Prof. Tavis Jules, Assistant Professor of Cultural and Educational Policy Studies will present a paper titled “From inter-regionalism to trans-regionalism: Educational reform in the ‘other’ embryonic markets” and together with Patrick Ressler will present a second paper on “International knowledge banks and the role of nonprofit marketing in promoting educational policies“.

Prof. Noah W. Sobe, Associate Professor of Cultural and Educational Policy Studies, who is serving as co-convener of Thematic Group 9 “New Times for Curriculum” will chair a special session on “New Times for Educational Meritocracies: Methods and Concepts for Comparative Education Studies of Merit and Justice” and present a paper titled “Account(ability) and Merit(ability): Governance, Education and the Specter of Uselessness“.  He will also present on a highlighted panel dealing with Education in Europe as well as on a panel on ”Theory and method in Comparative and International Education: quo vadis?”

Prof. Erwin Epstein, Emeritus Professor of Comparative and Educational Policy Studies will present on “In the Aftermath of War: The Disorienting Transfer of Schools from Spain to the United States at the Turn of the 20th Century.”

Congratulations to Dr. Tavis Jules, Assistant Professor, and a team of graduate students who guest-edited an issue of Current Issues in Comparative Education (CICE), one of the leading journals in the field of comparative and international education.  The issue dealt with education in small states in a number of innovative and creative ways.  For their contributions to Vol. 15 Nr. 1 “Education in Small States: Fragilities, Vulnerabilities, and Strengths” we are pleased to congratulate and recognize the following students and alumni of Loyola’s Cultural and Educational Policy Studies graduate program: Beth Wright, Landis Fryer, Sophia Rodriguez, Terry Han, Yao Chen, Brad Kirshenbaum, Joy O’Keefe and Patricia Castillo.

Teresa Barton (CEPS Student) “How far is too far?: South Korean parental pursuits for quality English acquisition in children” Monday, March 11 @ 1:45pm in Hilton Riverside Hotel/Marlborough A

Dr. Louis Berends (CEPS Alumnus) “‘Quality’ undergraduate research in non-traditional locations: Field-based projects in Sub-Saharan Africa” Tuesday, March 12 @ 3:30pm in Hilton Riverside Hotel/Grand Salon-Section24

Allison Blosser (CEPS Student) “Teaching comparative education and multicultural education: A cartographic representation of convergent and divergent epistemological influences and social aims” Tuesday, March 12 @ 3:30pm in Hilton Riverside Hotel/Magnolia

David Boven (CEPS Student) “International enough?: An exploration of the growth of “international” education in India’s middle class” Monday, March 11 @ 8:00am in Hilton Riverside Hotel/Grand Salon-Section4

Yao Chen (CEPS Student) “Private supplementary tutoring system in China: Neoliberal education agenda in a Confucianism and post-socialism context” Wednesday, March 13 @ 8:00am in Hilton Riverside Hotel/Marlborough B

Landis Fryer (CEPS Student) “Education in the Maghreb: Higher education in post-revolutionary Tunisia” Monday, March 11 @ 8:00am in Hilton Riverside Hotel/Grand Salon-Section22

Dr. Desmond Odugu (CEPS Alumnus) “Antinomies of orientations in language planning and the quest for multilingual education”Tuesday, March 12 @ 3:30pm in Hilton Riverside Hotel/Oak Alley

Dr. Tavis Jules (CEPS Faculty) “Mature regionalism and new mechanisms of educational governance in small states (and micro-States)”Tuesday, March 12 @ 1:45pm in Hilton Riverside Hotel/Grand Salon-Section9

Noah W. Sobe (CEPS Faculty) “After neoliberalism” Wednesday, March 13 @ 1:45pm in Hilton Riverside Hotel/Marlborough B

Annmarie Valdes (CEPS Student) “‘We are global citizens with tribal souls’: Surveying global citizenship education in the United Kingdom, Germany, and The Republic of Korea”  Monday, March 11 @ 10:15am in Hilton Riverside Hotel/Grand Salon-Section6

Beth Wright  (CEPS Student) “Breaking tradition: Taking stock of research on global school choice” Monday, March 11 @ 12:00pm in Hilton Riverside Hotel/Grand Salon-Section21

Dr. Theodore Zervas (CEPS Alumnus) “Learning to be Greek through informal modes of learning: The Karagiozis Theater and national identity formation” Tuesday, March 12 @ 10:15am in Hilton Riverside Hotel/Grand Salon-Section15

With the exception of an internship and two hybrid courses that involve study abroad at our Beijing, China campus (January 2014) and in Rome, Italy (July 2015), all the courses in this program are online and accessible to individuals working or based anywhere in the world.  Designed for people already working in — or looking to break into — the field of international higher education this degree program provides students with deep knowledge of the changing landscape of higher education globally and prepares them to work in multiple areas including higher education policy, administration, international student affairs and study abroad.

Additional information at www.luc.edu/ihe

http://news.stanford.edu/news/2013/january/test-scores-ranking-011513.html

Please click on the image above for a link to a recording of the webinar.  On January 16, 2012 Loyola’s Center for Comparative Education (CCE) co-sponsored with the CIES Globalization & Education SIG a webinar on the topic of “Locating the ‘global’ in education and ethnography: conceptual considerations and practical applications for comparative education research.”  We are grateful to Liz Boner of the Center for African Studies at UC-Berkeley, Amy Stambach and David Mills of Oxford University and Gita Steiner-Khamsi of Teachers College / Columbia University for joining us as presenters.  In the audience were over 40 participants, from 5 continents.

Please feel free to add comments in the space below.  (To guard against spam and abuse comments will be moderated so please allow 24-48 hours for your comment to appear.)

The aim of this 90 minute webinar is to foster an open discussion on conceptualising the ‘global’ in education research, and its implications for and applications in research.  Key questions are: how do we research the ‘global’ in education? How do we locate the ‘global’ in ethnographic education research? What are the implications for conceptualising a comparative education research programme/project, and what are some practical applications?

The webinar will begin with 8-10 minute presentations from three scholars working on these issues.

* Liz Boner (UC Berkeley, Center for African Studies)

* Amy Stambach and David Mills with Zuki Karpinska) (Department of Education, University of Oxford)

* Gita Steiner-Khamsi (Teachers College, Columbia University)

Titles and abstracts for these presentations are available here.  After the presentations there will be ample opportunity for comments, questions and discussion with members of the audience.

UTC (GMT) Wednesday, January 16, 2013 at 17:00:00
Los Angeles (U.S.A. – California) Wed., Jan. 16, 2013 at 9:00:00 AM  PST
Chicago (U.S.A. – Illinois) Wed., Jan. 16, 2013 at 11:00:00 AM CST
New York (U.S.A. – New York) Wed., Jan. 16, 2013 at 12:00:00 Noon  EST
London (United Kingdom – England) Wed., Jan. 16, 2013 at 5:00:00 PM  GMT
Copenhagen (Denmark) Wed., Jan. 16, 2013 at 6:00:00 PM  CET
Nairobi (Kenya) Wed., Jan. 16, 2013 at 8:00:00 PM  EAT
New Delhi (India – Delhi) Wed., Jan. 16, 2013 at 10:30:00 PM IST
Beijing (China) Thursday, Jan. 17, 2013 at 1:00:00 AM CST
Tokyo (Japan)   Thursday, Jan. 17, 2013 at 2:00:00 AM JST

ADVANCE REGISTRATION REQUIRED

This event is free and open to the public but advance registration is required.  To register please visit http://luc.edu/cce/webinar-registration.shtml  Technological constraints require that we limit this to the first 100 people who sign up.  However, for any unable to attend, a recording of the session will be available for online viewing afterwards.

Titles and abstracts for these presentations follow below.  After the presentations there will be ample opportunity for comments, questions and discussion with members of the audience.

Tracing Global Discourses within an Educational Contact Zone: The Contributions of Discourse Analysis to Ethnographic Studies of Globalization and Education

Liz Boner (UC Berkeley, Center for African Studies)

This presentation draws from theories of discourse and social practice, which conceptualize the global and local as mutually constitutive and realized in (rather than separate from) social practice. Given the critical role of language in constituting and negotiating social practice, I discuss the potential contributions of critical discourse analysis and sociolinguistic approaches to studies of globalization and education.

Drawing from a year-long ethnographic study of efforts to build entrepreneurial capacity through global-local partnerships and participatory education in Tanzania, I’ll show how I used critical discourse analysis to trace relationships between a single educational intervention in Tanzania and a larger global neo-liberal project.  Rather than assume that global entrepreneurial discourses and practices were simply imposed on a complacent local, however, by considering entrepreneurial education as a contact zone and site of struggle, I’ll show how discourse analysis provides a lens to examine what actually happens when real people engage with each other and their different socio-cultural and economic orientations in practice.   I then show how I used sociolinguistic approaches gave to illuminate how diverse Tanzanian and American interlocutors negotiated, contested, subverted, and strategically made use of global entrepreneurial discourses according to competing logics and contradictory material interests on a micro-linguistic level.  I conclude by discussing the continued importance of ethnography and attention to inequality at multiple scales to bring critical context and specificity to our understanding of local interactions and individual agency.

Theory in the Interest of Analysis: Summing Up and Moving On, With Reference to Field Research

Amy Stambach and David Mills with Zuki Karpinska (Department of Education, University of Oxford)

The classically established “Oxford Model” of comparative and international studies of education, which focuses on policy borrowing and transfer, must be expanded to account for dialectical and recursive aspects of what Halliday calls “global norm-making.” This new conceptualization of education as norm-making enables analysis of aspects of education that currently remain under-theorized, including a) how people, working within institutions, embody and construct competing ideas of education; b) how context matters but not in ways that devolve infinite possibility to all cases; and c) how history is a matter of understanding temporality (including the future) within settings that must be empirically analyzed.  Drawing on field research conducted in the different settings of 1990s Tanzania and the 2010s mid-western United States, Stambach examines how people create and advance transnational networks of religion, trade, and diplomacy through different yet naturalized assumptions about education. Exploring the emergence of global standards around education in emergencies (INEE standards), David Mills discusses with Zuki Karpinska the role that advocacy politics and transnational networks play in legitimating, stabilizing, and standardizing a nascent set of global institutional norms guiding educational professionals. The work highlights the highly contested knowledge politics that standardization relies upon.

Ethnography: A Method for Contextual Comparison but not Necessarily an Interpretive Framework for Understanding Globalization

Gita Steiner-Khamsi (Teachers College, Columbia University)

The presentation attempts to problematize the inflationary use of ethnography for understanding globalization processes. Ethnographical accounts—whether bottom up, top down, vertical, horizontal, or 360 degrees—are not much different from a solid case study or from contextual comparison. In fact, it is argued that other research paradigms are much better suited to focus on the analysis of a bounded system and advance theory on globalization and change. The presenter shares the focus on contextual comparison but questions whether ethnography is more than merely a method that allows for in-depth contextual comparison.

More often than not, ethnographic studies end with statements that globalization, technology, student-centered learning, or any other phenomenon mean something different and is given different meaning by different actors.  Many studies also uncritically select quotes from a few actors to demonstrate authenticity of voices. What such quotes demonstrate is the situatedness of knowledge and experience. Quotes are in no means more authentic or “closer to people” than other forms of data, such as for examples numbers or statistics. The larger question is also: what are we supposed to learn about the broad conclusions and how do they help us to theorize globalization and change? In other words, ethnographies are strong on description and analysis, but weak on interpretation. To make the discussion provocative and open up a lively debate: ethnographical accounts of globalization are often “stuck” in description and analysis, and do not sufficiently help us to theorize how change occurs in educational systems.

The presenter proposes the alternative perspective of system theory (theory of self-referential systems) in which the focus is also on bounded systems but the system is not, as is the case in ethnographies, by default equated with a particular locality or community. It is argued that a system’s approach is much more sensitive to discursive power and how the semantics of globalization is actively induced to shift power relations in a given system. The proposed interpretive framework is also much more dynamic in that it allows to measure how actors actively create environment (“globalization”) and re-enact themselves over the course of that act of boundary setting.

The selected individual will teach graduate courses in international higher education and additionally in such areas as leadership, student development, social justice, history of higher education, education abroad, policy analysis and comparative education.  She or he will supervise master’s theses and doctoral dissertations and conduct an active research and publication program.  An individual hired at the Associate rank will be expected to assume leadership for the International Higher Education program.

Required qualifications include: earned doctorate in relevant field, teaching experience at the post-secondary level, and evidence of scholarly work appropriate to rank.  Desirable qualifications include online and hybrid teaching experience and ability to contribute to undergraduate programs in Leadership and/or Education Policy Studies.  Applicants at the Associate level should have relevant academic leadership skills and experience.

Applicants are asked to submit (1) a letter of interest, (2) curriculum vitae, (3) two samples of scholarly work, (4) copy of the doctoral degree transcript, and (5) the names and contact information of three individuals prepared to provide professional references. Submit applications to http://www.careers.luc.edu/applicants/Central?quickFind=55506.   Starting date is August 2013 with initial review of applications beginning December 1, 2012.

Loyola University Chicago is a Jesuit Catholic, research extensive university offering 36 doctoral, 77 masters, 30 dual degree, 30 certificate programs, and 69 undergraduate majors across ten schools and colleges.  The School of Education offers degrees at the baccalaureate, master’s and doctoral levels (Ed.D and Ph.D.).  For detailed information see http://www.luc.edu/education/.
Inquiries to: Dr. Noah W. Sobe or Dr. Terry E. Williams, Co-Chairs, Search Committee, School of Education, Loyola University Chicago, 820 N. Michigan Avenue, Chicago, IL, 60611, nsobe@luc.edu , twillia@luc.edu.

LUC is an Equal Opportunity/Affirmative Action employer with a strong commitment to hiring for mission and diversifying our faculty.  As a Jesuit Catholic institution of higher education, we seek candidates who will contribute to our strategic plan to deliver a transformative education in the Jesuit tradition.  To learn more about LUC’s mission, candidates should consult our website at http://www.luc.edu/mission/missionandidentity.shtml.   For information about the university’s focus on transformative education, candidates should consult our website at http://www.luc.edu/transformativeed. Applications from women and minority candidates are especially encouraged.