09 November 2017

Table of Contents Volume 49, Number 4

Internationalization in Conflict-Ridden Societies and Within Migrant Populations

Internationalization in Conflict-Ridden Societies and Within Refugee Populations
Miri Yemini

Traumatized Home and Away: Toward a Framework for Interrogating Policy – Practice Disjunctures for Refugee Students in Higher Education 
Felix Maringe, Emmanuel Ojo & Otilia Chiramba

The Potential and Reality of New Refugees Entering German
Higher Education:
The Case of Berlin Institutions
Bernhard Streitwieser, Lukas Brueck, Rachel Moody &
Margaret Taylor

“When I Am a President of Guinea”: Resettled Refugees Traversing Education in Search of a Future
Sarah Dryden-Peterson & Celia Reddick

“Learning to See the Person, Not the Culture or the Faith”: Critical Reflections on Internationalizing Higher Education in Israel
Sheila Trahar

Internationalization Under Intractable Conflict: The Influence of National Conflict on Israeli Higher Education Institutions’ Internationalization Efforts
Miri Yemini

09 August 2017

Table of Contents Volume 49, Numbers 2-3

Rethinking Equity in Education for/ with Refugees and Migrants


Equity in Education for/with Refugees and Migrants—Toward a Solidarity
Marta Moskal & Amy North


One Common Future, Two Education Systems: The Case of Syrian Children
of Istanbul
Y. Yesim Ozer, Aysegul Komsuoglu & Z. Ozde Atesok
DOI: https://doi.org/10.1080/10564934.2017.1328268

Online Teacher Training in a Context of Forced Immobility: The Case of Gaza,
Giovanna Fassetta, Maria Grazia Imperiale, Katja Frimberger,
Mariam Attia & Nazmi Al-Masri
DOI: https://doi.org/10.1080/10564934.2017.1315538

Becoming a “Foreigner”: The Principle of Equality, Intersected Identities, and
Social Exclusion in the Norwegian School

Carla Chinga-Ramirez
DOI: https://doi.org/10.1080/10564934.2017.1335173

An Alternative Understanding of Education and Empowerment: Local-Level
Perspectives of Refugee Social Integration in the United Kingdom

Hazel Klenk
DOI: https://doi.org/10.1080/10564934.2017.1341290

What Kind of Literacy? Reflections on the Experiences of Migrant Domestic
Workers Negotiating Learning in London

Amy North
DOI: https://doi.org/10.1080/10564934.2017.1340800  


Student Politics and Protest: International Perspectives
Brooks, R. (Ed). Abingdon, Oxon, UK, and New York, NY: Routledge, 2017.
Brie McDaniel

05 August 2017

Comparative Education Society in Europe


Identities and Education: Comparative Perspectives in an Age of Crisis

May 29 – June 1, 2018

University of Cyprus, Nicosia, Cyprus

dentities are made and unmade and this is especially true in our current times of crisis. Depending on one’s perspective and location, this moment may be about enduring conflicts, deepening poverty and inequalities, dislocations of peoples, or for example, the rise of post-factual information flows. It may also be about the resurgence of populist movements that are fuelling new forms of border protectionism, cultural closure and anti-cosmopolitan identity displays.

But crises are not only about identity disruption and anxiety. They are also moments of possibility and potential. Not only do they trigger discussion about the causes of our current situation, but they also facilitate debate about our possible futures. Education, central to the project of individual and collective identity formation, national development and international relations, is at the heart of these moments. Whilst education has undoubtedly contributed to creating these moments, it is uniquely placed to engage with them. What should be the agenda of study and action for education in such times?

The conference offers the chance to examine and problematise our contemporary moment. Through the heuristic of identity, the conference aims at creating a platform for understanding our current challenges and considering the potential of education to address them. As an intellectual strategy, comparative education is well suited to explore the intersections of local, regional and global history, social structures and biographies of persons that interact to produce uncertainty as well as opportunity. As a palimpsest of history, cultures, aesthetics, geopolitics and disputed meanings, Cyprus and its capital city of Nicosia are one of the most suitable locations for exploring identity and education in interdisciplinary, inter-sectional, relational and eclectic ways.

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The following key speakers are invited to help us unfold the conference theme through Plenary Lectures:

·       Antonio Nóvoa, University of Lisbon, Portugal

·       Ruth Wodak, Lancaster University, United Kingdom, and University of Vienna, Austria

·       Noah W. Sobe, Loyola University Chicago, USA

·       Michalinos Zembylas, Open University of Cyprus, Cyprus

·       Nelly Stromquist, University of Maryland, USA

The following sub-themes, organised as Working Groups and reflecting diverse perspectives, institutional sites and professional groups, have been established to explore the conference topic:

·       History, theory and comparative education

·       Governance, nation state and the new transnational order

·       Curricula, textbooks and citizenship

·       Practitioners, pedagogies and interventions

·       Higher education, vocational training and lifelong learning

·       Identities beyond formal education

In addition to these six Working Groups, there will be a Working Group dedicated to new scholars, as well as opportunities to submit papers for a number of cross-thematic sessions and thematically-focused panels where identity will be in perspective. These panels will include:

·       Conflict, reconciliation and the promise of education

·       The refugee crisis and the future of humanitarian work

·       Colonialism, neo-colonialism and identity

·       Gender, sexuality and education

·       Youth identities across Europe

·       Language, identity and education

·       Evaluation and assessment – and their impact on what it means to be educated

·       Global methodologies in the study of identity

Conference format: Individual or co-authored, theoretical or empirical papers and panels will be presented at the working groups, the cross-thematic sessions and the thematically-focused panels. Also, multi-author panels can be suggested (3-4 papers) and will take place within the cross-thematic sessions and the thematically-focused panels. The deadline for proposal submission is February 1, 2018.

For more info please visit the conference website: www.cese-europe.org/2018

17 July 2017

Differentiation in the Making: Consequences of School Segregation of Roma in the Czech Republic, Hungary, and Slovakia

Vera Messing

This recently published article -- a part of European Education's 2017 special issue (Vol 49, Issue 1) on "A Decade of Roma Inclusion" edited by Christian Brüggemann & Eben Friedman -- examines how various forms of ethnic segregation in education affect everyday life and future aspirations of Roma youth in three Central and Eastern European countries: the Czech Republic, Hungary, and Slovakia. It draws on a comparative European investigation about the diverging experiences and paths of ethnic minority youth in Europe (EDUMIGROM). The article investigates how segregation actually comes about in Central and Eastern Europe and looks at ways in which various forms of separation shape the everyday experiences and future aspirations of youth through the lenses of 14–15-year-old Roma students and their teachers. It reveals that studying in segregated Roma schools limits young Romas’ chances for further education and deprives them of interethnic social networks. Meanwhile, studying in segregated classes of ethnically mixed schools has a devastating effect on the development of young people’s identity, self-esteem, and interethnic relationships.