This Is an Announcement from CIES-L. Please Do Not Reply to This Message. ______

This is an announcement from CIES-L. Please do not reply to this message. ______Comparative and International Education Society Weekly announcements

May 2, 2012 1. Job announcement: Associate Director, Center For Universal Education, The Brookings Institution 2. Job announcement: Multiple Academic Vacancies at the Institute of Education, University of London 3. Call for Papers: Current Issues in Comparative Education 4. Call for chapter proposals: International Perspectives on Education and Society Series 5. Recent publications: Klees, Steven J., Samoff, Joel, and Nelly P. Stromquist (Eds.) World Bank and Education: Critiques and Alternatives. Rotterdam: Sense

1. Job announcement: Associate Director, Center For Universal Education, The Brookings Institution

CENTER FOR UNIVERSAL EDUCATION THE BROOKINGS INSTITUTION

Position Available: Associate Director

The Center for Universal Education at the Brookings Institution is seeking an Associate Director, who, in collaboration with the Director of the Center, is responsible for the management of overall operations, development planning, communications, and strategy for the Center. Candidates must have a Master’s degree in Education or a related social science field (PhD holder preferred), a minimum of 8 years of relevant professional work experience (with 4 of those years in program management preferred); and experience in policy and/or educational working environments. Principal duties and responsibilities include strategic management of the Center, research and project development, and operations management. The position will be filled on a rolling basis. For full details about the position and the application process, please see: http://www.brookings.edu/about/employment/GBL11246.aspx.

2. Job announcement: Multiple Academic Vacancies at the Institute of Education, University of London

INSTITUTE OF EDUCATION

University of London Chair/Professor

Multi-Faculty Salary: An attractive salary, relocation and benefits package is available.

Job Share Considered

Reference: SEN-MULTI-CHAIR

We are seeking to appoint up to six Chairs to join our distinguished professoriate and help us shape thinking about social research in the 21st century.

You will be a world-leading academic with an outstanding reputation for the quality of your publications, research leadership and expertise and be able to demonstrate engagement with policy issues in your chosen field. You are committed to delivering the highest quality research-led teaching and willing to contribute to consultancy and other third-stream activities.

John Adams Career Development Research Fellows

Multi-Faculty

Salary: £30,124 to £35,940 plus £2,323 London Allowance Job Share considered - The appointments will be available from September 2012 or as soon as possible thereafter and will be available for two years.

Reference: 7AC-RESMULTI-EXT

We are recruiting up to ten Research Fellowships to enhance our research expertise. The Fellowships are designed to support early career researchers to quickly develop their skills and expertise to become leading thinkers in their field.

You will be an ambitious post-doctoral researcher keen to develop your own research agenda, contribute to externally funded projects, publish in leading journals and develop networks and collaborations on a national and international basis. In return you will have the opportunity to join one of the most research intensive institutions in the UK. You will receive a comprehensive programme of support to enable you to build your own research agenda and help you to secure funding for this.

Lecturer/Senior Lecturer

Multi-Faculty

Salary: £37,013 to £52,708 plus £2,323 London Allowance Job Share considered - The appointments will be available from September 2012 or as soon as possible thereafter. Reference: 89AC-LECMULTI-EXT

We wish to appoint up to sixteen Lecturers/Senior Lecturers to help us shape thinking about social research in the 21st Century.

For a Lectureship position you will be in your early to mid career with ambitious plans for your teaching and research and seeking to develop quickly to academic prominence. For a Senior Lectureship position you will be an academic with a strong research trajectory who can realistically expect professorial promotion within the next few years.

If you are passionate about your subject and are committed to exceptional research and the highest quality research-led teaching we would like to hear from you.

Closing date for all posts: Friday 18 May 2012

We encourage you to apply online at our website http://jobs.ioe.ac.uk. If you need any assistance, please telephone 020 7612 6159 or email: [email protected]

We positively encourage applicants from all sections of under-represented communities

3. Call for Papers: Current Issues in Comparative Education CALL FOR PAPERS EXTENDED – MAY 15, 2012 Education in Small States: Fragilities, Vulnerabilities, and Strengths Volume 15, Number 1, Fall 2012 For the Fall 2012 Issue of Current Issues in Comparative Education (CICE), the Loyola University Chicago Center for Comparative Education and Loyola’s Comparative & International Education Graduate Student Association (CIEGSA) in partnership with Teachers College, Columbia University, welcome submissions on the topic “Education in Small States: Fragilities, Vulnerabilities, and Strengths”. This Special Issue, guest edited by Dr. Tavis D. Jules, Assistant Professor of Comparative and International Education, Loyola University Chicago, calls attention to education in small states as a topic in need of further attention, conceptual development, and empirical research. We hope submissions for this special issue will re-imagine small states’ unique development needs as well as their capacities to engage in international educational policy debates in a post-Financial Crisis and post-Arab Spring world. To date, “small states” have been defined primarily by population, location, geo-political positioning, and economic capacity (Bacchus, 2008; Bray & Packer, 1993; World Bank, 2011). Small states are frequently characterized as vulnerable and fragile since they face challenges stemming from financial, cultural, and, political globalization (Mayo, 2010). This Special Issue invites submissions that problematize previous definitions of “small states” in hopes of advancing educational research on the topic. We also invite submissions that bring greater complexity to conversations about small states through conceptually and methodologically innovative work on the concept of “smallness.” We hope that submissions will discuss the concept of “smallness” in multiple ways, but we offer a few examples here. For instance, “smallness” could be approached through some form of micro-analysis, such as of micro-structures or of deliberately micro-localized studies. “Smallness” might also be taken to refer to a bundle of relations that generate a “small” assemblage which itself might not be housed or localized in one definite place. We welcome exploratory, conceptual, methodological, and empirical papers, both qualitative and quantitative, for this special edition of CICE. Topics of interest include, but are not limited to, the following:  Redefining, reconceptualizing, and theorizing “small states” and “smallness”  Discourse analysis / policy analysis of local, regional and/or international coordination among small states  Ethnographic studies of educational systems in small states  Cross-country or single country analysis of education in small states  Comparisons of education in “small states” with other “small” quasi-states or semi- autonomous governmental units  Entrepreneurial strategies of small states in the face of globalization and global agendas  Primary, secondary, and tertiary level educational challenges in small states  Public/private partnerships in small states Submissions are not restricted to scholars in the field of comparative and international education; those from other disciplines (e.g. anthropology, history, philosophy, political science, sociology) are welcome to submit papers relevant to this call. THE DEADLINE FOR SUBMISSIONS IS MAY 15, 2012

Manuscript Submissions CICE is open-access online academic journal from Teachers College, Columbia University that seeks clear and significant contributions that further debate on educational policies and comparative studies. We publish articles from teachers, administrators, professors, graduate students, policy-makers, and education specialists from governmental and non-governmental organizations. Thus, we welcome responses and insights from various perspectives to the topic presented above. All submissions must be in Word format (“.doc”, “.rtf”, or “.txt” files) and uncompressed (i.e. not “.zip”, “.bin”, etc.). For more information visit the CICE website at www.tc.edu/cice. For this special issue, authors are encouraged to submit original articles no longer than 4000 to 5000 words in length, including an abstract of between 100-150 words, footnotes and references in APA format as email attachments to: Dr. Tavis D. Jules ([email protected]).

Editors Guest Editor, Dr. Tavis Jules (Loyola University Chicago) Managing Editor, Andrew K. Shiotani, (Teachers College, Columbia University) Coordinating Editors, Sophia Rodriguez, Landis Fryer, and Beth Wright (Loyola University Chicago) Assistant Editors, Patricia Castillo, Yao Chen, Terry Han, Brad Kirshenbaum, Joy O’Keefe (Loyola University Chicago)

References Bacchus, M. K. (2008). The education challenges facing small nation states in the increasingly competitive global economy of the twenty-first century. Comparative Education, 44(2), 127- 145. Bray, M., & Packer, S. (1993). Education in small nations: Concepts, challenges and strategies. Oxford, UK: Pergamon Press. Mayo, P. (2010). Introduction: Comparative and international perspectives on education in small states. In P. Mayo (ed.), Education in small states: Global imperatives, regional initiative and local dilemmas (pp. 1-4). New York, NY: Routledge. World Bank. (2011). Small states. Retrieved 01/24/2012 from http://web.worldbank.org/WBSITE/EXTERNAL/PROJECTS/0,,contentMDK:21431090~pag ePK:41367~piPK:51533~theSitePK:40941,00.html. 4. Call for chapter proposals: International Perspectives on Education and Society Series

CALL FOR CHAPTER PROPOSALS *Proposal Deadline: 31 August 2012*

THE DEVELOPMENT OF HIGHER EDUCATION IN AFRICA: PROSPECTS AND CHALLENGES

Volume 20 in the International Perspectives on Education and Society Series http://www.emeraldinsight.com/products/books/series.htm?id=1479-3679

Edited by Alexander W. Wiseman (Lehigh University, USA) C.C. Wolhuter (North-West University, South Africa)

In spite of the worldwide higher education “revolution,” the higher education sector throughout Africa remains surprisingly underdeveloped. Although impressive expansion and reform of higher education in Africa have occurred since 1990, higher education across Africa still lags behind the rest of the world in terms of access, enrolment, equality, pedagogy (especially the use of ICT), assessment, quality control, academic professionalization, university management, curricula, program development, government relations, industry linkages, and social relevance. In fact, as higher education has expanded worldwide, the level of inequality between higher education systems has increased. The higher education sector across Africa has been particularly challenged to keep pace with the development of higher education worldwide, which is reflected in comparatively limited research output and the limited representation of African universities on world institutional rankings. Given this dilemma for higher education in Africa, the question keeps arising about whether or not the African higher education sector can ever fulfill the promise of producing “world-class” universities.

Given the context and history of the higher education sector in Africa, this volume of the International Perspectives on Education and Society series investigates the challenges and prospects pertaining to higher education expansion and development in Africa, especially issues of access, capacity and accessibility. The goal of this volume is to present information, case studies and research about the development of higher education across Africa as a whole, but in regions, countries or educational systems within Africa as well. Through an examination of the higher education sector’s development in Africa, this volume uniquely explores the continent-wide, region-specific and country- or system-level contexts, policies, and conditions that drive both the creation and reform of public and private higher education. It also investigates the international, multilateral and bilateral organizations that influence the development of higher education in and across Africa.

Chapters in this volume will use case studies, regional survey data, and other evidence to analyze the complex combination of drivers and characteristics of as well as challenges and prospects for the higher education revolution in Africa. We specifically invite original chapter proposals that address any of the following: a) historical overview of the association between international or global organizations and higher education development in Africa; b) evaluation and analysis of specific changes in higher education in Africa due to specific regional, country or system conditions; or c) implications of the infrastructure, capacity and sustainability of higher education institutions and development models in Africa. In addition, chapters may address any aspect of the development of higher education in Africa as long as they fit within the volume’s overall theme. The intent is to have a combination of stakeholder reviews, theory-driven syntheses of current scholarship, reports of new empirical research, and critical discussions of major topics related to the development of higher education in Africa.

Chapter proposals should be 1000 word summaries that deal explicitly with as many of the following as are applicable, preferably in this order: (1) objectives or purposes; (2) perspectives or theoretical framework; (3) methods, techniques, or modes of inquiry; (4) data sources or evidence (if applicable); (5) results, conclusions, or point of view; and (6) the significance or relevance of this chapter to the volume's overall theme. Please contact Alexander W. Wiseman ([email protected]) or C.C. Wolhuter ([email protected]) with questions or to submit chapter proposals written in English by 31 August 2012. Authors will be notified by 15 September 2012 regarding proposal acceptance. If accepted, full chapters for external review will be due by 15 November 2012.

5. Recent publications: Klees, Steven J., Samoff, Joel, and Nelly P. Stromquist (Eds.) World Bank and Education: Critiques and Alternatives. Rotterdam: Sense

Recent Publications: Klees, Steven J., Samoff, Joel, and Nelly P. Stromquist (Eds.) World Bank and Education: Critiques and Alternatives. Rotterdam: Sense ($19.00).

For more than three decades, the World Bank has been proposing global policies for education. Presented as research-based, validated by experience, and broadly applicable, these policies are ideologically driven, insensitive to local contexts, and treat education as independent of international dynamics and national and local economies and cultures. Target countries, needing resources and unable to generate comparable research, find it difficult to challenge World Bank recommendations.

The World Bank and Education: Critiques and Alternatives represents a powerful challenge to World Bank proposals. Probing core issues—equity, quality, finance, privatization, teaching and learning, gender, and human rights—highlights the disabilities of neoliberal globalization. The authors demonstrate the ideological nature of the evidence marshaled by the World Bank and the accompanying policy advice.

Addressing key education issues in developing countries, the authors’ analyses provide tools for resisting and rejecting generic policy prescriptions as well as alternative directions to consider. Robert Arnove, in his preface, says, “whether the Bank is responsive to the critiques and alternatives brilliantly offered by the present authors, the book is certain to influence development and education scholars, policymakers, and practitioners around the globe.”

FROM SENSE PUBLISHERS: Customers in low income countries To our customers in low income countries we are happy to provide our e-books free-of-charge. If you are based in one of the countries listed below and you are interested in receiving our e-books for free, please contact: [email protected]. Afghanistan, Bangladesh, Benin, Bhutan, Burkina, Faso, Burundi, Cambodia, Cameroon, Central African Republic, Chad, Comoros, Dem Rep Congo, Rep. Congo, Cote d Ivoire, Eritrea, Ethiopia, The Gambia, Ghana, Guinea, Guinea-Bissau, Haiti, India, Kenya, Rep. Dem. Korea, Kyrgyz Republic, Liberia, Madagascar, Malawi, Mali, Mauritania, Moldova, Mongolia, Mozambique, Myanmar, Nepal, Nicaragua, Niger, Nigeria, Pakistan, Papua New Guinea, Rwanda, Sao Tome and Principe, Senegal, Sierra Leone, Solomon Islands, Tajikistan, Tanzania, Timor-Leste, Togo, Uganda, Uzbekistan, Vietnam, Rep. Yemen, Zambia, Zimbabwe Note: This is the list of countries which have been classified as “low income” by the World Bank. For more information on this classification please refer to www.worldbank.org

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