International Baccalaureate (IB), 86 International development organizations (IDOs), 171 education research of, 171–173 International education, 37, 94, 163–165, 250 author affiliation type, 9–11 author context, 5–8 data and methodology, 2–5 multiyear trends in, 12–18 policies, 94 reflections on, 18–19 International Education Division of Global Affairs, 95 International education in context of COVID-19, 95 international education policies in Canada and Australia, 95–96 international student mobility, 97–98 mode of learning, 95 transnationality, 96–97 International Education Journal: Comparative Perspectives (IEJ: CP), 72 International education policies in Canada and Australia, 95–96 International higher education (IHE), 120 economic globalization of, 121 methodological issues, 122–123 neo-liberal mentalities in, 123 International migration, 186 International NGO (INGO), 51 International school, 82, 88 International student mobility, 97–98 International Student Support Fund, 99 “Internationalisation”, 37–38 Internationalization at home, 124 Internationalization of HE, 120 HE as cross-border services, 123–124 market mechanism, 125–127 state-supervising model, 124–125 “user pays” philosophy, 127–128 Interviews, 168, 171–173 expert, 32 in-depth interviews, 202 narrative, 32 qualitative, 175 Jakarta, 209 Junior secondary education, 216 Justice, 99, 102, 167 Kazakhstan, quality education in, 163 Kenyan government, 273 Knowledge production process, 27 “Knowledge translation”, 40 Kyrgyzstan, quality education in schools in, 176 Labor child, 198, 202 education, 281 force, 96, 198 market, 26–27, 189, 195 segregation, 66 LaeneAs project, 29 real-world labs in, 31–32 Language, 31, 88, 168–169, 175 development, 50 education, 169 policy, 164 Language barrier, 193–194 Larissa’s narrative, 64–65 Law on Foreigners and International Protection (LFIP), 188 Leadership, 88–89 Learning, 87–88, 282 mode of, 95 resources, 272, 276–279, 281 satisfaction, 278 Life skills, 188 Lifelong learning, 50, 280 Linguistics, 151 Macrotime, 187 Madrasah Aliyah (MA), 216 Malaysia teaching community in, 150 TFM, 151–152 virus, vaccine, and road to recovery, 154–155 Malaysia’s affirmative action policy (see National Economic Policy) Market mechanism, 122–123, 125–127 Marxism–Leninism, 166–167 Mask wearing, 86 MERCOSUR, 230, 245 Merdeka Belajar, 219 Merit, 137, 155, 198 merit-based selection, 151 Mesotime, 187 Methodology, 2–5 Metodichka, 166 Microsystem, 187 Microtime, 187 Migration, 26, 29, 38, 186, 209 of Syrian refugees, 186, 196–199 Ministry of Education and Culture (MoEC), 215 Ministry of Education Malaysia (MOE), 151 Ministry of Foreign Affairs (MoFA), 191 Ministry of National Education (MoNE), 190 Ministry of Religious Affairs (MoRA), 215 Mitigation policy, 82 Mixed-method approac, 15h, 123 Mobility, 94, 101 Nation-state need decolonization, 163 National Board for Mental Health, 113 National Constitution of Paraguay, 239 National Economic Policy, 156n2 National educational systems, 232 National Institute of Economics, 113 National security, 238 National standards, 219 Native Land Act (1913), 255 Necroeducation, necropolitics to, 220–223 Necropolitics to necroeducation, 220–223 Necropower, 221 Negeri (see School network) Neoliberal competencies, 152–154 Neoliberalism, 121, 124, 141, 156n1 education under, 141–143 retracing zombie, 150–151 virus of, 154 New and Emerging Researchers Fono (NERF), 77 New York Agreement (1962), 211 New Zealand, COVID in, 37 Non-empirical research methods, 7, 11, 15, 18 Non-formal education (NFE), 49, 50–52 Non-formal learning environments, 28 Non-formal refugee education COVID-19 global pandemic, 47 refugee situation in Greece, 48–49 Non-governmental organizations (NGOs), 28, 39, 50, 165 Non-teaching organization, 9 “Nonoptionists”, 151 Oceania CIE scholarship, 74 education-focused events, 73 significance of place and space, 74–77 Oceania CIES (OCIES), 72 personal positionings with(in), 77–79 On-line teaching, 114 Online learning deepen “internet + education” application to educational innovation, 285–286 literature review, 272–274 methodology, 274 possible solutions for current problems, 280 research findings, 275 solutions for students’ problems, 280–282 solutions for teachers’ and principals’ problems, 282–283 student acceptance of, 275–278 transition of teaching after school reopening, 283–285 Online teaching, 127, 278–273 Ontario Graduate Scholarships, 96 Ontological bias, 172 Operations Manual, 83, 84 “Optionists”, 151 Organisasi Papua Merdeka (OPM), 211 Organization for Economic Co-operation and Development, 121, 209 Organizational part, 230 Otherization theory, 60 Pacific Island country, 75 Pam’s narrative, 66–67 Pandemic, 120 impact on education sector, 272–273 responses, 141 Papua, 209 educational inequalities in, 215 Papua Barat, 209 educational inequalities in, 215 Paraguay, right to education in, 239–240 Parent Teacher Organization (PTO), 83 Pedagogy of the Oppressed (Freire), 252 Performance-based financing, 142 Performativity, 153 Period of time, 187 Person, characteristic of, 187 Peruvian Ministry of Education, 273 “Planter colonialism”, 213 Platform technical support, 279 Political reform process, 212 Port Vila conference, 74–75 Positionality, 72, 75, 78 Post-apartheid education, South Africa’s history of, 254–255 Post-Graduation Work Permit program, 96, 99 Post-pandemic perspective, 108 Post-Soviet comparative, international education, decolonization in, 163–165 Post-Soviet knowledge production approach, 170–171 Post-Soviet scholarship, 168 Post-soviet Tajik education, 174–178 Postcolonial studies, 214 Postsecondary education, 142 Poverty level disproportionality within South African schools based on, 261–264 disproportionality within US Schools based on, 259–261 Practically test, 30 Praxis, 40 Pre-registration approach, 15 Preferential School Subsidy Law, 137 Primary education, 111, 235 Principals’ acceptance of online learning, 278–279 Private education, 240 Private schools, 137, 239, 242, 274, 275, 279 Professional identity, 153 Professional teaching, 39 Professionalization, 2, 19 Protest, 60, 65, 100, 126, 136, 146 Proximal processes, 187 Psychosocial support, 50–51, 188 Qualitative research, 7, 18–19 Qualitative technique, 15s, 231 Quality education for all, 215, 250, 256–257, 265, 267 Quality of education, 266 Quantitative methods, 3, 15 Quebec-based businesses, 146 Race, 59–67, 255–256, 265 Racial inequalities in schooling, 136 racial segregation, 253, 255, 256–257, 266 Racialized obstacles, 60 Racism, 135–136 Racist society impact on school inequalities, 250–251 Real-worlds labs, 29 for co-constructive knowledge and transformation, 29–30 in LaeneAs project, 31–32 Recolonizing, 176–177 Refugee children, 47 Refugee education, EST and, 52–54 Refugee Education Coordinators, 49 Refugee situation in Greece, 48–49 Refugee youth, 26–27 informal learning environments, 28 lack of support structures in rural areas, 28 local stakeholders’ networks, 28–29 non-formal learning environments, 28 labs, Refugee Plan 192 process, 51 analysis, 278 79 in index 258 Learning, COVID-19 program, 274 83, 84 83 theory, 252 Research Research methodology, 15, 16 in 39 36 nexus, 43 relationship, 36 253–254 102, educational and 26–27 to education, 230, 232–233 Argentina, 233–235 Brazil, 235–238 Chile, 238–239 comparative findings, and Paraguay, 239–240 233 Uruguay, areas, support systems in, 28–29 colonialism, 166 163 School Act, School School closure, economic consequences of, 112–113 School based on home and level of poverty, School education 244 School inequalities conflict theorists’ perceptions of, 252–253 racist society impact on, 250–251 School management, 111, 282 School 215 School reopening, 82 racial inequalities in, 136 Schools reproduce societal inequalities, 252 37 test, 30 253–254 South Africa’s history of, 254–255 (see Elementary education) 216 216 (see Junior secondary education) 277 144 277 colonialism”, 213 systems, 87 Social learning, 51, Social Social approach, 30 Social 38, 63, 208 Social 29, 31 Social 194 Social mobility, learning, 51 behavior, 144 251 South comparability of USA and South African Education, 257 educational inequalities in USA and, 255–257 history of segregation and post-apartheid education, 254–255 South African schools based on students’ location, level of poverty and home language, 261–264 South right to education in, Market 230 of 166 Law, 212 networks, 28–29 model, relationship, 143–146 49 30 Student acceptance of online learning, 275 disproportionality within South African schools based on students’ location, 261–264 disproportionality within US Schools based on students’ location, 259–261 of student with online learning, principals’ acceptance of online learning, 278–279 student with online learning, teachers’ acceptance of online learning, 39, 98 state relationship, 141 144, 190 60 Syrian migration educational policies for Syrian refugees, 190–191 190–191 international community Syrian refugee in Turkey, Syrian refugee 186 Syrian refugees, 186 barrier, 195 of and 194 language barrier, 193–194 migration-related challenges and barriers 193 and support, Syrians in enrollments in HE, 192 language support, opportunities 191 educational systems, 250 136, 137 research, data and education research of 171–173 170–171 knowledge production in, 162 post-soviet Tajik education, 174–178 research and knowledge production in education, 165 academic education research, 136 150 150 150 Malaysia 151–152 153 89–90 acceptance of online learning, Teaching community in 150 Teaching English to of 66 Teaching 9 116, 168–169, 276 60, 66–67 relationship, 39 of 232 164, 167 colonialism”, 213 school 252 29 of teaching after school reopening, 283–285 program, 221 94, 96–97 Turkey, Syrians in enrollments in HE, 192 language support, opportunities 191 Turkish HE students, 196–199 for Refugees 47 Refugee Agency, 212 of analysis, 273 210 Fund, 209 of Human 137 and 209 for Refugees 186 211 of comparability of USA and South African Education, 257 educational inequalities in, 255–257 reflections on USA and South African experiences, 265–266 Education Act, 255 Uruguay, right to education in, US of 253 US Schools based on students’ location, level of poverty, and home language, 259–261 US Schools 253–254 pays” philosophy, 127–128 120 students, 98 99, education and 26 German VET system, 26–27 142 137 279 127 89, 101, 141, Papua, 208 of colony, 210–215 education in outermost, 215–220 educational of, 208 necropolitics to necroeducation, 220–223 of analysis, academic education research, 64 78 156n3 61 theoretical 60–61 60 of 61–62 of 60 124, 142 121, 219 209 Education 98 Organization 83, 120 3 educational in, 209, 220 refugees, 26 150 neoliberalism, 150–151 152–154 76, 117n15 in Comparative and International Education with a on Global South and of Refugee in Germany’s VET as for Co-constructive Knowledge and on the in Comparative and International Education Non-formal Refugee Education in a of Race, and Culturally Comparative of Comparative and International in Oceania a Global and of International Education of of the COVID-19 on School and on COVID-19 and Internationalization of Higher and School Racism, and the for COVID-19 and the Fault of Citizenship Education in a Neoliberal and Teacher in the of Education and in Central Case of Higher Education for Syrian Refugees in and for Syrian and Turkish Education, and Necropolitics in Papua to Education in South American Comparative Constitutional of Racial and in US Schools and Post-apartheid Education in South on and of Online Learning the in China

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