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CIDEC Seminars/Events Series Winter/Spring 2013

Winter/Spring 2013

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January 22th, 4:30-6:00 pm (Room 7-105)

Speaker: Sarfaroz Niyozov, Associate Professor & CIDEC Co-Director

Topic: Encountering Globalization in Central Asia: Is There an Alternative to Neoliberalism?

This presentation reports on the trajectories and destinies of a number of globalization-related reforms in the post -Soviet Central Asia and the implications of these trajectories for a more sustainable, relevant, and equitable education policy making in the region. The date comes from (i) our research and development experiences in Central Asia; (ii) a review of the published and unpublished studies and on education reform in Central Asia in English, Russia n and Tajik languages, and (ii) an examination of the existing theories, approaches, and frameworks from the comparative and international literature. We illustrate cases of single and multiple transformations and cases of relative failure and success.  We highlight continuities, changes, and issues across Soviet and post-Soviet, international and Central Asian experiences of borrowing and lending of education reforms: Even though Central Asian actors and institutions are not totally helpless victims and although international experts and NGOs appear well-meaning in these globalizing education transfers, the processes are leading toward reproducing global and local dependencies and inequalities. The trajectory of education reforms in Central Asia echo those of other developing countries. In response, we urge local policy makers and comparative educators to join in a critical and reflexive strategic venture of re-encountering and reshaping the global and neoliberal offers to serve the needs of interconnected local and global justice.

Powerpoint presentation: pending


January 30th, 11:30-1:00 p.m. (Room 7-105)

Speaker: Mehrunnisa Ahmad Ali, Professor (CERIS)

Topic: "Why can't newcomer parents and their children's teachers talk to each other?"

Cumulative research evidence suggests that effective communication between parents and teachers facilitates children's success in schools. However, immigrant parents and teachers find it difficult to talk to each other. Beneath the commonly given reasons, such as language barriers or lack of time, are more fundamental issues: a) the 'baggage' of colonial relation carried by both teachers and parents b) perceived differences in socio-cultural and economic status of both parties, and c) the hegemony of 'expertise' in the institutional culture of schools. On the basis of teachers' professional ethic of care, I argue that they take the lead in challenging these barriers, and offer some practical suggestions on how to do this.

Powerpoint Presentation


February 5th, 12:00 -1:30 pm (Room 7-105)

Speakers: Nico and Rona van Oudenhoven, International Child Development Initiatives (ICDI) International Action Research, the Netherlands

Topic: Policy, Training and Intervention Approaches Benefiting Children and Youth At Risk

Most, if not all children are born as ‘good children’.    We would like to discuss things about children and youth that ‘bother  us’;  some of these ‘bothersome matters’ are: massive unemployment of young people, early marriages, underestimation psycho-social needs, ‘girl power’, pre-natal selection; ongoing violence against children; measuring quality of services (ECD QUAT); newly emerging  needs of children; safe and ‘unsupervised ‘  leisure places for girls and young women; early learning or early ‘culturization’?;  First Nations’ children: an outsider’s approach/positive deviance approach.

Our work is an effort that seeks to provide fresh pointers to the debate on policy and practice regarding the wellbeing and healthy development of Canada’s First Nation’s boys and girls and as a corollary their post-migrant peers. At its core is an exercise that elicits the views of major stakeholder as to the relative importance of abilities, attitudes and conditions of teenagers both from the mainstream post-migrant Canadian as well as from the First Nation communities.

Powerpoint Presentation


February 20th, 11:30-1:00 pm (Room 7-105)(Via Skype)

Speaker: Dr. Mir Afzal Tajik, Professor, The Aga Khan University, Tanzania

Topic: Transforming Teachers' Practices in Afghanistan

The education system in Afghanistan had completely collapsed after more than two decades of war in the country.  Schools were either bombed or turned into prisons; teachers and students either left the country or were forced to join the war-lords’ army; libraries were burned down and thus the entire education system was badly destroyed.  Now that peace has started to take roots in Afghanistan, revival of the education system has also begun. In order to transform the Afghan education system, the Government of Afghanistan has given significant priority to education which is crucial for national development. There are country-wide efforts for reconstruction of the education system which has seen the genesis of developing the infrastructure of schools, recruiting and developing professional teachers, curriculum reform, and improving the teaching and learning processes in schools.

This presentation highlights how these collaborative programs are received by the Afghan teachers, head teachers, teacher educators, and education managers.  The presentation also analyses the extent to which these collaborative programs have brought about a paradigm shift in the teaching and learning practices in Afghan schools.  It talks about how and to what extent the teachers, teacher educators and school leaders have 're-conceptualized' their roles as they experienced change in their beliefs, perceptions, and practices of teaching and learning.  The presentation also discusses the challenges faced, the lessons learnt, and the implications for policy makers and practitioners in Afghanistan.

Powerpoint Presentation


February 22nd, 10:15 am-4:30 pm (Room 7-105)

PROGRAM

The Joseph P. Farrell Student Research Symposium

Friday February 22, 2013 10:15 am to 4:15 pm

Introduction by Dr. Stephen Anderson, Co-Director

Introduction of Joseph P. Farrell Student Research Symposium by Dr. Vandra Masemann

Presentations: forthcoming

Session I: 'Quality' education: Cross -cultural perspectives. Vandra Masemann, Chair

Pamelia Khaled, CTL, PhD
Gender issues in Quality Education to enhance Employment and Human Development Opportunities in Bangladesh

Presentation

Anna Fischer-Harrison, LHAE, Ed Admin, MEd
Can we borrow from Cuban Academic Achievement?: A Century of Struggle and Success

Presentation

Chizoba Imoka, LHAE, Ed Admin, MEd
Creating Social Change in Nigeria through Education

Presentation

Session II: Educational Policy: Cross-cultural issues in analysis, development & implementation, Steven Anderson, Chair

Daniela Bramwell, LHAE. Ed Admin, MA
The new citizenship education curriculum in Ecuador: Classroom practices in vocational and academically oriented schools

Presentation

Momina Afridi, LHAE, AECD, PhD
'Banking on Education': World Bank's privatization of education in Pakistan

Presentation

Namam Palander, HSSSJE, MA, Higher Education Policy
Building in the Kurdistan Region of Iraq: Perceptions of University Representatives

Presentation

Powerpoint

Session III: System or Program Evaluation: Using cross-cultural analysis, Kathy Bickmore,
Chair

Aaqib Freed, HDAP, MEd
Education in Pakistan: A Systemic Failure

Presentation (Forthcoming)

Salehin Kaderi, CTL, PhD
Practical Multiculturalism in Education: A Comparative Study into Bangladesh and Canada

Presentation

Kristjan Sigurdson, LHAE. AECD, MA
A Comparative Analysis of Canadian and American University Technology Transfer

Presentation


March 6th, 4:30-6:00 pm (Room 7-105)

Speaker 1: Brenton Faubert, PhD Candidate, Ed Admin/LHAE

Topic: The Cost of Failure in Ontario’s Public Secondary Schools

Large bodies of empirical evidence show that policies and practices that encourage failure in schools does little to improve student outcomes, yet failure remains widespread in secondary schools. Further, there is a growing body of evidence indicating these policies and practices are costly in fiscal terms. This work aims to better understand the costs of providing public secondary school education in order to make more effective use of resources. In the 2008–09 school year 7.9% of course registrations in Ontario secondary schools resulted in failure. Fail rates are greater for students who receive special services and vary considerably by subject area. The annual cost is estimated to be $472 million.

Speaker 2: Dr. Kazi Abdur Rouf, Visiting Scholar, LHAE

Topic: Ecological Economics to Protect the Planet from Ecocide and Free People from Iron Cage Consumerism

Although economic growth is the foundation of social prosperity, the existing globalized liberal monopoly based on a consumer market economy, ecocides (destroy ecology) our planet. Moreover, investments turn into debt crisis by creating social inequalities, unemployment, and miserable poverty in the world. Capitalist prosperity is not synonymous with ecocide material wealth. To address this ecocide committed by rampant capitalism, and to generate civic common prosperous green social economy for all, this paper suggests states should deregulate some macroeconomic policies and emphasis more on green social micro economics policies and strategies so the iron grip of the unethical consumerism and its immoral social logic could be dismantled.

Powerpoint: pending


March 8th, 11:30 am - 1:00 pm (Room 12-199)

Speaker: Dr. Susan Robertson, Professor of Education, Sociology, U of Bristol, UK

Printable Flyer

Susan Robertson is Professor of Sociology of Education, Graduate School of Education. She is founding Director of the Centre for Globalisation, Education and Societies, She is also founding co-editor of the journal, Globalisation, Societies and Education. Susan has a long standing interest in respatialising education governance. She has also been engaged in a series of projects examining transformations of the state and education, and the emergence of new modes of governing. She has a recent volume with Karen Mundy, entitled Public Private Partnerships in Education.

Topic: Teachers’ Work, Denationalisation, and Transformations in the Field of Symbolic Control: A Comparative Account

Currently  there  is  unprecedented  attention  being  directed  at  the  ‘quality’  of  school  teachers  in education  systems  around  the  world  and  the  part  they  might  play  in  developing  globally  competitive  knowledge‐based  economies.  Yet  teachers’  work  has  historically  been  organised  at  the  national  and  sub‐national  scales.  In  this  chapter  I  examine  the  ways  in  which  the  national  and  sub‐national  are  now  being  enrolled  as  important  sites  for  globalisation  through  an  exploration  of  two  political  projects,  the  OECD’s  Teaching  and  Learning  International  Survey  (TALIS)  and  the  World  Bank’s  SABER‐Teacher.    Drawing  on  Bernstein’s  (1990,  2000)  concepts  of  ‘field  of  symbolic  control’,  ‘classification’  and  ‘framing’,  as  conceptual  resources  for  identifying  shifts  in  the  nature  of  power  and  control,  I  chart  the  nature  and  extent  of  the  denationalisation  of  teachers’  work,  the  consequences  for  teachers  as  professionals,  and  how  these  processes  might  be  contested.  I  show  the  ways  in  which  the  invocation  of  a  global  imaginary  of  shared  risk  and  future,  the  emergence  of  trans‐boundary  relations,  the  relationally  inter‐connected  nature  of  globalising  teacher  learning,  and  new  forms  of  private  authority,  are  contributing  to  the  denationalisation  of  education  and  a transformation in the field of symbolic control over teacher policies and practices.

Presentation Part 1

Presentation Part 2

Powerpoint: Pending


March 20th, 11:30-1:00 pm (Room 7-105)

Presenter: Jack Lee, Doctoral Candidate

Bio: Prior to starting his doctoral studies, Jack worked at the Centre for Intercultural Communication, University of British Columbia, for nearly 10 years.  In that role, he managed and instructed in training programs for students, faculty, staff, community members, and business professionals.  Jack has also worked at the Max Planck Institute in Berlin, Germany, and studied comparative education at the University of Oslo, Norway.

Topic: Internationalizing Higher Education in Asia: Education Hubs in the Making

In the last decade, governments and universities have rapidly adopted internationalization as a key component of their visions and strategies for attaining excellence in higher education.  Beyond the mobility of students and faculty, the landscape of internationalization now includes the mobility of programs and providers.  The emergence of education hubs in Asia and the Middle East illustrate an extreme form of internationalization underpinned by all forms of mobility as well as novel ways of connecting higher education actors across borders.  However, beyond the rhetoric of national aspirations and the internationalization of higher education, what are the rationales driving the development of education hubs?  What are the implicit motivations that are not apparent in policies?  Using Malaysia, Singapore, and Hong Kong as case studies, this study analyzes the different types of rationales fueling the development of education hubs.

Presenter: Reed Thomas, Doctoral Candidate

Bio: An experienced teacher and teacher educator, Reed Thomas is a doctoral candidate at the Ontario Institute for Studies in Education. Her dissertation research focuses on teacher candidates’ French language proficiency development. She has conducted research on teaching and learning in multilingual settings in North America and Africa.

Topic: Future French-second-language (FSL) teachers’ language proficiency development experiences in Ontario concurrent teacher preparation: Comparative perspectives

Global conversations surrounding teaching quality highlight the role of teacher preparation in the development of a strong teacher knowledge base. For future teachers of additional languages, language proficiency development remains an important dimension of this knowledge base. My qualitative-focused comparative case study explores French-second-language (FSL) teacher candidates’ experiences of French language proficiency development in an Ontarian context characterized by linguistic and cultural diversity. Using a complexity-informed conceptualization of language proficiency development and teacher preparation, the study promotes a dynamic, multileveled understanding of learning in context. Emerging from questionnaire data and reflective interviews at two institutions in Ontario, prominent themes include diverse learning priorities and patterns of change. Comparative thematic analysis across institutions and individual cases underlines the importance of social context in language proficiency development. These findings provoke questioning about the nature of “context” in comparative education research.


April 2nd, 11:30-1:00 pm (Via Skype) (Room 7-105) POSTPONED

Speaker: Anna Rzhevska, Visiting Scholar

Topic: Internationalization of Higher Education in Modern Ukraine


April 3rd, 4:30-6:00 pm (Room 7-105)

Speaker: Ray Langsten, Professor, American University in Cairo

Ray Langsten has a PhD in Sociology with a specialization in Demography from the University of Michigan. In the past he has done work on health—primarily maternal and child health. Currently most of his work is on education. His main interest is in assessing progress toward Education for All / Universal Primary Education.  He has developed a new, integrated, mathematically coherent structure for measuring UPE.  He also studies transitions across the educational structure and issues of equity in education. He has lived and worked in Egypt since 1984, where he is currently a Research Associate Professor in the Social Research Center of the American University in Cairo.

Topic: Primary Education Completion in Egypt: Trends and Determinants

In this seminar Professor Langsten will discuss his work on improving primary education completion. Egypt has committed to providing “education for all” / “universal primary education” (UPE).  We introduce an innovative approach to assessing progress toward these goals, the proximate determinants of educational attainment framework.  The framework combines a measure of primary school completion with an integrated, mathematically coherent structure of the “proximate determinants” of completion—ever-enrollment, timely-progress, and retention.

CLICK HERE FOR PRESENTATION


April 11th, 11:30 am -1:00 pm (Room 7-105)

Speaker: Prof. Vincenzo Cicchelli, Associate Professor of Sociology at the University of Paris Descartes

Vincenzo Cicchelli is an Associate Professor of Sociology at the University of Paris Descartes and a Research Fellow at Groupe d’Étude des Méthodes d’Analyse Sociologique de la Sorbonne (Gemass, Paris 4/CNRS). He is also the General secretary of the European Sociological Association (ESA) and editor of the "Youth in a Globalizing World" collection (Brill Publishing, Boston/Leiden). His research interests include comparative youth studies, international mobilities, transnationalism and global sociology. Vincenzo’s most recent publication is L’esprit cosmopolite. Voyages de formation des jeunes en Europe.

Topic:"The cosmopolitan mind among European Erasmus students"

This paper engages with the emerging cosmopolitan consciousness and practices that derive from young people’s experiences of the globalised world. Based on interviews with students from the Erasmus program, the focus is on awareness of one’s cultural pluralism, the place that ‘otherness’ is granted within one’s own identity and the broadening sense of one’s national belonging at various levels. This awareness can be termed Cosmopolitan Bildung. A sense of familiarity is certainly the bedrock of cultural adherence. But at the same time, in a world made up of connected cultures under the pressure of globalisation, familiarity cannot be the only yardstick by which one measures reality and identity. The paper directly addresses the question of how young people living in contemporary societies perform not only national, but transnational and cosmopolitan identities. What education, what cultural baggage do young people need today if they are to become citizens of Europe and of a global society? The concept of Cosmopolitan Bildung aims to answer that question by exploring how Erasmus students, today's heirs of the Age of Enlightenment’s 'Grand Tour’, learn about other European cultures. The cosmopolitanism of young Europeans must not be seen as a universal citizenship. It expresses more a desire to reach a horizon of universality by encountering other ways of being and thinking, while remaining strongly attached to the homeland. Hence, it is clearly understood that to call yourself European, you must begin with a national identity.

This seminar is cosponsored by CREFO, LHAE and CIDEC


May 27th, 4:30-6:00 pm (Room 7-105)

Speaker: N'Dri T. Assié-Lumumba, Cornell University Africana Studies and Research Center Ithaca, New York

N'Dri T. Assié-Lumumba is a Professor of African, African Diaspora and Comparative/International Education at Cornell University. She is the current Vice-President of Comparative and International Education Society (CIES) and will serve as President in 2015-2016. She is a Fellow of the World Academy of Art and Science, Chercheur Associé at Université Félix Houphouët-Boigny in Abidjan (Côte d’Ivoire) and Research Affiliate at the Institute for Higher Education Law and Governance of the University of Houston, Houston (Texas).  She is co-founder/Associate Director of CEPARRED (Centre PanAfricain d’Etudes et de Recherches en Relations Internationales et en Education pour le Développement). She has served as Director of the Cornell program on Gender and Global Change (GGC) and Director of the graduate field of Africana Studies. Dr. Assié-Lumumba is a leading scholar with several published books, numerous articles in referred journals, and major reports on various dimensions of education, especially higher education, gender and equity.

Topic: Gender Factor in African/Diaspora Higher Education:
Differing Patterns of Gaps in Access, Academic Achievements and Outcomes

Contemporary higher education in Africa and the African Diaspora has similarities and differences that result from the legacies of the Transatlantic Enslavement and the brief but equally powerful colonial rule.  The gendered patterns of access, attrition, retention, performance in terms of academic achievement and social outcomes, are also determined by indigenous factors and internal policies of the different nation-states. A global comparative analysis reveals structural inequalities based on gender.  Indeed, in the majority of African countries the female population is under-represented, with widening gaps from the primary to the higher education level and gendered disciplinary clusters.  The Southern African sub-region and a few other countries on the African continent have been experiencing male under-representation, a phenomenon that is also widespread among the people of African descent in the Western Hemisphere. Both in terms of education conceived as a human right as well as an investment for individual socio-economic attainment and societal development, gender inequality constitutes a hindrance to social progress. The thrust of this paper is to articulate the trends and how they are reproduced, using comparative and historical analytical frameworks. 

Webcast to Follow

 

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