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2015 Winter/Spring Seminar Series

CIDEC Seminar Series Schedule Winter/Spring 2015

Please note changes as of Jan 2015

PLEASE NOTE MARCH 4, 2015 Seminar postponed

Wednesday May 13, 2015 1:30-3:00 p.m.

Indigenous Youth Empowerment vs. Rising Extremisms

Dr. Quratul Ain Bakhteari, Pakistan

Institute for Development Studies and Practices (IDSP) stories of more than 16 years brings out powerfully the impact of indigenous youth efforts in resisting the influence of extremism in most isolated tribal communities of Balochistan (Pakistan).   Extremism in Pakistan is rising because of irrelevant and poor quality of education and exclusion of majority of young population from main stream quality education and livelihood opportunities.  IDSP in Balochistan creates practice-based learning spaces for the young indigenous people of Baluchistan.  These young indigenous people are proving that extremism is not a home-grown phenomenon of their traditional society.  At their family and community level, they are creating alternative social development spaces for encountering rising extremism supported by national and international vested interest groups.  The indigenous youth demonstrate their commitment to peace, development, and nurturing of civil society as community leaders and community educationists.  They are promoters of women empowerment ensuring maternal and child health care.  They are protectors of their children and youth from vested interests groups and mafias promoting religious extremism.  These indigenous youths are silent change makers who are leveling the field for cultural revolution.

Dr. Quratul Ain Bakhtaeri is a community development practitioner and educationist in Pakistan.  She began social work in a refugee camps after the '71 war in Pakistan.  In 80s, she led a UNICEF sponsored housing project installing pit latrines for three hundred thousand refugees in Orangi, Karachi (ASHOKA, 1999).  In mid 80s, she moved to Balochistan to launch a girls’ school movement. She established more than 1800 government girls’ primary schools in rural Balochistan, resulting in the enrollment of 200,000 girls — a record in Pakistan’s history (Bakhteari & Kakar, 2004).  In 1998, she established the Institute for Development Studies and Practices (IDSP).  In the words of Dr. Bakhtiari, IDSP “is a movement that opens Learning Spaces for the young majority population of Pakistan to empower them for generating and regenerating responses to the existing challenges of education, learning, livelihood, peace and pluralism” (UdaipurTimes, 2012). Since the inception of IDSP she has conceptualized and completed several community development projects in Balochistan.   Her work has focused on education, sanitation, relief projects, and social activism. She was elected to the Asoka fellowship in 1999.  She was the recipient of the Skoll Award for Social Entrepreneurship in 2006 (IDSP, 2006). She was one of the 100 prominent women in the world who were nominated for the Nobel Peace Prize in 2007.

Room 7-105Chair: Dr. Stephen Anderson

Wednesday April 15, 2015 10:30-12:30 p.m.

The Comparative, International & Development Education Centre (CIDEC) is pleased to present

'New demands of citizenship education in transnational contexts' 

Guest Speakers   Professor Fazal Rizvi, Melbourne Graduate School of Education & Professor Reva Joshee, LHAE, CIDE, OISE

Afterword   Professor Sarfaroz Niyozov, CTL, CIDE, OISE

In this symposium Fazal Rizvi and Reva Joshee will draw upon their research in Canada, Australia and India to reflect upon the extent to which and how the emerging global forces, ubiquitous mobilities and transnational connections demand new ways of thinking about citizenship education. They will consider how experiences of diversity in transnational settings are giving rise to new social formations, leading to new national imaginaries. They will also discuss how these transformations are resulting in new pedagogic challenges and opportunities. Sarfaroz Niyozov will provide additional critical reflections on the implications of the two presentations for the concept of citizenship education in light of an increasing number of youth in countries around the world who are joining violent extremist activities.

Fazal Rizvi is a Professor in Global Studies in Education at the Melbourne Graduate School of Education and an Emeritus Professor at the University of Illinois at Urbana-Champaign. He has written extensively on issues of identity and culture in transnational contexts, globalization and education policy and higher education reforms. A collection of his selected papers has recently been published under the title, Encountering Education in the Global (Routledge 2014).

Reva Joshee is interested in democratic approaches to policy and education, as well as diversity and social justice policies in education. Her research is framed by understandings of democracy and peace. Under this framework, Reva examines issues of citizenship, diversity, and policy in India, Canada, and the United States and the relationships between theory, policy, and practice in education for diversity and peace.

Sarfaroz Niyozov is an associate professor of Curriculum Studies and Teacher Development at OISE, a former co-director of CIDEC.  He focuses on educational reform in developing countries and Muslim education in Western context.  He recently co-chaired an international conference at OISE on Youth Radicalization which brought together academics, educators, policy makers, community members, youth and practitioners to open dialogue around the questions of youth marginalization and implications for citizenship education.

Chair: Karen Edge, UCL Institute of Education, London, UK.

OISE Room 12-199 252 Bloor Street West, Toronto


Wednesday April 8, 2015 । 11:30 am to 1:00 pm

CIDE Student presentations from Sarah Jones and Julieta Grieco

Fostering international collaboration through study abroad scholarships: Lessons from Brazil’s Science without Borders program

Julieta Grieco is an M.A. Candidate, LHAE

As one of the most popular internationalization initiatives, international student mobility has been critically examined in order to assess its potential impacts on the developing world. Often the literature suggests that this initiative may actually increase the risk of brain drain in countries with high outbound mobility. Yet, certain structural characteristics of a mobility program can actually help mitigate brain drain and positively impact a country’s development. In fact, by promoting knowledge and skill transfer and the formation of academic and professional relations, a program may promote international collaboration and a form of brain circulation. Thus, through this conceptual framework and a case study of Brazil’s Science without Borders program this thesis investigates whether a study abroad scholarship can foster international collaboration at the undergraduate level. This unique program provides scholarships to Brazilian students in the STEM fields so that they can take courses from a world-renowned university and complete a research or industry placement. Overall, the study shows that, when strongly related to each other, the combination of courses and placement can serve as a way to develop international collaboration. However, this research also shows that certain structural issues, such as the process of acquiring placements or compatibility issues between differing systems of higher education, may challenge this program’s ability to reach this goal.

Julieta Grieco is an M.A. Candidate in Higher Education at the Department of Leadership, Higher and Adult Education, Ontario Institute for Studies in Education (OISE), University of Toronto. She is also completing the collaborative program in Comparative, International and Development Education. Her research interests include the internationalization of higher education, higher education policy and comparative higher education with particular interest in the Latin American region.

Phatic Competence: How L2 users understand and engage in phatic communion

Sarah Jones is an MA candidate, CTL

It has been argued that every time we speak, we make statements about ourselves, the person we’re talking to, and the situation at large. This is often unproblematic when interlocutors come from the same cultural or linguistic background, yet this is less and less often the case in a globalized economy, or even in multicultural Toronto. This talk focuses on the phenomenon of phatic communion, or “small talk,” and its importance in social bonding and identity building, particularly as it exists in Canada by English language learners (L2 users). It gives a brief overview of a research project, currently underway, which examines two questions: 1) How do L2 users engage in phatic communion? 2) What meaning do L2 interlocutors derive from their utterances in phatic communion, and how do they interpret their interactions? This two-part research study will provide valuable data regarding L2 phatic use and interpretation, with implications for teachers, policy-makers, and researchers in the fields of second language education and intercultural communication.

Sarah Jones is an MA candidate in the Language and Literacy Education program at OISE with a specialization in CIDE. She has a background in teaching English in Bangkok, Montreal, Vancouver, and Toronto, and her current research interests include sociolinguistics, pragmatics, and issues of ethics and social justice in the global English language teaching (ELT) industry.


Wednesday April 1, 2015 4:30-6:00 p.m.

Dilemmas of Doing Educational Research in Comparative and International Contexts

Rakhat Zholdoshalieva, Ed.D. Candidate, SJE  Serhiy Kovalchuk, Ph.D. Candidate, CTL Sarfaroz Niyozov, Associate Professor, CTL

Although comparative and international education scholars have investigated various topics and generated multiple theories, they have not extensively explored theoretical and methodological dilemmas of conducting research in diverse, international contexts. A lack of due attention to the ways of how theories and methods are selected, applied, and appropriated may result in their mere and mechanical applications, thus, a narrow understanding and analysis of educational phenomena studied in different parts of the world. Drawing on personal fieldwork experiences of three researchers in Eastern Europe and Central Asia, this seminar will address some of the key challenges of conducting research in international contexts. It will address the issues of researcher’s identities and ideological positioning and their safety, as well as general issues around the ethics of qualitative research. The seminar will also examine the limitations of applying Western theories and methods in analyzing the educational issues in historical, political, and cultural contexts distinct from those in the West.

Global Implications of Conducting Research in Post-Soviet Central Asia
Sarfaroz Niyozov, Associate Professor, Department of Curriculum, Teaching and Learning

The Critical Social Theory and the Study of Post-Soviet Rural Kyrgyz Youth
Rakhat Zholdoshalieva, Ed.D. Candidate, Department of Social Justice Education

Democratic Citizenship Meets Eastern Bloc: Contested Meanings and Interpretational Challenges
Serhiy Kovalchuk, Ph.D. Candidate, Department of Curriculum, Teaching and Learning


Monday March 30, 2015 3:00 - 4:30 p.m.

Can education counter religious extremism?

Guest Speaker   Professor Ratna Ghosh, McGill University

Chair: Vandra Masemann, Adjunct Professor, CIDE

OISE Room 12-199 252 Bloor Street West, Toronto

Dr. Ratna Ghosh is James McGill Professor and William C. Macdonald Professor of Education at McGill University in Montreal, Canada. She was Dean of Education from July 1998 to December 2003. She was appointed a Member of the Order of Canada (C.M.) in 2000, Officer of the Order of Quebec (O.Q.) in 2005, and was elected a Fellow of the Royal Society of Canada (F.R.S.C.) in 1999. She is also a Full Member of the European Academy of Arts, Sciences and Humanities. Her publications in books, journals and encyclopedias, her prestigious grants and teaching reflect her varied research interests, which include education and technology. She has done research in Canada, Asia, Africa and Latin America.

Religious extremism, leading to violence and terrorism, continues to be a global security threat that permeates borders. It is extremely problematic that youth who have been socialized in Canada are becoming radicalized and are committing violent crimes at home and abroad. When people think of terrorism, typical solutions that come to mind involve expensive government surveillance, intelligence gathering and coercive actions.  These initiatives are reactive in their approach.  The power of education in complementing counter terrorism policies can be significant.  Educational measures are not only proactive, but they also go to the root causes that often give rise to radicalization. Moreover, education also has long-term effects and is a cost-effective approach to human security.                                                                                          

This talk will briefly discuss the context and significance of religious extremism in light of the Canadian government’s current counter-terrorism strategy that neglects to mention the role education can play in preventing violence/terrorism, and in maintaining safety and harmony in society.

How can education counter religious extremism and terrorism? We will clarify  concepts and talk briefly about some possible causes which have been identified as leading some youth to engage in extremist behaviour.  Although there is a significant increase in literature on fundamentalism, religious extremism, radicalization and terrorism, surprisingly very little attention has been paid to the role of education and schooling as they relate to these phenomena in North America. This talk will suggest some ways in which education can build resilient communities through critical citizenship education, media and religious literacy so as to challenge beliefs before they become radicalized.


Q & A Following Presentation

Wednesday March 25, 2015 11:30 am-1:00 pm

Exploring the Link between Visa and Immigration Policies and International Student Recruitment

Anita Gopal, PhD, Queen’s, Visiting Scholar at CIDEC/LHAE

International student mobility has become an important policy issue in the internationalization of higher education. International students, particularly at the graduate level, are moving across borders in greater numbers. Concurrently, higher education institutions welcome the independent source of income from international student enrolment. Many countries rely on revenue from international student tuition to bolster their economies. Moreover, attracting international graduate students has also become a trend to produce designer immigrants on the path for “two-step migration”, which means that they can qualify for permanent residency and then citizenship in their host study country upon obtaining their graduate degree (Hawthorne, 2012). However, this trend is changing in certain countries due to strict regulations around border security and anti-immigration sentiment. This seminar presents an overview of the literature on international student immigration policies and explores the link between higher education institutions’ policies regarding international graduate student recruitment and national visa and immigration policies. This research will focus on macro level policies in four English speaking Western countries and will suggest ways in which new insights can be developed in the internationalization of higher education.

Dr. Anita Gopal is a Visiting Scholar with LHAE/CIDEC at OISE. She earned a PhD in Education, Specializing in International Higher Education, from Queen’s University in 2013. Her research focuses on visa and immigration policies for international students from a comparative perspective, organizational structures and policymaking within Canadian higher education institutions in the context of internationalization, and curriculum and pedagogical practices that aim to respect and engage diverse international learners. Her work has appeared in journals such as the International Journal of Teaching and Learning, International Higher Education, and University World News.


Wednesday March 4, 2015 11:30 am-1:00 pm (POSTPONED)

Title: Education Reform in Hamburg, Germany in Neoliberal Times

Presenter: Jeff Bale, Associate Professor of Language and Literacies Education, CTL/LLE/ OISE

Chair: Carly Manion

In 2008, the Hamburg government initiated a school reform measure that was not only controversial, but that would ultimately be partially defeated by a voter referendum. I have long been interested in the impact of education reform measures in Germany on a population of youth North Americans would likely describe as “German language learners,” but who are referred to in German as “children with a migration background.” My initial investigation of this controversial reform measure in Hamburg did focus on how it targeted students with a migration background. Yet, as so often happens with scholarly work, the inquiry took me in two different, but generative directions. In this presentation, I begin with an overview of the reform measure and the controversy surrounding it. I then describe the two approaches I’ve taken to better understanding this conflict. The first situates the reform’s stated goals and the explicit resistance to it within the logic of neoliberalism that has come to dominate education policy-making internationally. The second, part of a larger book project with colleagues in political science and German studies, reads this conflict over education reform in terms of the gendered and racialized youth on whose behalf policy stakeholders claimed to act.

Jeff Bale is associate professor of Language and Literacies Education in the Department of Curriculum, Teaching and Learning at OISE. His research focuses on language policy, education policy, and language teacher education. Bale’s academic work is rooted in the decade he spent as a secondary-level language teacher in urban public schools in the United States. His work has appeared in journals such as Review of Research in Education, Teachers College Record, and Language Policy, and he is co-editor with Sarah Knopp of Education and Capitalism: Struggles for Learning and Liberation (Haymarket Books, 2012).


Wednesday February 25, 2015 4:30-6:00 p.m.

Global Gender Equality in Education Trends, Challenges and Opportunities: Positioning and Understanding the Work of the United Nations Girls’ Education Initiative (UNGEI)

Dr. Caroline Manion, Adjunct Professor, CIDEC/OISE, University of Toronto

Set against the backdrop of ongoing discussion and debates concerning the post-2015 development agenda, this presentation will first review the current status of gender equality in education policy and practice globally and then connect key trends, challenges and opportunities to the work of the United Nations Girls’ Education Initiative (UNGEI) partnership. The discussion of UNGEI will include a synthesis of its early history, institutional trajectory, and current gender equality in education policy advocacy agenda.

Caroline Manion is a researcher and instructor with the Comparative, International and Development Education Centre (CIDEC) at OISE, University of Toronto. She is also currently serving as the co-chair for the Comparative and International Education Society’s Gender Committee. Caroline has over 15 years of research experience in the field of gender and education, with a specific focus on sub-Saharan Africa. Caroline currently represents CIDEC on the UNGEI Global Advisory Committee, which held its annual meeting in Bangkok, Thailand from August 26-28, 2014.


Monday February 23, 2015 4:30-6:00 pm

The organizational dimensions of curriculum tracking: The Chilean Case

María Paola Sevilla, doctoral student, Universidad Diego Portales, Chile/Visiting Scholar CIDE/LHAE.

Most educational systems offer alternative qualifications or pathways at the secondary level according to their students’ interests and abilities. Some countries organized this level in the most extreme and explicit form, that involves allocating students into overarching programs with different curricula, such as academic and vocational ones.

Tracking is a broadly discussed topic in educational research. There is extensive evidence that shows how tracking affects students’ educational opportunities and outcomes, and how tracking often segregates students by socioeconomic status (SES), which can exacerbate disparities between groups. However, most of the researchers assume that tracking is homogenously implemented either at the system or school level. But tracking can be implemented between schools in separate buildings, or within schools when tracks are side by side in the same building and under the same administration. Furthermore, there are variations when tracking is carried out within schools, mainly because the sorting process of the students into vocational and academic tracks is not uniform across them (there are differences in tracking structures and track assignment procedures). This research utilizes the case of Chile to explore the relationship between how tracking is implemented and equity. Chile is a highly stratified country, with about 40 percent enrollment in vocational track at secondary level. The curriculum differentiation occurs both between and within schools, so the country can be considered as a kind of “laboratory” to address useful examinations about organizational dimensions of tracking at the system and school level, and their consequences on the influence of SES on students’ track position.

María Paola Sevilla is a doctoral student at the Program of Education at Universidad Diego Portales in Chile. Her research examines the effects of tracking on access and persistence at higher education, as well as public policy trends in the articulation of secondary and tertiary vocational education levels cross-nationally.

Friday, February 20th, 2015 Smart Room (7-105), 10:15am – 4:15pm

The Comparative, International and Development Education Centre Presents,

The Joseph P. Farrell Student Research Symposium 2015

10:15-10:30: Welcome (Coffee and refreshments)

10:30-12:00: Session 1:  Equity, Power and the State in Education [Chair: Steve Anderson]

Life, Leadership and Gender Equity: Narratives of Women Principals in Turkey [Ebru Bag, Ph.D., Candidate, LHAE, Ph.D. Candidate] No recording

Creating Structures for Equity and Access – What has the Ontario Ministry of Education Missed? A Case for Spirituality in the Equity and Inclusive Education in Ontario Schools, Guidelines for Policy Development and Implementation, Realizing the Promise of Diversity Document [Harriet Akanmori, Ph.D. Candidate, SJE]


Power and Politics in Venezuelan State-University Relations, 1999-2012 [Elliot Storm, Ph.D. Candidate, Department of Political Science, UT]


1:00-2:30: Session 2: Language, Power and Identity Issues in Education [Chair: Sarfaroz Niyozov]

Exploring the Imagined Communities and Identities of Diverse Language Teachers in Pre-Service Teacher Education Programs [Marlon Valencia, Ph.D. Candidate, CTL]


Attaining Equity and Equality through English Language Education: A Need but a Quandry in Sri Lanka [Dulani Suraweera, PhD Student, LHAE]


Latin American Scientists' Writing for Publication in an Age of English Language Hegemony [James Corcoran, Ph.D. Candidate, CTL] No recording

2:45-4:15: Session 3: Migration, Identity, and Human Rights [Chair: Carly Manion]

South-North Migration of Young Adults: A Relevant Perspective for Understanding Causes, Trend and Flow [Michael Onyedika Nwalutu, Ph.D. Candidate, SJE] No recording

Exploring the Identities of Students at Western Branch-Campuses in Malaysia and United Arab Emirates [Grace Karram Stephenson, Ph.D. Candidate, LHAE]


The Role of Human Rights Education in Food Sovereignty Movements: An Urban Beekeeping Initiative as an Individual Case Narrative [Laura Wyper, Ph.D. Candidate, LHAE]


Thursday February 19, 2015 11:30 am to 1:00 p.m.

Creative Interruptions: Public Pedagogy and Decolonial Praxis in Puerto Rico

Melissa Rosario, Ph.D. CFD Postdoctoral fellow, Sociology/Anthropology and Latin American Studies, Bowdoin College

Building upon the recent publication, “Public Pedagogy in the Creative Strike: Destabilizing Boundaries and Re-imagining Resistance in the University of Puerto Rico,” this talk examines key symbols and strategies mobilized by students during the first system wide strike in the University of Puerto Rico’s history in 2010. I argue that these acts of creative cultural production not only supported the growth of participatory politics within the mobilization but that they also were tools for enacting public pedagogy. I focus in particular on the spatial dimensions of these practices, showing how strikers disrupted the normative boundaries between protest space/public space, and actor/spectator by engaging officers in innovative ways. I suggest that by performing this spatial reconfiguration, pedagogues were implicated in the process of transformation as much as their targeted learners/spectators.  By way of conclusion, I offer new thoughts on the intersections between performance and action, focusing on a recent performance by Marina Barsy entitled, “Decolonial (Re)Conquista.”

Melissa Rosario is a postdoctoral fellow in anthropology at Bowdoin College.  She is a specialist in social movements, and has worked extensively with antiprivatization activists in Puerto Rico. In particular, she is interested in how direct actions serve as educational spaces for participants.  One question that currently drives her thinking is: how can living one's politics engender new types of radical action that allow for us to decolonize our bodies, our relationships and our imaginations?



Wednesday February 11, 2015  7:30-9:30 p.m. 

Re-Positioning Internationalization: Enhancing Reciprocity among Institutions and Scholars

Kirk Perris, PhD, CTL, OISE

Chair: Carly Manion

Internationalization focuses on the exchange of services, knowledge and persons as determined by institutional and governmental policies. Contemporary literature has tended to characterize these exchanges in terms of services and knowledge moving to the east, and in terms of students moving to the west. The impact of globalization, relative to the spread of economic and technological progress, has accelerated these exchanges but also facilitated new or under-reported arrangements in the internationalization milieu. Engagement between institutions located in the emerging world and more reciprocal arrangements between institutions are on the rise.

Drawing on research comparing the experience of the Open Universities in India and China, this presentation will begin with a reflection on the merits of lesser known aspects of internationalization such as institutional partnerships in the emerging world. This will be complemented by some visions of the presenter, a Canadian and OISE graduate who will imminently join the Faculty of Education at Beijing Normal University, regarding the role of western scholars working abroad as agents of reciprocity.

Kirk Perris graduated with a PhD in Curriculum Studies and Teacher Development/Comparative, International, and Development Education from OISE/UT in 2012, and currently works as a consultant in Toronto. He focuses on issues of access for adults to higher education and training in the emerging world. Particular emphasis in his work is on how networked technologies may be leveraged to facilitate such access for learning. Recent work has included evaluating the implementation of massive open online courses (MOOCs) for the African Virtual University, and for the Commonwealth of Learning and the Indian Institute of Technology at Kanpur. Kirk will join the Faculty of Education at Beijing Normal University in March, 2015.  

This presentation will serve as a launch to the tri-institutional partnership between Beijing Normal University, the Ontario Institute for Studies in Education of the University of Toronto, and Teachers College, Columbia University. The presentation aims to situate the tri-institutional partnership as a reciprocal arrangement that will be centred on knowledge exchange and mutual cultural enrichment. This arrangement may also serve to draw greater attention towards knowledge and cultural drivers, rather than economic drivers, as incentives for institutions to engage in internationalization.

Wednesday, January 28 4:30 pm-6:00 pm

Exploring development partners’ contributions to Bangladesh’s Secondary Education Policy Reform from 1993 to 2013 using causal process tracing

Kara Janigan, Ph.D., Education Consultant, Visiting Scholar CIDEC, OISE;Kerrie Proulx, Ph.D., Postdoctoral Fellow, Fraser Mustard Institute for Human Development, OISE; Jennifer Hove, Ph.D. Candidate, Political Science, University of Toronto

Chair: Carly Manion

These presenters will discuss research conducted to explore policy reform in Bangladesh’s secondary education sub-sector from 1993 to 2013, and to understand the role of key factors—including development partner assistance—in contributing to processes of policy change. This study focused on three core areas of importance: the curriculum, student assessment, and teaching. Causal process tracing, a qualitative research methodology, was used to understand the genesis and trajectory of major policy reform initiatives. Process tracing involves identifying causal factors affecting change and plausible causal mechanisms (or processes of change) to explain outcomes. Process tracing is used to explore how and why policy change did or did not occur.

Kara Janigan, an education consultant, earned her M.A. (2002) and Ph.D. (2012) in CTL/CIDE at OISE. Kerrie Proulx, a Postdoctoral Fellow with the Fraser Mustard Institute for Human Development/OISE, earned her Ph.D. at the University of Warwick in 2010. Jennifer Hove, a Ph.D. candidate in Political Science at U of T, specializes in comparative development studies and public policy.

Wednesday January 14, 2015, 11:30-1:00 pm

Developing school leadership in a centralized educational system: The case of Iran

Mohammad Reza Ahanchian, Associate Professor, Ferdwosi University of Mashhad, Iran, Visiting Scholar LHAE/CIDEC

Chair: Stephen Anderson

Seeking for the best way to develop school leaders is not considered as a new study. A large amount of researches have been carried out on the topic. Many modeling and regulation are directed toward the way educational organizations can put leadership theories into action.

The seminar presents an overview to Iran's educational system as a centralized one and more specifically, reviews its strategies and goals for leadership development. To develop school leaders, the system expects principals to learn educational standards, designated by the central authorities and scrutinize them in the schools. In addition the education system’s stress on ethical aspects of leadership in the training programs. These two, underpin leadership development programs in Iran education system.

Mohammad Reza Ahanchian is an associate professor in Ferdwosi University of Mashhad, Iran. He earned his B.A, M.A. and Ph.D in Educational Administration in Iran. He has been granted a scholarship to complete his Ph. D thesis in Sheffield University, UK (2002), and a sabbatical leave in UNSW, Australia (2008). Recently he as a visiting scholar in OISE deepens his studies on leadership development.


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