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Karen Mundy: Biographical Statement for Nomination to the Vice Presidency of the Comparative and International Education Society

 

I began my career as a teacher and school librarian in rural Zimbabwe, where I began a lifelong interest in the role of external actors who shape educational policies and practices. I did not expected to become a career academic, and certainly not a career educator – but after a stint in a Canadian NGO, I made the fateful decision to pursue a graduate degree at the Ontario Institute for Studies in Education, where the mentorship of CIES past presidents Joe Farrell, Ruth Hayhoe, Vandra Masemann and David Wilson helped set things in motion. My first article in the Comparative Education Review appeared in 1992 – a term paper that the late CIES president David Wilson insisted I try to publish. I became an assistant professor at Stanford University in 1996, learning enormously from students and my colleagues Martin Carnoy and Chiqui Ramirez. As a pair, they bring the “convergence/divergence” debate that has haunted our field for most of the last half century into living colour like no others! In 2002 I was recruited back home to Canada, accepting a Canada Research Chair at the Ontario Institute for Studies of Education. At OISE I co-direct our growing program in Comparative and International Education, now comprised of 150 graduate students.

The central theme of my research is “global governance” in the field of education. I remain keenly interested in the politics, prospects and limits of intergovernmental cooperation in education – an arena that is undergoing sharp changes with the rise of the G20 and the massive reorganization of the global political and economic order. My research has also focused on civil society organizations as educational policy actors; the achievement of education for all; public private partnerships in education; and global citizenship education. I’ve become increasingly interested in the utility of comparative education research for educational practitioners, preparing in 2006 a book that introduces our field to this audience. I’ve worked with more than two dozen Ph.D students during my 15 year career; I enjoy co-authorship with them and am much sought after for advice on “work life balance” (I am the mother of three active boys). More information on my research, students, along with my new blog, can be found on my website.

Like so many comparativists, I’ve also been keenly attracted to the “real worlds” of international education in practice. In 2004 I founded a coalition of Canadian faculties of education, NGOs and teachers unions to monitor and enhance a stronger Canadian role in the achievement of the universal right to education (http://www.cgce.ca). I’ve acted as an external reviewer of the World Bank’s education sector work in Africa and the Hewlett Foundation’s support for EFA advocacy activities. I sit on the advisory board of the NGO Room to Read and have been a consultant or researcher for projects funded by the UNESCO Global Monitoring Report, the Canadian International Development Agency, the Open Society Institute, Unicef Canada and the Mastercard Foundation.

Over the years, I have valued and treasured my association with CIES and its members. I joined the society in 1992, and sat for one term as the student rep on the CIES Board and chair of the new scholars committee. In recent years I have been a regular reviewer for the Comparative Education Review, a member of the Bereday award committee, and helped to craft the CIES initiative to commemorate Jacqueline Kirk after her death in Afghanistan. I have published regularly in CER – including the Bereday award winning “Educational Multilateralism and World (dis) Order”; my 2002 article “Transnational Advocacy/Global civil Society,” several book reviews, and two moderated debates.

As president of the society, I would hope to sustain and build on what I consider to be the best features of our society. CIES is a venue where civil (though still heated) debate between those holding different political and practical views has continued to thrive; where new ideas can be floated without fear of ridicule or reprisal; and where the contributions of theorists and practitioners, economists, sociologists, philosophers and pedagogues intermingle. It is also a uniquely supportive environment for students and new scholars –a venue not only for cross national but also for intergenerational learning. I would be honored to expand on these strengths, while enlarging our engagement with the digital world and mining new opportunities for stronger linkages with the many other comparative education societies flourishing in our rapidly changing world.

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