This edited collection was produced to celebrate the 50th anniversary of the journal Comparative Education, one of the most established and prestigious journals in the field. Each chapter was written by a leading scholar of comparative and international education. The collection marks a creative and critical engagement with some of the most important topics in contemporary comparative education, including ‘big data’, pedagogy, adult education, scholarly mobility, and gender. The theme of ‘silences’ connects the papers: while comparative education covers the breadth and depth of educational concerns, it has its own obsessions, but which themes do not receive the attention they deserve? This book will be of interest to anyone interested in the theory, method and practice of comparative education today or in its development over the past 50 years. It will be informative to all scholars and graduate students concerned with education in its global contexts. In addition, to those readers who situate themselves within the field of comparative and international education, it offers a unique perspective on this important area of inquiry and the activities, preoccupations, absences and communities within it. This book was originally published as a special issue of Comparative Education.

Over the past fifty years, new theoretical approaches to comparative and international education have transformed it as an academic field. We know that fields of research are often shaped by "collectives" of researchers and students converging at auspicious times throughout history. Part institutional memoir and part intellectual history, Transforming Comparative Education takes the Stanford "collective" as a framework for discussing major trends and contributions to the field from the early 1960s to the present day, and beyond. Carnoy draws on interviews with researchers at Stanford to present the genesis of their key theoretical findings in their own words. Moving through them chronologically, Carnoy situates each work within its historical context, and argues that comparative education is strongly influenced by its economic and political environment. Ultimately, he discusses the potential influence of feminist theory, organizational theory, impact evaluation, world society theory, and state theory on comparative work in the future, and the political and economic changes that might inspire new directions in the field.

To celebrate its 50th anniversary, the IB proudly invite you to read about the first half-century of its ongoing story.

To celebrate its 50th anniversary, the IB proudly invites you to read about the first half-century of its ongoing story. Written by a series of significant figureheads and stakeholders, this book describes – and celebrates – the ways in which the IB has seized the opportunity not only to address the need for an internationally recognized certification of educational achievement, but also to frame a global vision for values-based learning that improves the prospects for a better and more peaceful world. Contributors: Carolyn Adams; Sir John Daniel; Judith Fabian; Howard Gardner; Laura Gardner; Jenny Gillett; Matt Glanville; Judith Guy; Robert Harrison; Gareth Hegarty; Ian Hill; Carol Inugai-Dixon; Siva Kumari; Andrew Macdonald; Andrew Maclehose; Pilar Quezzaire; Angela Riviere; Dominic Robeau; George Rupp; HRH Princess Sarvath El Hassan of Jordan; Anthony Tait; Nicholas Tate; George Walker.

Featuring a foreword penned by Ambassador (Ret) and Professor Emeritus Horace G. Dawson, this volume articulates the significance of comparative and international education and affairs as experienced by elected Fellows of the Comparative and International Education Society—including some as Fellows of the American Association for the Advancement of Science and the International Academy of Education. Based upon their decades of multiple research modalities and senior administrative engagements with universities, USAID, National Science Foundation, World Bank, Fulbright, and other agencies, the Fellows explicate critical historical phenomena and postulate how future directions of the field may evolve. The volume expounds the salience of cross cutting and interdisciplinary themes by analyzing how the social sciences, humanities, and international affairs have affected the evolving nature of the field. Pedagogical epistemologies, public and educational policies, and paradigms emerge from applied research as new motifs are presented in view of geopolitical and global affairs that will affect education in coming decades.

Emergent Trends in Comparative Education: The Dialectic of the Global and the Local addresses the changes and multiple new topics that arise in education vis-à-vis processes of globalization and social transformation. As such, it complements and expands the scope of Comparative Education: The Dialectic of the Global and the Local, Fifth Edition. Chapters systematically examine the intersecting global crises in society and education occasioned by COVID-19, across types and levels of education, geographic and linguistic contexts, and fields of theory and practice. Topics addressed include the African ethic Ubuntu, Global Citizenship Education (GCE), UNESCO, STEM, teacher education, low-fee schools, social movements and protest, ecopedagogy, sustainability, media and technology, testing, and the economics of education. Furthermore, this book offers insight into how education systems can contribute to environmental social justice. Various authors employ a social justice lens to analyze the global-regional-local dialectics shaping the working of education systems with regard to who pays for and who benefits from current policy initiatives around the world.

This volume gives theoretical and practical insights in international and comparative research in the field of adult and continuing education. The 16 contributions of this volume give three perspectives on international and comparative adult education. The first perspective focuses on the question how internationalisation and comparative adult and continuing education can be taught. The second perspective gives insights into the results of comparative research that has been conducted throughout a two-week Winter School that took place in February 2019 in Würzburg. The third perspective complements the two perspectives with insights into international projects and practices in adult and continuing education. The authors of this volume are contributing to the transnational Winter School International and comparative studies in adult and continuing education in Würzburg, Germany since 2014.