International and Comparative Education Commons^™

(Re)Writing The Narrative: Study Abroad In Ghana As A Catalyst To (Re)Frame Black Education, Amira Nash, Monique Cottman, Corey Breiten

Occasional Paper Series

Three Black educators including one instructor, one preservice teacher, and one inservice educator, highlight their experiences participating in a study abroad program in Ghana. Each author shares their personal narrative as a Black educator in a predominantly white educational context in the U.S. Midwest participating in the Ghana study abroad program. For Authors 2 and 3, their first visit to the continent of Africa, reflecting on these experiences through the lens of (re)membering in education. We conclude with a discussion highlighting how these experiences inform and strengthen our collective efforts towards reimagining educational equity in our local community.

Lessons From Media Narratives About Displaced Students In Higher Education, Lisa Ruth Brunner

Critical Internationalization Studies Review

No abstract provided.

Where Do We Go From Here? A Future Research Agenda For Ai In Education, Ejike Okonkwo

Essays in Education

Artificial intelligence (AI) is rapidly reshaping education, creating new possibilities for teaching, learning, assessment, and professional development. This review synthesizes thirteen articles from the 2026 AI special issue of Essays in Education to identify common themes and tensions, with particular attention to evidence gaps surrounding these developments. As a selected collection of perspectives and educational contexts, the special issue provides insight into emerging areas of AI-related educational practice rather than a comprehensive account of the field. The interconnected issues that emerge include pedagogical integration and human agency, cognitive development and learning, AI literacy, ethics and equity, and institutional alignment. …

A Systematic Review Of Cipp Model Implementation In Educational Program Evaluation: A Comparative Study Of Türkiye And Indonesia, Zahid Zufar At Thaariq, Memet Karakuş, Fatma Altun

Higher Learning Research Communications

Objectives: This study compares CIPP (context, input, process, product) evaluation model implementation in educational programs across Türkiye (Turkey) and Indonesia through a systematic literature review. Despite structural similarities as Muslim-majority countries, no comparative research has examined how national contexts shape CIPP application in both settings.

Methods: Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a Scopus search yielded 25 empirical studies (seven from Türkiye and 18 from Indonesia) analyzed using directed content analysis and comparative methods.

Results: Findings reveal two contrasting national patterns: (1) Türkiye’s “systematic formalism,” characterized by structured processes, standardized methodologies, and European Union policy …

Afterword: Reimagining Higher Education Internationalization As A Practice Of Racial Justice, Louise Michelle Vital, Jing Yu, Benjamin Denga

Journal of Comparative & International Higher Education

This afterword reflects on the two-part special issue, “Examining Race, Racism, and Racialization in the Internationalization of Higher Education from Global Perspectives,” published in the Summer 2026 edition of the Journal of Comparative and International Higher Education. Bringing together twenty-nine contributions, the issue centers race as foundational to how higher education internationalization is imagined, organized, practiced, and contested across global contexts. The afterword synthesizes key insights across both volumes, showing how internationalization is shaped by colonial histories, geopolitical inequalities, market logics, legal regimes, linguistic hierarchies, and racialized structures of belonging. Contributors challenge celebratory and neutral accounts of global engagement …

Selected Others In A Non-Western Host: Racialized Governance Of Southeast Asian Students In Taiwan’S Technical And Vocational Higher Education Under The New Southbound Policy, Chia-Ming Hsueh

Journal of Comparative & International Higher Education

This article examines how Taiwan’s New Southbound Policy constructs and governs Southeast Asian students within higher education internationalization. Drawing on critical discourse and policy analysis of public policy documents, institutional materials, recruitment discourse, and related media sources from 2016 to 2024, the study argues that Southeast Asian students are positioned as “selected others”: welcomed as regional partners and future talent while also subject to differentiated forms of linguistic, administrative, and labor-oriented governance. Focusing particularly on Taiwan’s technical and vocational higher education sector, the analysis identifies three interrelated dynamics: selective inclusion by nationality and educational track, Mandarin as a technology of …

Advancing Equity Through Mentorship: Supporting Racialized Immigrant And International Students In Canadian Higher Education, Cecilia Bukutu Phd, Viola Manokore Dr, Michael Safo Ofori

Journal of Comparative & International Higher Education

Mentorship initiatives have increasingly supported racialized students in Canada, yet gaps remain in addressing their intersectional needs. This study examines the experiences of Black postsecondary immigrant, refugee, and international students in the Mentorship and Resilience Project (MRP), a racially concordant mentorship initiative. Using a convergent mixed-methods design, data were drawn from interviews, focus groups, and post-workshop surveys. Guided by Anti-Black Racism and Intersectionality frameworks, the study explores how institutional diversity discourses may operate as non-performative practices that obscure structural inequities. Findings show students faced intersecting challenges related to migration status, race, and gender, marked by tensions between invisibility and hypervisibility. …

‘Out Of Sight, Out Of Mind’: Refugee Students And Internationalization Practices In Canadian Higher Education Institutions, Zuhra Abawi, Nidhi Menon

Journal of Comparative & International Higher Education

As of 2024, over 123 million people have been forcibly displaced due to war, persecution, climate catastrophe, and geopolitical instability. Among them, young people constitute a significant portion, many of whom aspire to rebuild their lives through higher education. Canada, a top destination for refugee resettlement, remains deeply inequitable for refugee access to postsecondary education. Although lauded for its commitments to diversity and inclusion, Canadian settler-colonial hierarchies and racialized politics of belonging continue to shape which displaced bodies are seen as deserving of education, opportunity, and protection. These dynamics underscore how forced migration, race, and higher education intersect within the …

Lost In Translation: How Higher Education Studies Conflates Latinx And International Latin American Experiences Through Misplaced Racialization, Eduardo Santander

Journal of Comparative & International Higher Education

This autoethnographic study examines how higher education studies conflates international Latin American and domestic Latinx student experiences through what I term “misplaced racialization”, namely, the imposition of domestic racial categories onto international students that fundamentally misrecognizes their distinct positioning as temporary residents, adult-onset racialization subjects, and transnational knowledge holders. Colonial logics are not merely structural; they breathe through the field’s racial grammars. Drawing on Fricker’s (2007) hermeneutical injustice, I argue that higher education’s epistemological boundedness, its lack of native theory and reliance on borrowed American frameworks, does not merely contain colonial logics but is constituted by them, rendering those logics …

Seeing Through Indigenous Eyes: Language, Humility, And The Possibilities Of International Research, Janine E. Metallic

Journal of Comparative & International Higher Education

This essay critically examines the internationalization of higher education through Indigenous epistemologies, asking: What might international research look like if guided by Indigenous values such as language, humility, and relationality? Drawing on Indigenous research methodologies and autoethnographic reflection, the essay explores how global academic norms, rooted in colonial legacies, often marginalize Indigenous ways of knowing. Theoretical constructs from Wilson (2008), Kovach (2021), and Smith (2021) inform the analysis, emphasizing relational accountability and ethical engagement. The discussion highlights that Indigenous language situates knowledge in place, humility resists prestige-driven scholarship, and relationality redefines research as reciprocal and community-centered. These insights challenge dominant …

Centering Positionality In Pursuit Of Combating Anti-Blackness In Study Abroad Via Intentional Pedagogical Design, Reka C. Barton, Taylor Woodman

Journal of Comparative & International Higher Education

In an attempt to address historical legacies entrenched in global learning, this case study (Yin, 2009) disrupts the white-centered norm of study abroad through intentional design and diversity of student participation. This study explores the question, In what ways did these design elements interrogate and/or disrupt occurrences of anti-Blackness? To answer this question, our case study site utilizes a long-standing graduate student study abroad fieldwork program in Cuba that explicitly discusses elements of race, identity, and nationality, with an emphasis on the unique and complex histories of manifestations of race in Cuba and the United States. This project interrogated how …

Mashin’ Up Stratified Blackness: Unpacking The Communal Responsibility Of Black International/Immigrant Academics To Black American Academics, Candice Peters, Abigail Smith

Journal of Comparative & International Higher Education

Our duoethnographic inquiry, grounded in Intersectionality, addresses the following questions: How do intersectionality and internationalization complicate Black diasporic dynamics within the United States? What communal responsibilities do Black international/immigrant people hold toward Black American people within the U.S. academy? Through critical engagement with three previously published poems, we foreground the communal responsibility that arises at the hands of internationalization and unpack the intertwined realities of anti-Blackness, racialized hierarchies, and diasporic dynamics. Our findings unmask three themes: (1) evolving understandings of race across transnational contexts, (2) Black intraracial stratification, and (3) taking up responsibility. We conclude by urging a (re)commitment to …

The Myth Of Familiarity: Racialization & Intra-Faith Marginalization In Malaysian Islamic Higher Education, Rangga T. Nugraha

Journal of Comparative & International Higher Education

This article examines how intra-faith marginalization operates within South–South international student mobility, challenging the assumption that shared religion and linguistic proximity facilitate belonging. Drawing on an autoethnographic study of an Indonesian Muslim scholarship student in Malaysian Islamic higher education, the analysis introduces the myth of familiarity as a critical conceptual framing, describing how shared religious or cultural identity may produce more granular hierarchies of legitimacy, thereby contradicting the belief that similarity guarantees inclusion. Using neo-racism and symbolic violence, three narrative vignettes illustrate how hierarchies of piety, nationality, and class are enacted and normalized within a shared Islamic context. The findings …

Settler-Colonial Entanglements: Using Par/Des(I) To Understand Black And Racialized International Student Experiences In Canada, Abu Arif

Journal of Comparative & International Higher Education

This scholarly paper discusses the complex positioning of Black and Racialized international students (BRIS) in Canada, both as marginalized bodies and complicit in perpetuating settler colonialism. It delves into the paradoxical role these students play within the framework of Canadian higher education, which is deeply entwined with the country's colonial history and contemporary policy shifts aimed at managing the influx of international students. The Par/Des(i) decolonial research framework offers a pathway for understanding how BRIS are entangled within settler colonial structures, free from the limitations of the western gaze. The framework guides scholars toward recognizing hybridized ways of being and …

Critical Race Theory And Refugeecrit: A Reflective Account On Understanding The Structural Racism And Power Asymmetries Faced By Afghan Refugee Students In Universities In Delhi, Akanksha Dochania Dr

Journal of Comparative & International Higher Education

Using Critical Race Theory and RefugeeCrit, this study examines structural racism and power asymmetries facing Afghan refugee students in Delhi universities. Drawing on eighteen in-depth interviews, analysis reveals four interconnected themes: (1) invisibility/hypervisibility paradoxes—students are academically voiceless yet constantly surveilled; (2) epistemic inequality—their trauma is extracted while intellectual contributions are dismissed; (3) pedagogical microaggressions—deficit assumptions erode confidence; and (4) institutional gatekeeping—documentation barriers perpetuate marginalization. Findings show that access-oriented policies are insufficient, as neutral-sounding rules reinforce systemic hierarchies. Reflexive thematic analysis underscores researcher positionality in meaning-making. The study expands CRT and RefugeeCrit within the Indian context, urging faculty training, curricular inclusion …

Principles For An Antiracist And Decolonial Internationalization Based On "Pedagogy In Process: The Letters To Guinea-Bissau" By Paulo Freire, Bruno Pereira De Souza Andrade, Alexandre José Cadilhe

Journal of Comparative & International Higher Education

This paper critically reflects on possible paths toward an antiracist and decolonial internationalization of higher education, grounded in the ethical, political, and pedagogical principles of Paulo Freire’s Pedagogy in Process: The Letters to Guinea-Bissau. Theoretically and reflectively oriented, it combines an analytical reading of Freire’s work with a narrative synthesis of critical and decolonial studies on internationalization. The analysis is structured around three axes: (i) Decolonizing to internationalize; (ii) Internationalization as a practice of freedom; and (iii) Challenges and pathways for antiracist institutional practices. Given the commonly market-oriented character of internationalization, which perpetuates colonial legacies, Freire’s work provides a powerful …

Rules, Risk, And Racialization: Chinese International Students’ Experiences With Compliance And Care Through Non-Academic Misconduct Policies In U.S. Higher Education, Haishan Yang

Journal of Comparative & International Higher Education

This qualitative study examines how first-year Chinese international students (CIS) understand misconduct policies and procedures, and how those experiences relate to belonging. Drawing on interviews with 14 Chinese international undergraduates at a private research university, the study applies AsianCrit and IntlCrit to analyze how race, foreignness, and noncitizen status shape students’ encounters with institutional policy. Findings show students often learned misconduct policies through a hidden curriculum of compliance without clear institutional teaching. Participants described uncertainty and fear about the adjudication process and racialized experiences of hierarchy, otherness, and visa-related risk. Policies were accepted as necessary but rarely associated with trust …

Implementing Anti-Racism Pedagogies In Internationalized Higher Education: Instructor Perspectives From A Community College, Benjamin Denga, Wanda Chell, Caylee R. Kreller

Journal of Comparative & International Higher Education

This study examines how instructors in internationalized community college programs engage with a co‑developed Anti‑Racism Curriculum & Pedagogy Toolkit designed to support anti‑racist teaching in highly diverse learning environments. The internationalization of higher education often foregrounds mobility, intercultural competence, and institutional prestige while underexamining racialized power relations and obscuring the racialized hierarchies and colonial legacies that shape knowledge production, pedagogy, and the daily experiences of students and instructors. Drawing on a convergent mixed‑methods design, the study integrates survey data (n=42), interviews (n=15), and focus groups to assess the toolkit’s perceived relevance, pedagogical impact, and institutional conditions shaping its uptake. Findings …

Introduction To Special Issue 18(5), Louise Michelle Vital, Jing Yu, Benjamin Denga

Journal of Comparative & International Higher Education

This special issue centers race as an analytical lens in the internationalization of higher education from global perspectives. Contributors investigate how internationalization is structured through legal regimes, institutional practices, and epistemic norms that differentially position students and scholars across contexts. The articles are organized around five interconnected themes that collectively advance a critical, equity-oriented vision of internationalization: (1) Indigenous perspectives and decolonial knowledge systems, (2) legal status and institutional regulation, (3) differentiated identities and belonging in internationalization, (4) refugee student inclusion and invisibility, and (5) pedagogical and epistemic interventions.

Across diverse geographic and methodological approaches, the contributions from scholars, professors, …

Introduction To Jcihe 18(5) 2026 Issue Summer 2026 Special Issue Part 2 Special Issue 18(5) Introduction, Rosalind L. Raby

Journal of Comparative & International Higher Education

No abstract provided.

Pdf Full Issue, Rosalind L. Raby

Journal of Comparative & International Higher Education

No abstract provided.

Defining Teacher Envelopment: A Non-Aristotelian Approach To Meta-Practices In The Philosophy Of Teacher Education, Rob Blom

Journal of Contemplative and Holistic Education

The late Jonathan Neufeld argued that redefining teacher development required meta-practices, yet he never defined what these meta-practices were. To define them rigorously requires grounding teacher cultivation practices within coherent structures of truth capable of withstanding philosophical scrutiny—a challenge intensified by post- truth discourse that flattens epistemological depth in secularised educational theory. This paper advances a theory of teacher envelopment to complement conventional teacher development through identifying mindfulness and discernment as foundational meta-practices grounded in non-Aristotelian systems. The framework rests on three interrelated concepts: (1) truth paradigms encompassing contemplative, articulatory, and embodied dimensions; (2) epistemological depth as extensional practices that …

No Mud, No Lotus: Ways To Metabolize Suffering, Heesoon Bai, Heather Williams, Renata Cueto De Souza, Mel Voulgaris, Charles Scott, Anna Rumjahn, Avraham Cohen, Zuzana Vasko Dr.

Journal of Contemplative and Holistic Education

This paper builds on the foundation of mainly Buddhist and existential contemplative philosophies a theoretical and practical framework for understanding and working with suffering as a transformational setting for human development and maturation. The authors propose that the first step in this path of transformation is radical acceptance of suffering as fundamental “truth” about human life, which could re-orient us from the usual mindset of avoidance, denial, dismissal, moralizing, or aggressive elimination of suffering. The next step in this reorientation is seeing suffering as containing valuable “nutrients” for human development and maturation, just as, analogically speaking, mud can grow lotus …

Hear My Voice As Who I Am: Theorizing The Essence Of Poetry In Holistic Global Citizenship Education, Shue-Kei Joanna Mok

Journal of Contemplative and Holistic Education

Poetry as an imaginative language art has long been perceived as the core of humanity, the foundation of human advancement (Arnold,1880; Rorty, 2007). By composing, critiquing, and sharing/performing poems, not only does the process enrich and deepen one’s relationship to oneself, understanding and reflecting on the contextual, historical, cultural, social, and creative backgrounds of the poems and poets allows one to have greater connections with the broader environment across temporal, spatial, and social dimensions with human and non-human beings.

This paper first frames the core concepts and values of global citizenship from a Confucius perspective to emphasize the significance of …

Contemplative Pedagogy, Mindfulness And Reflection In Teacher Education, Karen O. Ragoonaden Dr., Leslie Shayer

Journal of Contemplative and Holistic Education

This study explores the intersections of contemplative pedagogy, mindfulness practices and reflection in education. Contemplative pedagogy and mindfulness practices were introduced to three cohorts in teacher education, in graduate education, and in professional development education. This pedagogy and the practices provided a time, a place and a community to engage in personal and professional reflections about teaching and learning. The themes identified in this study demonstrated that engaging in contemplative pedagogy in a nine-week mindfulness course provided increased opportunities to reflect on self-awareness, on wellbeing and on the professional practice of education. The qualitative results of this study indicate that …

Oral History As A Tool For First-Year Student Success, Justin Willis, Saul Araujo

Journal of Research Initiatives

First-year college students often face significant challenges as they transition into higher education, particularly when balancing academic responsibilities with employment. Many students work out of financial necessity, which can increase stress, limit campus engagement, and negatively affect academic performance and well-being. This qualitative case study explores how oral history methods can support first-year college students as they adjust to the demands of balancing education and work. Guided by Tinto’s Model of Student Retention and Kolb’s Experiential Learning Theory, the study examines how firsthand narratives from individuals who have navigated similar challenges can foster reflection, resilience, and practical skill development. The …

Education Agent Management As Part Of Responsible Internationalization: Insights From Finland, Pii-Tuulia Nikula, Henna Juusola

Critical Internationalization Studies Review

No abstract provided.

Pisa In Brief Australia 2025: Student Performance, Lisa De Bortoli, Catherine Underwood

OECD Programme for International Student Assessment (PISA) Australia

PISA in Brief summarises the key findings from PISA 2025 for Australian students. It compares Australia’s performance with other participating countries and economies, examines trends over time, and highlights differences in achievement across Australian states and territories and key demographic groups. PISA uses 2 main measures to describe student achievement. Mean scores show overall performance, while proficiency levels (ranging from below Level 1 to Level 6) explain the types of knowledge and skills students can typically demonstrate. This report focuses on differences that are statistically significant (in other words, differences that are unlikely to have occurred by chance). The report …

Pisa 2025: A First Look At Student And School Characteristics For Australia, Lisa De Bortoli, Catherine Underwood

OECD Programme for International Student Assessment (PISA) Australia

This report presents a first overview of Australia’s PISA 2025 contextual results. It focuses on selected constructs related to 15-year-old students’ attitudes towards school and their experiences in the classroom and at school, including sense of belonging at school, disciplinary climate in science classes, perseverance, feeling safe at school, enjoyment of science, exposure to bullying, negative school climate, and time spent on digital devices by purpose. It also provides initial insights into equity in education in Australia from an international perspective, and Australian students’ self-reported effort. The report compares Australia’s results with those of other participating countries and economies, as …

Pisa 2025: Reporting Australia's Results. Volume I: Student Performance, Lisa De Bortoli, Catherine Underwood, Jonas Bertling

OECD Programme for International Student Assessment (PISA) Australia

This Volume I report presents Australia’s PISA 2025 results at the international and national level, including results for key student groups. It examines recent trends since PISA 2022 and longer-term trends since reading (2000), mathematics (2003) and science (2006) were first assessed as the focal domains. The results in this report are based on a nationally representative sample of Australian 15-year-old students, stratified using variables of jurisdiction; school sector; geographic location; student sex composition; and a measure of socioeconomic background.