Education Commons^™

Dilemma And Knowledge - Book Review Of Re-Imagining Utopias: Theory And Method For Educational Research In Post-Socialist Contexts, Jessica Zychowicz

Comparative and International Education / Éducation Comparée et Internationale

No abstract provided.

Isl Programs And Neo-Colonialism: The Response Of One Nicaraguan Village, Michael W. O'Sullivan, Harry Smaller

Comparative and International Education / Éducation Comparée et Internationale

Over the past five years, through interviews and focus groups, the authors have been exploring the impact of international service learning (ISL) programs on host villages and villagers in the south. While most communities express ongoing interest, this paper focuses on one rural Nicaraguan village that decided to end their long-standing involvement in ISL, citing the North’s persistent lack of sensitivity to the interests and needs of their community.

Drawing on Basso (1996) and Gruenwald (2003), we explore the concept of place-making - drawing the individual into a collective story and focusing on discovering social meaning in and though the …

Citizenship Education In A Fragile State: Ngo Programs For Democratic Development And Youth Participation In Haiti, Gary W.J. Pluim

Comparative and International Education / Éducation Comparée et Internationale

This research centres on NGO citizenship education programs in Haiti to better understand youth experiences, outcomes, and perceptions of democracy. The findings from this study illustrate how programs from Western-based NGOs with liberal democratic traditions typically construct citizenship education in relation to the individual agency of the learners, whereas youth living in the context of fragility note the prerequisite for stable social structures as a foundation for citizenship. Through multi-dimensional analyses, this article highlights the importance of historical perspectives, the value of comparing disparate societies, and the necessity to explicate social locations in cross-cultural research. The concluding proposition states that …

Social Studies In Three Canadian Provinces: A Comparative Exploration, Catherine Broom

Comparative and International Education / Éducation Comparée et Internationale

This paper compares the similarities and differences in Ontario, British Columbia, and Nova Scotia’s Social Studies curriculum documents. It finds a number of similarities in the curriculum documents including in structural form, aims, and content. It also finds some differences based on historical contingencies and regional conditions. The paper then analyses possible reasons for the similarities and differences found, with a focus on key individuals involved and contexts, and comments on whether calls for a national Social Studies curriculum should be implemented.

The Political Economy Of Training In Canada And England: Politics, Pragmatism And Public Opinion In A Post-Industrial Age, Melissa White Dr.

Comparative and International Education / Éducation Comparée et Internationale

This paper reports the findings of a research project that examined the role of training in two government-initiated, economic regeneration programs implemented in Canada and in England. The paper proposes that training programs, especially those found as part of economic development schemes, must be understood within the broader political economy into which economic development programs are introduced. An analysis of economic, policy, and training literature reveals that training often remains unconnected to either economic development or broader policy discussions.

La Formation Initiale Des Enseignants Au Québec Et En Finlande : Une Étude Comparative, Adriana Morales Perlaza, Maurice Tardif

Comparative and International Education / Éducation Comparée et Internationale

Initiée dans les années 1980 aux États-Unis, la professionnalisation de l’enseignement constitue aujourd’hui un mouvement international (OCDE, 2005). Comment a-t-elle marqué les systèmes de formation initiale des enseignants finlandais et québécois? En Finlande, la formation initiale dure 5 ans, tandis qu’au Québec, elle est de 4 ans après deux années d’études postsecondaires au cégep. Dans les deux contextes, les enseignants ont donc 17 ans de scolarité totale. Mais au-delà de cette durée commune, qu’elles sont les similitudes et différences spécifiques entre les programmes de formation des enseignants en Finlande et au Québec? Afin de répondre à ces questions, cette recherche …

Reflections Of A Capacity Builder: An Autoethnographic Perspective Of Capacity Building Methods With A Youth Livelihoods Organization In Vanuatu, Sandra Moore

Comparative and International Education / Éducation Comparée et Internationale

Abstract

This autoethnographic narrative explores the author’s capacity building experiences, observances, insights, and reflections over a two year period working with a youth livelihoods nongovernmental organization in the South Pacific nation of Vanuatu. Autoethnographies explore the author’s own personal insight and reflection of their own experiences, which in turn may encourage readers to reflect on their own beliefs and practices. The author will define autoethnography and capacity building, briefly outline the historical context of Vanuatu, discuss the successes and challenges of facilitating capacity building, and reflect on her own values, assumptions, and learning within the social context of an international …

How Schools Define Success: The Influence Of Local Contexts On The Meaning Of Success In Three Schools In Ontario, Canada, Sue Winton

Comparative and International Education / Éducation Comparée et Internationale

Creating successful schools is a priority for governments, district officials, administrators, teachers and parents around the world, but just what does ‘school success’ mean? Grounded in theories of collective sense-making and learning, this article presents how school success is defined in three schools in Ontario, Canada, and draws on Ball, Maguire and Braun’s theory of policy enactment to explain similarities and differences between the schools’ definitions. A comparative case study of three elementary schools in the same neighbourhood finds that students’ happiness and academic learning (rather than achievement on standardized tests) are common aspects of each school’s multifaceted definition of …