Aahlin, Unni (University of Oslo) the Context of Educational Policy in the Czech Republic

—CIES— Comparative and International Education Society 45th Annual Meeting

Individual and Group Abstracts

March 14-17, 2001 Washington, D.C.

2 CIES 2001 Annual Meeting

 Abstracts for Individual Papers 

Aahlin, Unni (University of Oslo) the context of educational policy in the Czech Republic. While The influence of external support on Palestinian educa- the Czech Republic has not yet been admitted to the EU, it is tion slated to be among the wave of entries in 2003. The Czech Re- The Israeli occupation has led to the Palestinian people’s de- public is currently undergoing the interconnected transformative pendency on foreign support. The international community is trajectories of postcommunism and Europeanization. Examining represented in the Palestinian areas through a variety of organi- the question of national autonomy in the case of a candidate na- zations and institutions, whose points of view have to be consid- tion offers unique critical opportunities that may not be apparent ered in educational planning and implementation of programs. when looking at pre-existing member states. Are national and Donor agencies often claim that their assistance has been a suc- local educational autonomies put at risk in the process of inclu- cess by referring to good results and positive evaluations, gener- sion in the European Union? This paper will use the concept of ally they are less concerned whether their programs are those inclusion to critically examine the process of entry in the Euro- that are most needed. The result of lack of a complete develop- pean Union and its affects on the Czech education system. ment perspective may imply partial educational development, Accioly de Amorim, Ana Christina (Harvard University) impediment of essential innovations and emphasis on improve- The Impact of Parental Participation in Northeastern ment rather than transformation of the situation. Re-adjustment Brazil and co-ordination of aid to the Palestinian areas is under way, Recent trends and challenges have reshaped the role and organi- but a question is whether the Palestinian Ministry of Education zation of the Latin American governments by displacing central will have the authority to decide on own budget and get the nec- responsibility to local government, communities, and parents. essary financial aid. If the Palestinians are to build their econ- This process has shed light on decentralization as well as on the omy to compete on a global market, huge changes that make big role of the educational stakeholders in the educational reform demands on all levels of the educational system are required. designs. This paper intends to analyze the role of parents on the Teachers claim that donors are not interested enough in the ef- educational outcomes considering the Brazilian reality as the fects of their support, which influence on the development of background. I will center my arguments on the importance of a Palestinian education is discussed in this paper. clear framework for parents’ participation in the policy design Abdi, Ali (University of Alberta) and how this process can help in the students’ outcomes. Return to the Source: Cabrals’ existential philosophy and The scope of my analysis will include (1) studies about the cultural legitimization of contemporary development the complex relationship between school and family prior to pol- education icy design; (2) analysis of the definition of the parents’ role in the participation process using as reference policies that are cur- Cabral’s notion of development via people’s situatedness in a rently taking place in Brazil; (3) contemplation of training not given physical and cosmological environments has been con- only for teachers, but also for parents, and finally; (4) I will tinuously given, albeit generally without due credit, a sort of in- question the assumption that the larger the decentralization tellectual presence by the proliferation of academic work that (without careful definition of Parents’ role) the greater the par- concretely sees the constant interplay between education, culture ents’ participation. The analysis will be based on a literature re- and social development/human emancipation. This paper at- view and my findings will be preliminary. tempts to re-introduce the constant relevance of culture and cultural ways of knowing to the possible creation of viable pro- Acedo, Clementina (University of Pittsburgh) grams of education that can entice, initiate and eventually under- Untitled take, through consciously located human agency, highly desir- Global and regional trends in secondary education reform. able projects development education. The labeling of any educa- This presentation will address the preliminary findings from a tional program as capable of leading to social development is no study being undertaken in the context of the USAID-funded longer tenable, for in many zones of the so-called underdevel- “Improving Educational Quality” project. The presenter will dis- oped world, educational programs are either qualitatively depre- cuss the global and regional trends of reforms being undertaken ciated, or outright irrelevant. The reasons for these problems (e.g., organizational restructuring, financing arrangements, cur- range from the continuing presence of a perennially alienating ricular change, teacher education) in five UNESCO regions: Af- colonial philosophies of education to the current failure of edu- rica, Arab States, East Asia and the Pacific, (Central/Eastern) cational globalization as prescribed in the neo-liberal ideology of Europe, and Latin America. world management. It is in the context of these educational prob- Adams, Don (University of Pittsburgh), Hwa Geok Kee lems and social development failures, all with centennial propor- (University of Pittsburgh), Lin Lin (University of tions, that this work intends to recommend, at least theoretically, Pittsburgh) the full acculturation of education as a means of existential re- Linking Research, Policy and Strategic Planning to Edu- casting in the struggle for better life possibilities for the cur- cation Development in Lao People’s Democratic Repub- rently increasing world underclass. Beyond Cabral’s work, the lic paper will also, for analytical and propositional purposes, heav- After providing a brief overview of the changing social and eco- ily borrow from the cultural and educational writings of Julius nomic context within which Lao education functions, this article Nyerere, Claude Ake, Frantz Fanon, Thierry Verhelst, Paulo describes the use and nonuse of research in national efforts in Freire, and other. education policy making and planning, and examines both the Abelson, Michael (University of Wisconsin-Madison) processes and the products of decision-making involved in a Lao The Czech Republic, Autonomy and Integration in the Government/Asian Development Bank sponsored education sec- European Union. tor assessment. The article also suggests ways to improve the ef- The creation of the European Union raises the hopes of many for fectiveness of Lao policy and planning through building a tradi- a more peaceful and prosperous future in Europe. At the same tion of use of research and outlines a modified role of interna- time, it raises substantial questions and concerns regarding is- tional donors in contributing to the development of research ca- sues as wide-ranging as the threat of cultural homogenization, pabilities. overzealous regulation and of central interest in this paper - the Adams, Jennifer (Harvard Graduate School of Educa- potential erosion of autonomy in the formation of national edu- tion) cation policy. This paper will examine the issue of autonomy in

Abstracts for Individual Papers 3

Educational Opportunity during the Decentralization Era Synthesizing Eastern and Western Culture: Transforma- in China: Is the Right to Education More Dependent on tion of Turkish University Students in the New Millen- Community and Family Wealth nium In China, the decentralization of educational finance has impor- Turkey has undertaken new objectives such as modernization tant implications for the equality of educational opportunity. The and westernization of the society after the republic. Cultural reform of educational finance was a key component of national changes in Turkish society are dramatic. Under the impact of educational reforms initiated in 1985, which gradually trans- Eastern and Western cultures, Turkish youth find themselves in ferred the responsibility for the generation and distribution of a dilemma. In this empirical study we try to find how the values education funds away from the central government to local of Turkish University students have transformed in the new mil- communities. As a result, schools are expected to raise their own lennium. funds, and in turn, increasingly rely upon both community re- Affolter, Fritz (University of Massachusetts, Amherst) sources and household incomes to finance the provision of edu- Community Mobilization and Leadership Training in cation. This raises concerns about both regional inequality in the Azerbaijan funding of education and the effect of school fees on the educa- This paper reports on recent community mobilization and lead- tional decisions of poor families. In this paper, I explore whether ership training in Azerbaijan refugee- and IDP (‘internally dis- educational inequality is rising in China. I use cross-sectional placed persons’) communities. In particular, this study assesses data from two waves of the China Health and Nutrition Survey (1) major community issues and problem-solving capacity; (2) to examine whether the probability of children between the ages leadership and decision-making structures; (3) training needs of of 12-15 in eight provinces enrolling and advancing in school is community leaders. The study findings point to communities’ more dependent on household and community wealth in 1993 needs for economic assistance as well as social support. Com- than in 1989. munities are unable to tackle major socio-economic obstacles Adeyinka, Augustus (University of Botswana) due to a lack of funds and/or technical assistance, as well as the The Impact of Western Culture on African Education capacity to mobilize the community in a way that would lead to Against a background discussion of the concepts of education effective and transformative community action and learning. and culture, this paper examines the principles and practice of Affolter, Fritz (University of Massachusetts, Amherst) the African traditional education system, otherwise known as in- In Search of Fundamental School Factors that Enhance digenous education, that is, the type of education prevalent in Student Achievement in Ugandan Primary Schools Africa before the coming of the Christian Missions. Its objec- 46 different components of school environment data collected tives, content and methods, strengths and weaknesses are com- from 24 urban and rural primary schools by the Uganda IEQ pared with those of Western education. The major philosophies project in 1996 have been compared in order to test the assump- of African traditional education, namely, preparationism, function whether there is a universal threshold of inputs that leads to tionalism, communalism, wholisticism and perennialism, are increased student achievement. The components analyzed dealt highlighted and their values discussed. The paper then focuses with the adequacy of school infrastructure, the provision of ma- on the infiltration of Western culture into Africa; the wholesale terial services, the adequacy of classroom resources, the avail- acceptance of that culture by the various ethnic groups in Africa; ability of learning materials, the appropriateness of teaching staff and the impact of Western culture on the existing traditional members, the adequacy of school leadership, the adequacy of education system. The point is emphasized that the best ap- classroom management procedures, the qualitative nature of proach to the handling of a foreign culture by any society is for school procedures, the quality of interaction with the commu- that society to pick what is considered good and beneficial in the nity, school business characteristics and school inspection. The alien culture and synthesize it with the fine aspects of its own author did not find a viable construct of fixed educational quality culture. Today, however, the call seems to be in favor of a return factors for improving school effectiveness and recommends that to the community-based education system, which has no room policy makers create space for bottom-up research initiatives for unemployment, as the case is for institutionalized education that bring teachers, parents, students and local communities into in present-day Africa. It is in this direction that the author shares the policy and research discourse. the views of Ivan Illich and his fellow dischoolers in Europe and America that the school, as it now operates, should disappear Agarwal-Harding, Seema (ChildScope International, Inc) and in its place there should be set up knowledge and skill train- Untitled ing centers where adolescents, and even adults, could go and ac- Dr. Agarwal will present the Childscope, International collabora- quire the type and amount of knowledge and skill they need for tion with public schools in Howard County, Maryland to intro- community service and personal survival in a new world of sci- duce language training and multi-cultural education. She will ence and technology. This is the picture of education that one discuss both the content of the programs and the nature and out- has for the present century. comes of the dialogue with schools, parents and school officials Aemero, Abebayehu (University at Buffalo) that led to this exciting, innovative partnership. She will repre- Constraints on School Principals in Ethiopia sent as well the lessons of this experience and what they suggest for educating students for an ever-growing global world, such as This paper addresses 2 kinds of constraints on school principals that of suburban Washington, D.C., referring especially to the since the 1992 Education and Training Policy was adopted and increasingly antagonistic multicultural education environment as some of the issues that have emerged (e.g. deprofessionaliza- illustrated by California’s recent actions. tion). One kind of constraint is that principals are no longer required to have specific preparation for the job; both educa- Agarwal-Harding, Seema (ChildScope International, Inc) tion/training and role definition have shifted. In current practice, Supporting Learning for All in Maryland and Globally. principals are elected for two year terms from among the teach- An educational initiative starting in Howard County, Maryland ers in a school by their colleagues. The second kind of constraint seeks to support effective education and community participa- is that principals play multiple roles including teaching classes, tion strategies that can help public schools reach their equity assuming administrative responsibilities, and responding to vari- goals. It promotes children’s learning in a global society, based ous political interest groups who elected, and decide whether to on a recognition of shared human values across diverse local re-elect him/her. and international ethnic communities. The presentation will Afacan, Hakan (Selcuk University), Sakir Berber (Selcuk examine existing State and local policies, and analyze a variety University, College of Education,), Adem Ogut (Sel- of interventions in Maryland schools which seek to enhance learning by drawing on the increasing population diversity. This cuk University, College of Management)

4 CIES 2001 Annual Meeting

analysis will also examine similar initiatives in other regions of of the Community School Alliance project in Ghana. My paper the world including India, Ghana and Peru. examines factors that may infringe on the sustainability of com- Agborsangaya, Ozong munity school improvement efforts based on a working model, a Education and the Child Soldier rationale for the model and an overview of my eventual research. The Democratic Republic of Congo (DRC) is a country in crisis. Alcantara, Armando (Mexico’s UNAM Boston College) In this country children are acutely affected by armed conflict University Research in the Developing World: A Search and are vulnerable to participation as child soldiers. In June 2000 for Global Resonance Creative Associates undertook an activity designed to assist the This paper deals with some of the key features and dilemmas DRC to formulate a national policy to demobilize and reintegrate that university research faces at the beginning of the new mil- child soldiers and to assess the educational needs of demobilized lennium. An effort is made to discuss an array of topics going child soldiers. This panel presentation shall focus on sharing from the realities of research and development (R&D) spending conclusions and lessons learned during that activity. Those les- in both the industrialized world and the developing nations, to sons relate to the dynamics of the conflict and how they relate to the difficulties and even concerns for the viability of university the participation of children as soldiers, methods of recruitment, R&D in the developing world. The paper also analyzes the pos- lessons learned regarding demobilizing and reintegration of child sibility that the successful cases of the Asian newly industrial- soldiers. ized countries might be replicated by other nations of the Third Agyemang, Samuel (Harvard University) World. The following are some of the issues to be addressed: a) Toward a policy framework for guiding the efficient, ef- the influence of the predominant models of the US, France, Brit- fective and equitable introduction of computers in devel- ain, Germany and Japan throughout the development of univer- oping countries: A Case Study from Ghana sity research at a global scale; b)the possibilities to replicate the A major problem for research in developing countries concerns newly industrialized nations’ successful cases in linking univer- the efficient, effective and equitable use of computers in Higher sity, industry and government; c) the experience of university re- Education. Ghana, my country of origin, is no exception. My in- search in the rest of the Asian nations; d)the new realities of Af- tent in this paper, therefore, is review recent literature on the rican university research; and e) the experience of university re- subject on other countries and to propose a framework for the ef- search in Latin America. The final section of the paper will ex- ficient, effective and equitable introduction of computers in plore the conditions under which more effective collaborative ef- Ghana’s Higher institutions. My task in this paper is to review forts would take place. current literature on computer use in other countries, develop a Al-Harthi, Hamood (University of Pittsburgh) framework and use the framework to propose policies that Min- Dealing with Globalization in Developing Countries: istry of Education can adopt to ensure that computers find their Educational Reform in the Sultanate of Oman ways into the county’s higher institutions to transform the learn- How can societies around the world deal with the impact of ing process and to enrich the quality of our graduates. globalization? For example, there has been considerable discus- Akiba, Motoko (Penn State University) sion in developing countries on this issue not only by politicians Stress from Academic Competition or Peer Hierarchy in and academic intellectuals but also by ordinary people. In some Classroom? Examination of Bullying Based on a Case of these countries, such as Oman, globalization has been re- Study of Japanese Junior High School Students garded both as the hope of economic and political development and as a threat against the local culture and economy. This paper Based on an in-depth interview, observation, and student diaries describes how the Omani government has attempted to prepare of 30 9th grade Japanese students conducted during summer in the nation for the era of globalization through reforming the pub- 2000, the author examined their experiences and perceptions of lic educational system. This reform gives more emphasis to sci- bullying in a Japanese junior high school. Special attention was ence, mathematics, computer sciences, and English language in paid on the relationship between the pressure of academic com- order to prepare students to participate in the global economy. petition through standardized high school entrance examinations This paper examines various obstacles to achieving the goals of and the involvement in bullying. However, only a few students this reform: teacher preparation, teacher-student relationships reported or perceived the linkage between stress from academic and teaching/learning styles. This paper will also raise questions competition and bullying. Rather, bullying is strongly related to about the types of educational reforms that might be needed in the classroom-based status hierarchy based on Japanese peer cul- Oman if one were to consider more than just the economic di- ture. The students who have low status in the hierarchy or the mension of globalization. The paper is based on some visits to students who deviate from the norms and the values which sup- one of the trial schools where the researcher is going to observe port the status hierarchy are more likely to become the targets of classroom interaction and conduct some interviews with admin- bullying. Frustration in academic competition may motivate istrator, teachers, and students. some students to bully others only indirectly through the statuses of bullies and victims in the hierarchy system. Ali, Mehrunnisa (Ryerson University) The author further examined the nature of this status hier- Partnerships between universities in ‘developed’ and archy among peers in relation to parents’ education level, ‘developing’ countries achievement level, and other student characteristics. How this As pressures for globalization have increased on universities in hierarchy system determines the structure and the dynamics of ‘developed’ and ‘developing’ countries, institutional relation- bullying relationships in a classroom is discussed. ships between the two have proliferated and the label for this re- Akukwe, Grace (University of Minnesota) lationship has changed from “development assistance” to “part- Sustaining the change efforts of a community school im- nership.” Using the case of a university in Pakistan and two uni- provement project in Ghana versities in ‘developed’ countries, this paper shows that the change in the label does not lead to a change in the nature of the As participatory processes become the focus of development as- relationship, primarily because the institutions continue to be sistance worldwide, its associated issue of sustainability is fundamentally unequal in terms of producing and disseminating evolving as a critical aspect of policy design and implementa- knowledge that has international currency, which is their pri- tion. Essentially, the literature on sustainability emphasizes con- mary function. The label of partnership is ideologically attractive tinuance and maintenance of desirable outcomes of develop- to both parties because the term is strongly associated with ment, as well as utilization of local resources without its associ- equality, reciprocity, mutual accountability, trust and profes- ated cost-benefits. My presentation is a preamble to a thesis that sional respect. But this label not only misrepresents their rela- will focus specifically on the school improvement interventions tionship, it inhibits the candid discussion of conflicts that arise

Abstracts for Individual Papers 5

from their institutional inequality and the problematization of the traditional life experiences, both motivating the girls toward historical, socio-political and economic factors that lead to these education and causing them psychological distress. The effects conflicts. on this unplanned wave of educated women back on the rapidly Alvarez, Benjamin (Academy for Educational Develop- developing community are causing profound shifts in the labor ment) force, gender roles, and identity construction. This paper is Impact of New Technologies on Post-basic Education based on a five-year person-centered ethnographic study follow- New technologies significantly affect the context and process of ing the community and individual school girls via participant- education, including curriculum, teacher development and stu- observation, interviews, surveys, and archival research through dent classroom experience. Technologies expand opportunities the rapid changes. It relies on educational, psychological, and for communication. However, equipping education facilities is anthropological literature and methods to understand secondary inadequate and wasteful unless the capacity of the teacher and education as a mediator between adolescents and their society at education management to use these tools is also improved. a turning point in that society’s history from a more traditional to Availability of enhanced technologies also has implications for more modern economy and culture. the curriculum. This presentation will examine global learning Anderson, Eugene (University of Virginia), Judith strategies in the use of technology in secondary education from Brooks-Buck (University of Virginia) two perspectives: i) technology as a tool to facilitate learning Changing the Rules of the Game: The Transformation of and ii) technology skills that all youth need to succeed in the Access and Opportunity in American Higher Education evolving 21st century workplace. In an age when the need for post secondary education has inten- Alves Filho, Eloy (University Federal at Vicosa/Minas sified, this paper explores the changing political and institutional Gerais), Arlete Salcides (University Centre climate and discriminatory policies and practices that limit ac- FEEVALE) cess and opportunity. Given the national conservative political Schools that represent a possibility of formation of sev- climate, institutional responses to growing diversity has resulted eral identities in the narrowing rather than the broadening of access to education through policies and practices designed to reduce opportuni- The current study is among other studies that are concerned with ties for poor ethnic minorities and lower status students. issues that situate themselves between culture, meaning, identity and power. Our main goal was to demonstrate effects of the Anderson, Eugene (University of Virginia), Judith State-nation and the national culture on the process of identity Brooks-Buck (University of Virginia) formation. This was done through analysis that wanted to verify The Global Dimensions of Racial and Class Antagonisms if the ways of intervention used by the educators in the among Poor Youth classrooms that alphabetized young people and adults, located in This paper examines the growing social dislocation and disaffec- rural areas the state of Minas Gerais, resulted in an eclectic tion of poor urban males in the U.S., England, France and Ger- representation of what it is to be from Brazil. And also if they many. In particular, it analyzes the growing neo-Nazi movement, are in favor that the different identities have a turn and the right largely albeit not exclusively situated, among young poor males to speak in order to manifest their personal experiences of in America and western Europe. Issues of racism, economic belonging to the Brazilian nation, or if only a determined social competition, xenophobia, political socialization, among others group that is privileged can manifest itself, distancing become paramount. As background, the paper traces the experi- themselves from ‘the others’, the non-alphabetized. It was ences of immigrants to America and Western Europe and how possible to demonstrate that what has been presented by the various segments of the society interfaced with them, from a his- educators as ‘the truth’ about the ways to ‘be Brazilian’ is the torical as well as contemporary perspective. The social conse- result of practices that impose homogeneic and universal quences of such growing antagonism portends unique societal feelings that work as political devices. They represent the challenges for many developed countries. A discussion of these difference as a unit, exercising the cultural power that maintain issues and the attempts by governments to curtail such antago- the procedure of exclusion in force. nisms conclude the paper. Amuah, Isaac (The Mitchell Group), George Woode Anderson, Stephen (University of Toronto) (Mitchell Group) School Improvement in East Africa Meeting the Challenge of achievement diversity in assess- The paper presents a comparative analysis of 6 school improve- ing English literacy ment projects (SIPs) supported by the Aga Khan Foundation One of the assessment challenges in Ghana and in many African (AKF) in Kenya, Tanzania, and Uganda from 1985 to 2000. The countries is the tremendous pupil diversity in presenting levels analysis is based on evaluations of the SIPs commissioned by of academic and cognitive ability. This a becomes particularly AKF (the presenter was lead researcher for 2 of the evaluations). problematic when the assessment goal is to measure learning The cross-case analysis suggests that the chances for improving growth over time. How can you, in one single instrument, cap- the quality of education in these settings are greater when ture a baseline for children at all levels of ability and still assure change (1) is school-based, (2) school-wide, (3) collaborative that there will be “room to grow” for very high achievers? Dr. amongst key stakeholder groups, (4) focused on teacher devel- Amuah will discuss one solution to this problem and describe opment, (5) systemic in addressing school management and or- discuss a critical component of the test administration procedure ganizational conditions impinging on teacher development, and training pupils in how to take the tests. (6) attentive to the sustainability of school improvement proc- Anderson, Eileen (Harvard Graduate School of Educa- esses and outcomes. The paper synthesizes findings about the tion) SIP designs, implementation, and outcomes, as well as key issues related to such things as the investment in local teacher de- Girls’ Secondary Education and Cultural Change in San velopment agents and teacher centers; priorities for teacher de- Pedro, Belize velopment — subject knowledge, instructional skills; capacity San Pedro, Belize is experiencing a boom in secondary educa- building for continuous improvement at the district and school tion of girls. A unique mix of cultural and psychological factors levels; and parent involvement in school development. While the allows and motivates girls to pursue secondary education en analysis does not conclude that a miraculous solution to improv- masse. As San Pedro relies more heavily on U.S. tourism dol- ing schools in developing countries has been found, it does open lars, making access to education possible, the girls rely more a window on learning that has emerged from a long term work- heavily on U.S. media and narratives in making meaning of and in-progress. planning their own lives. A new dissatisfaction is occurring with Anwar, Aamir (University of Pittsburgh)

6 CIES 2001 Annual Meeting

Finding a place in the Global Village sity) This paper deals with the metaphorical concept of “Global Vil- Motivation to Action: Youth Peace Builders lage,” a concept often critiqued as vague and fuzzy. Starting Many children in our society live in conditions that result in feel- with the historical background of this concept, this paper elabo- ings of hopelessness and despair, leading to harmful behaviors. rates recent trends in broadening the uses of this metaphor, spe- However, many youth have chosen instead to become positively cifically those due to technological advancements in transporta- involved in their communities. This paper explores the influ- tion and telecommunication. We highlight how an international ences and motivations of youth living in inner-city neighbor- service learning project helps participants understand and clarify hoods who address issues of direct and indirect violence and be- the concept of global citizenship. LINCS participants describe come peace-builders in non-formal settings. This qualitative how this experience facilitated developing a more concrete con- study of 45 New York City youth is based on the hypothesis that cept of a global village, and helped them locate their situation they encounter a critical consciousness raising experience(s) that within it. Limitations and boundaries of this concept are also dis- leads them to become peace builders. The research incorporates cussed. the voices of youth in education reform. Aoki, Aya (The World Bank, HDNED) Arimoto, Akira (Hiroshima University) The World Bank and Adult Basic Education Higher Education Responses to Growth of Enrollment The presentation would consist of two parts. First is the sum- This study examines how higher education systems in the six mary of adult basic education review paper ‘Including the 900 countries have changed their administration in response to en- Million +’ conducted by the World Bank. The paper reviews rollment growth. Some countries have not yet reached massifica- evidence from 17 countries on the possible effects and various tion, others are just passing through it, and Japan is in a post- approaches of programs of adult/youth basic education promot- massification stage. Although there are some common responses ing beneficial changes of attitude and behavior. The second part to enrollment growth, cultural factors are a major determinant of is to introduce the current involvement of the World Bank in the how universities respond. area of adult basic education and to seek advice in the future di- Arjmand, Reza (Stockholm University) rection from the symposium audience. Religious Hegemony over Education in Post- Appiah-Padi, Stephen (Northwestern College) revolutionary Iran Study Abroad and the formation of global consciousness: The religious hegemony outcome of the unity of Islam and the The Effects of Study Abroad on Some International Stu- state has bestowed endeavor to Islamize the secular education in dents’ Perceptions of Global Issues-Human Rights, De- post-revolutionary Iran. Being the main representative of Shi’a velopment, and Environmental Care Islam, Iranian government indoctrinates a state subordinate to Most research suggest that study abroad endows students with a the religious leader on education as a part of social structure. global perspective- knowledge, attitudes, skills and values- The political leader is the highest religious authority and the which leads them to a better understanding of the world they live only education allowed to exist, is the one based on Islamic in. A good study abroad program does not only give students a principles. The close link between education and Islam in post better understanding of the world, it also gives them an orienta- revolutionary Iran, may be traced clearly in the educational pol- tion to a transformative paradigm so that their understanding of icy as defined and practiced by the Ministry of Education: based the world would be reflected in their critical approach to under- on Islamic teachings, as well as on rejection of any form of athe- standing global issues. This paper reports and analyzes a study ism and polytheism, geared to the restoration of Islamic culture which investigated the levels of awareness and changes in per- and civilization in the face of the inroads of colonial and West- ceptions of some international students enrolled in a major uni- ern culture. In fact, the four ideological pillars of the Islamic Re- versity in Canada. Using the qualitative research approach of in- public, inseparability of religion and politics, Islamic revival, depth interviewing, the study probed the students’ understanding cultural revolution and creation of the ideologically committed of three major global issues- human rights, development and en- Muslim, has had a direct impact on Iranian education in the post- vironmental care. The three global issues were chosen by the revolutionary period. students themselves as issues they thought would be important to Assie’-Lumumba, N’Dri (Cornell University) them, during the sojourn abroad and also when they return home The 1970s Educational Television Program in Côte to their countries. The findings of the research show that though d’Ivoire: Enduring Impact and Lessons Learned in Light living abroad may enable international students to experience of the Adoption of the New Information and Communica- self-transformation in their perceptions of themselves and the tion Technologies and Distance Learning in Higher Edu- world, the nature of the experiences gained during study abroad have wide ranging implications for how they understand global cation issues like human rights, development and environmental care. As a step in its national policy of increasing supply of basic Archer, David (ActionAid) education, in 1971-1972, the government of Côte d’Ivoire adopted television as a national medium of instruction in the Mainstreaming Adult Literacy public primary schools. New textbooks, a new pedagogy, new The World Education Forum in Dakar emphasized the need to classroom dynamics including teacher-pupil and pupil-pupil mainstream adult literacy into government policies on education. interactions, and criteria of promotion were adopted as an “Adult and continuing education must be greatly expanded and intrinsic part of the television program. While working toward a diversified and integrated into the mainstream of national educa- full coverage of all the primary schools in the country, a few tion and poverty reduction strategies.” National EFA plans are years later, some classes which had not yet been provided with supposed to be developed by 2002 “through transparent and de- television were required to use the pedagogy and new textbooks mocratic processes” with “systematic representation” of national that were designed for the use of television. Another aspect of civil society organizations. The Dakar Framework calls for par- the long-run plans at the time was the projected extension of the ticular emphasis to be placed on “scaling up practical participa- use of television to post-primary schools as well. Another tory methodologies developed by NGOs”. How can we ensure important component of the program was the community and that diverse NGO experiences with literacy are fed systemati- national development program—Télé Pour Tous (Television for cally into these national education policy processes? What are All)—that targeted the general public but also specific best practices for models of government- civil society partner- population segments such as rural dwellers, farmers, formally ship around adult literacy? illiterate groups the majority of whom are women. Within a Ardizzone, Leonisa (Teachers College, Columbia Univer- decade, this program failed. However, since the 1990s Côte d’Ivoire has been among African countries that have been

Abstracts for Individual Papers 7

countries that have been exploring the new Information and through the private sector. The total percentage of high school Communication Technologies (ICTs) as a potentially effective students going to universities and colleges has reached 47.6%. means to respond to the high demand for tertiary education. Over 75% of Japanese students attend private colleges and uni- The purpose of this paper is to analyze some of the endur- versities. What financial policy has the government adopted to ing impact and lessons learned from the 1970s television pro- achieve mass higher education through the private sector? This gram as a national policy of education. The guiding questions study attempted to answer this question from administrative and include the rationale, actors and resources involved in this pol- financial perspectives: (1) mechanism for funding, (2) funding icy: The specific questions include: what were the goal and ob- formula, (3) administrative regulation, (4) accountability, and (5) jectives of the program? who were the actors? who were the in- important problems associated with the funding are discussed. tended and actual beneficiaries? what have been the different Back, Lucien (UNICEF-Policy and Planning) forms of costs and who has been bearing them? what have the Designing and Steering an Evaluation to Maximize Or- past experience and enduring impacts on the process of educa- ganizational Learning: Balancing Methods, Sensitivities, tion, pedagogy, and academic/cognitive dimensions? what are and Substance the lessons learned, if any, and their impact on the new policies Organizational learning in UNICEF involves not only policy and of ICTs? Using a policy analysis based on the intended state’s program staff within the organization, but also decision-makers objectives, I will expand on new possible policy formulation and in governmental and non-governmental partners who share the implementation within the framework of educational reform and responsibility of designing and implementing UNOCEF sup- the emerging political configurations in Côte d’Ivoire since the ported policies and programs. This creates a complex environ- December 1999 military coup d’etat and subsequent popular ment for the evaluation function. The art is to maintain inde- resistance. pendence and objectivity and , at the same time, deal with inter- Astiz, Maria (Pennsylvania State University) active processes to ensure the continued engagement of all part- Globalization, Community Participation, and Educa- ners. This presentation discusses the balancing act to ensure that tional Change: Lessons from Decentralization of Educa- methods, sensitivities, and substance are all appropriately ad- tional Services in Argentina dressed. As a product of globalization, countries around the world im- Badur, Gulistan (Illinois State University) plemented educational decentralization policies. During the International Students’ Perspectives On Academic & So- 1990s, under a democratization rhetoric that placed particular cial/Cultural Adjustment To American Higher Education emphasis on the role and participation of the civil society, the Systems Argentine central government transferred some aspects of educa- Although international students are part of American higher tional decision-making to the provinces that resulted in differen- education, their integration into college and social life is limited. tiated outcomes. This research seeks to answer the following Academic and social adjustment is a key issue for international questions: What factors explain the institutional variation and students to succeed and accomplish their goals once they are performance of educational decentralization across localities? admitted. Cross-cultural adjustment theories will be used as a How do the local institutional histories facilitate or impede the framework to understand international students’ adjustment to process of educational decentralization? How is the implementa- the American higher educational systems and the stages that they tion conditioned by the way people participate and the level of go through during the adjustment period. This study will investi- participation in each municipality? Finally, What are the impli- gate international students’ perspectives on their adjustment cations of these questions for participation and democratization stages and factors that facilitate and inhibit their academic and at the school level? These questions will be answered using a social adjustment. Data for this study will be gathered through mixed methodology that combines content analysis, interviews, interviews with international students attending a Midwestern and a survey among local organizations. The study will have im- university in the US. Findings related to the cross-cultural ad- plications for policy makers worldwide who are trying to involve justment process and coping techniques of students will be pre- “the public” through policies of educational decentralization at a sented. moment when “the public” is retreating from the civic and political arena. Bae, Seong-Geun (Florida State University), George Pa- Awedoba, Albert (University of Ghana/Legon) pagiannis (Florida State University) , Improving Educational Quality/Ghana-Policy Dialogue Alternative schools in South Korea: Alternative to Mod- and Classroom Based Research on Ghana’s School Lan- ern Public Education guage Policy Korea’s present public education system came in and developed along with modern industrial society. It has the characteristics of Ghana’s school language policy calls for a Ghanaian language to mass education system for training useful human resources ful- be the medium of instruction for three years with a transition to fill the need of the industrial society. This is the very source of English only instruction in Primary 4. In a country where sixty the crisis of modern civilization and depersonalization. languages are spoken and English is the official language, policy In Korea, entering into the 1990s, the growing public dis- implementation is fraught with problems. The IEQ multi-site enchantment with pubic education led to the development of al- case study of six schools reveals the layers of complexity and re- ternative schooling outside the public school system. It appeared sistance in attempting to implement the policy. Panelists will more than twenty years after its introduction in the U.S. These discuss findings from classroom observations and achievement alternative practices fundamentally put in question the ideologi- tests in the IEQ multi-site case study of six schools that informs cal nature, the value, and world-view that bolster existing public the dialogue with policymakers at various levels. education, and propose endeavors and possibilities for overcom- Baba, Masateru (Shinshu University), Koji Shimada ing problems for existing education. Thus, these practices are (KLT Management, USA), Takashi Waga (University drastically differentiated from existing education both in a per- of Tsukuba) spective that approaches education, and in a way that manages. Development of National Grants to Private Sector Higher Nonetheless, in 1997, in the name of school reform, the Education in Japan Korean government decided boldly to embrace these unauthor- The aims of this study are (a) to examine the rationale and meth- ized alternative schools into the public school system. The gov- ods of national funding to private sector higher education in Ja- ernmental policy drew in part on the American charter school pan and (b) to evaluate the effect of such funding. Japan has experience through a process of so-called “policy-borrowing.” achieved enrollment expansion of higher education mostly The government came to a definite decision that alternative

8 CIES 2001 Annual Meeting

schooling outside the public school system would be solve many veloping Counties problems that plague public schools. What structural and socie- This paper examines what we know about the costs of computer tal conditions led to the creation of a demand for alternative use in K-12 schools, with special attention to costs in developing schooling in Korea? What encouraged the Korean government to countries. A brief review of reasons to engage in computer pro- make such a radical policy judgment? jects is presented followed by a review of research on the effec- After examining the practices and substance of recent al- tiveness of computers in K-12 schools. A common methodology ternative schooling in Korea, this paper explores the societal for determining the costs of computers, Total Cost of Owner- conditions for the creation of alternative schooling and traces its ship, is presented, and eight categories of costs (central man- policy-formation process. Then, this paper discusses how far the agement, hardware, software, facilities renovation and connec- Korean alternative school policy reflected the charter school tivity, support and maintenance, professional development, total movement ongoing in the U.S. For America, this paper will act costs and financial models) are examined. Data from projects in as a window to seeing and sharing school reform and the alterna- developing countries are compared to cost analyses of computer tive school movement in Korea, and ultimately, will contribute projects in US schools. to the global discussions around alternative schooling. Balestino, Raymond (Inter-American Development Bank) Bain, Olga (SUNY at Buffalo) Promoting Community Awareness of Hispanic Children’s Russia’s Response to the Global Agenda in Demand and Values through a Photography Exhibit Access to Higher Education For immigrant families, language differences between the home This presentation focuses on the recently proposed Russian and school can inhibit important communication about values higher education (HEd) policies as they effect demand for and and expectations among parents, teachers, and children. Fur- access to higher education. These policies resonate with the cur- thermore, the disparity between the culture at home and commu- rent worldwide higher education agenda driven by the neo- nity institutions may constrain the child from developing a posi- liberal ideologies that emphasize market-like mechanisms for tive sense of belonging in the larger community. This paper de- HEd delivery, free choice for individuals, and effective and effi- scribes an exhibition entitled "Windows on Our Lives/Nuestras cient use of public moneys. The policy addresses the dilemma of Vidas por una Ventana" that showcased photographs by His- reconciliation of educational priorities for national economic panic children of what they valued most from home and school. competitiveness under the challenges of the global knowledge In viewing the photographs, members of the community gained economy with those of protecting equal individual rights to ac- an appreciation of how children perceived their world. The ex- cess HEd. The effect of the policy on the demand and access to hibit is a model for strengthening communication, not only be- HEd is analyzed along the proposed regulation of student flows tween parents and teachers, but among institutions as well. into vocational paths of HEd, greater integration of the post- Balodimas-Bartolomei, Angelyn (Loyola University of secondary educational system and possibilities for life-long Chicago) learning, and introduction of demand-driven financing in place The Multicultural Representation of Textbook Illustra- of a traditional supply-driven scheme. Challenges to the assumptions of a rational economic policy discourse in HEd are further tions and Photographs: A Study of Elementary and Mid- discussed along the following lines: dle School Foreign Language Textbooks in Greece and § student preferences as reflected in the increase and effective Italy. redistribution of student flows from post-secondary vocational In the past decade, foreign language instruction has become a (technicum) track to the higher educational (university and required component of most elementary schools in the European university-like) track in the post-Soviet Russia Union. In addition, to achieving proficiency in other languages, § system-level values conflict: selective/elitist (no conflict) vs. the need for students to learn about other cultures and peoples selective/demand-driven (conflict-based); has become imperative and is reflected in the officially stated § equity-eroding and competition-eroding pressures of HEd hi- aims of most educational systems. As EU countries aim at erarchy that redirect most benefits to top institutions and skew achieving intercultural understanding, new textbooks and curric- advantages to the income-privileged population. ula are being produced to employ an awareness of other social By way of conclusion the paper speculates on the prospects of groups and nationalities. However it is still unknown whether regionally and locally driven HEd policies to reconcile the pri- textbooks being developed by some member states are more orities of various stake-holders. multicultural than those being developed by other member states Bah Lalya, Ibrahim (UNESCO) and if so, the possible causes for this difference. This study will Education For All investigate the above question by examining the multicultural In Dakar, the international education community has pledged to representation of photographs and illustrations in various foreign attain education for all by 2015. However, the lessons learned language textbooks from elementary and middle schools in from the 1990’s suggest that major stumbling blocks still remain Greece and Italy. on both demand and supply ends. As educational systems at- Banya, Kingsley (Florida International University) tempt to reach the last 20-30% non-schooled children and the NGOs and the Role of Missionary Organizations in De- adult illiterates, it becomes harder to progress toward EFA: en- velopment rolment significantly slow down and the quality of education de- Many important NGOs, especially in certain regions in some livery get poorer. Exploring successful enrolment and retention countries, are mission organization, both Christian and Muslim, strategies implemented in the Sub-Saharan sixteen low enrol- although NGO literature tends to ignore this fact. Often mission ment countries, the paper supports the need to go beyond con- organizations are simply defined out of the system, as not being ventional approaches to make education available, affordable proper NGOs; they are said to be primarily concerned with and desirable, as education deal with the disadvantaged and the ‘spiritual maters’ as opposed to voluntary development organiza- hard to reach groups. These approaches include new and innovations concerned with development construed in social and eco- tive strategies as well as indigenous broad based practices util- nomic terms. Typologies of NGOs in aid often disregard the ized with local villagers and with the support of civil society or- mission organizations without even bothering to discuss the mat- ganizations. The paper discusses major advantages and chal- ter. This not only reduces the complexity and heterogeneity of lenges practitioners may have to face in order to mainstream the system, it also takes away important parts of its history. The these approaches. strategic dilemmas facing the mission organizations pose an in- Bakia, Marianne (World Bank) teresting question, partly because of the missions’ role in West- Economic Analysis of National Computer Projects in De- ern history and their central historical position in relations be-

Abstracts for Individual Papers 9

tween ‘us’ and the ‘others’, but also because they may reveal in structional practices that follow policy. Furthermore, local lan- a more informative way some of the options that all real value guage policy facilitates development of literacy in a second lan- sharing organizations will face in cooperation with the state. Re- guage only when children have reached certain entry levels of search and empirical data on how these organizations function second language proficiency. Therefore, local language instruc- within the aid development arena are hard to come by. This pa- tion should be accompanied by a program that facilitates the de- per is based on studies on two mission organizations, the Meth- velopment of second language interpersonal communication odist Mission and the Catholic Mission in Sierra Leone, and skills. Without such parallel programs, primary schools that im- their role in the humanitarian efforts during and after the war. plement a local language policy cannot expect to see the pro- Searches of archival material, field visits and discussions with fessed advantages in second language literacy development. This staff at field and headquarter level were conducted in both or- paper presents results from Malawi and Ghana that show that lo- ganizations. The paper is also based on collected data about pro- cal language policy does not necessarily translate into a second ject profiles. Budgets and personnel. Although the paper is coun- language literacy advantage and that poor English language pro- try specific, some of the same dilemmas and trends will most ficiency is the major constraint to pupils’ inability to read Eng- probably exist in other countries as well, since mission organiza- lish with meaning. tions will face some of the same constraints and possibilities ow- Barone, Thomas (Civic Education and Citizenship in Ma- ing to the international, systematic character of the NGO chan- laysia) nel. Civic Education and Citizenship In Malaysian Education Banya, Kingsley (Florida International University) My presentation will discuss the literature base and methodology Higher Education in Sub-Saharan Africa: The issue of for an upcoming study on the policy directions, teacher and stu- Relevance dent perceptions of civic education and citizenship education in Most African universities were established after 1960. Granting Malaysia. By focusing initially on policy documents and Minis- degrees by a metropolitan university established a tradition of try of Education interviews, the study will examine what the “of- much significance in African higher education, since most cen- ficial” policy is regarding the content and goals of civic educa- ters, whether in British, French, or Belgian territories, had the tion and citizenship education. The subsequent semi-structured quality of their degrees guaranteed by metropolitan universities. interviews will give voice to Social Studies and Moral Education The universities were located in the capital cities of the colonies. teachers and students in these classes and focus on how policy is There was no institution of higher learning in Portuguese or interpreted at the classroom level and how the curriculum re- Spanish Africa. The circumstances under which institutions of flects societal values and actual democratic practice. This quali- higher learning were established forced standards to be equiva- tative study will address several needs indicated by the research lent to those of the Western European countries. Because Euro- by focusing on ways in which teachers and students define their peans founded these institutions they viewed the European cur- roles in civic education and citizenship which has implications ricula as appropriate for Africans. Most African higher education for future educational policy. Specifically, how do teachers view recipients felt that a university degree similar to that of Europe their roles in teaching civics and citizenship? How do students was more prestigious than one founded on African educational interpret the formal curriculum, hidden curriculum, and out of tradition. Attempts to include African based curricula introduced school influences to construct concepts of civic education and by European teachers were resented as attempts to dilute the citizenship? Do teachers and/or students perceive a conflict be- quality and worth of the degree. This view and the Human Capi- tween issues of national identity and ethnic identity? Do teachers tal theory tenets have led to the type of developing process and students discuss controversial political and/or social issues prevalent in West Africa today. To revise the failed development in class? process, this paper argues that the institutions of higher educa- Bashshur, Munir (American University of Beirut) tion need to reverse the curricula and definition of development. Higher Education as a Political Residue: Illustrations Barcikowski, Elizabeth (The Mitchell Group) From Recent Histories of Syria and Lebanon The importance in study design when measuring The paper will revisit a situation described 34 years ago by the achievement outcome in the context of program evalua- present writer (Bashshur, Higher Education and Political Devel- tion opment in Syria and Lebanon, CER, Vol.10,(3), Oct. 1966). It In this presentation Dr. Barcikowski will discuss the need for us- was claimed then that “... the contrast between Syria and Leba- ing longitudinal repeated measures designs for evaluating the non is a contrast between one country with a monolithic struc- impact of primary school quality improvement programs on pu- ture drifting into extremes and another deriving its strength from pil achievement outcome. Results using two types of achieve- a stable interaction of its components.” The present paper will ment test instruments and two types of impact study designs will carry the story forward: What happened since then? What role be presented from the Government of Ghana/USAID QUIPS did higher education play in the two disparate lines of develop- Program to demonstrate the advantage of a focus on pupil ment- or was higher education itself a product, or rather a resi- achievement growth as opposed to static class performance. Au- due, of political events? dience discussion on some of the challenges faced in m measur- To illustrate: since 1970 Syria has had an unbroken line of ing achievement outcome in the context program monitoring and one-man rule, extending for almost 30 years, while Lebanon had evaluation will be facilitated and questions to the panelists enter- its protracted civil war extending for half as many years (1975- tained. 1990). During this period priority in Syria was given to consoli- Barcikowski, Elizabeth (The Mitchell Group), Grace dating the state apparatus and to building military capabilities Banda (Ministry of Education, Malawi) , leaving social services, including education, to grope on their What matters in second language literacy: Results from own without letting them loose of the state’s grip. The number of universities increased from 3 to 4, all public, while the num- Malawi and Ghana ber of students increased by about 4 times. In Lebanon, on the In Africa the trend in language policy is to adopt a local lan- other hand, political sovereignty was all but surrendered to guage for the medium of instruction in the early primary grades Syria, and a nascent state system of education just beginning to and the second language is introduced as the medium of instruc- consolidate with a burgeoning public university at its helm was tion later in Grade 4 or 5. This approach is well supported by a brought to its heels, to be overtaken by a private sector going substantive body of research that suggests that teaching children haywire. As a result the number of universities increased from 5 in a local language gives children an academic advantage in gen- to more than 20, with the one public university itself broken eral and facilitates second language acquisition in particular. down into some 20 splinter offshoots. “The stable interaction of However, language policy does not necessarily translate into in-

10 CIES 2001 Annual Meeting

the (system’s)components” was shattered under the weight of comes from the point of view of practitioners. the political treadmill. Bies, Angela (University of Minnesota) The word “residue” in the title is used instead of product Accountability and International Relief: Alternative Self- to distinguish between intended and unintended outcomes, and Regulation Approaches to highlight the marginal role that higher education has played in Although nongovernmental organizations (NGOs) are primarily the two countries, but in different ways. regulated as a function of government, resource constraints, le- Beauchamp, Edward (University of Hawaii) gal or constitutional limitations, and policy considerations have Textbooks and a National Curriculum: The Postwar limited the scope and quality of governmental oversight leaving Japanese Experience” many regulatory issues unattended. This void has been filled by The American Occupation of Japan was probably the most ex- monitoring, oversight, and advocacy groups which have taken tensive attempt at social engineering the world has seen. Drastic on the role of educating NGOs about accountability practices, changes were initiated that were designed to transform Japan implementing “watchdog” or monitoring systems, ascribing from an authoritarian, militaristic, aggressive society into a codes of ethics or “best practices”, and informing the public peace-loving democratic nation based, in large measure, on an about the operations of both individual NGOs and the NGO sec- American imposed model. Despite All American efforts, how- tor. This paper illustrates inadequacies of accreditation models, ever, the Textbook authorization model, if anything, became professional codes of ethics, and voluntary industry “watchdog” even more centralized than ever. This paper discusses the unsuc- organizations to ensure organizational accountability through an cessful attempts by the Japanese left to reform the textbook sys- examination of the actions of an international relief accreditation tem - from fighting the “censorship” of the establishment to in- agency in response to a public relations crisis centering on alle- jecting a more democratic perspective in school textbooks. It gations of unethical fundraising and public information practices concludes with an analysis of the political right to defend Ja- of four international child welfare organizations. This paper dis- pan’s role in World War II through the efforts of the Japanese cusses the nature of ethical guidelines to today’s philanthropy Society for Textbook Reform. and makes recommendations for strengthening voluntary self- Belalcazar, Carolina (University of Pittsburgh) regulation models. Although debate about the efficacy and ap- Redefining drug related incidents in minors through local propriateness of various nonprofit regulatory and accountability educational policy and practice in Bogotá, Columbia. approaches is current and relevant in various national settings In the last decades, the ineffectiveness of repressive/punitive and across national borders, the discussion is limited to the self- measures to control illicit drug problems at national and interna- regulatory environment in the U.S. context. tional levels has been increasingly questioned. The search for Biraimah, Karen (University of Central Florida) less repressive alternatives has brought more attention to the role Challenges and Rewards of Fulbright-Hays Group Study of education and public health programs. The following paper Abroad Programs: Teachers in Malaysia and Peru gives consideration to the need of doing research on how educa- Enormous amounts of money and time are invested in develop- tional policy in Colombia can best address drug-related behav- ing and implementing the Fulbright-Hays Group Study Abroad iors in minors (use and possession, with some attention to distri- Program. A program funded by the U.S. Government, and de- bution) without necessarily relying on the enforcement of puni- signed to help U.S. teachers develop area study curricula. This tive measures. Thus, an exploratory study using open-ended in- paper will examine the longitudinal effectiveness of two pro- terviews addressed how six schools in Bogotá, Colombia, both grams that operated in Malaysia and Singapore in 1994 and in private and public, would hypothetically handle drug-related in- Peru in 2000, with a specific focus on the pedagogical outcomes cidents in minors if these would occur in school grounds. Of in- of teacher participation in short-term study abroad projects. In terest were the decision-making processes of administrative per- particular, this paper will ask whether programs such as Ful- sonnel and teachers in handling such incidents, in the context of bright-Hays have longitudinal effectiveness in positively chang- particular social constructs, drug prevention programs, inter- ing teacher perspectives and methodologies related to institutional relations and conduct regulations implemented in global/international education and to knowledge base acquisi- the schools. tion. Benson, Carol (Stockholm University) Birk, Nancy (Kent State University) Bilingual programming as an affirmative alternative in Appraisal Decisions in Archival Collections: Trashing educational development Files Mother tongue or bilingual programs are slowly becoming more The most difficult job of an archivist is deciding what is worth popular in post-colonial nations as ministries of education begin keeping and what ought to be thrown away. The study of popu- setting their own agendas. Although practice and experimenta- lar and material culture could justify saving absolutely every- tion in bilingual schooling have not been highly systematic, the thing, yet archivists have space demands and researchers time results in many cases have positive implications for educational constraints. Not everything has intrinsic or historical value. This development. Valorization of local languages and cultures, paper will examine how such decisions are made, discuss how a higher self-confidence on the part of students, increased parental collection is built and maintained, and explore the role of the ar- involvement, and even a possible improvement in girls’ school chivist in working with an ever expanding collection such as the participation are some indicators that bilingual programming is Records of the Comparative and International Education Soci- an affirmative alternative in educational development. ety. Bhikha, Sharma Bjork, Christopher (Colgate University) Untitled Educational Decentralization in Indonesia: A View from The purpose of this paper is to critically explore and analyze the Ground Level how teachers understand, interpret and implement the assess- Launched on a national scale in 1994, the Local Content Cur- ment policy. In South Africa, we are finding out that putting riculum (LCC) required all elementary and junior high schools ideas into practice is a more complex process than anticipated in in Indonesia to allocate twenty percent of instruction to locally the policymaker process. Teachers are expected to make funda- designed matter. The Ministry of Education and Culture directed mental shifts in their understandings of policies, including new schools to tailor instruction to the unique environment of their frameworks on assessments. Although teachers often claim en- immediate communities. The LCC represented a significant de- thusiasm for new reform policies, on closer examination, the ac- parture from previous education policy not only in terms of cur- tual classroom changes are modest. In this paper I explore the ricular content, but also in the roles and responsibilities assigned reasons for this lack of resonance between policy goals and out-

Abstracts for Individual Papers 11

to educators. For the first time, local educators were asked to lectual and moral’ reform on which this vision is contingent. It perform as leaders rather than followers. underlines, through textual evidence, the misinterpretations in How are teachers and administrators responding to the the best known conservative readings of Gramsci. It is argued, newly created opportunities designed to increase their auton- again through textual evidence, that what Gramsci seems to be omy? Is this policy producing the outcomes that literature on de- doing, in the piece on the ‘Unitarian School’, is highlighting the centralization suggests will occur (increased efficiency, a redis- qualities which the ‘old school’ managed to instill and which, he tribution of authority, more sensitivity to local culture)? Drawing felt, one should not overlook when restructuring the schooling on fourteen months of fieldwork conducted in the MOEC and system, if such restructuring is to be carried out with the inter- six East Javanese junior high school questions, I address these ests of subaltern groups in mind. Critically appropriating ele- questions. The ethnographic approach highlights the realities of ments of the old in order to create that which is new constitutes a the daily lives of Indonesian educators and underlines the heavy recurring theme in Gramsci’s writings. But the old humanistic influence the political system has exerted—and continues to ex- school, in its entirety, has to be replaced since it no longer serves ert—on the field of education. present realities. It will be argued that, before rushing to advo- Blaeser, Marilyn (CIDA) cate a conservative schooling for a radical politics (Entwistle, Integrating HIV/AIDS Prevention and Gender Equity 1979), one should read Gramsci’s piece carefully and accurately, Within Basic Education paying due attention to his choice of words. Following Mario What has the donor community learned from its work on main- Alighiero Manacorda’s essay in Italian, the paper argues that streaming gender equity that can be applied to work in what Gramsci has provided, in the piece on the ‘Unitarian HIV/AIDS prevention? To what extent can programming on ba- School,’ is an “epitaph” which celebrates what the humanistic sic education identify ways of involving young people school was and what it cannot be any longer, since the social re- themselves in addressing the challenges that HIV/AIDS poses? ality has changed (Manacorda, in Gramsci, 1972, p. XX1X). The In this presentation Blaeser, a Senior Policy Analyst with the presentation ends with the raising of a set of questions concern- Canadian International Development Agency provides a frame- ing the relevance of this piece by Gramsci to the contemporary work for examining the responses of the donor community to situation concerning schooling in various contexts. HIV/AIDS prevention with youth in educational settings. Bokhorst-Heng, Wendy (American University) Boakari, Francis (Federal University of Piaui, Brazil) Education in a Global Island: Singapore Teachers and black students in Brazilian classrooms: The lyrics of Simon and Garfunkle’s song, “I am a rock, I am an What they teach about multicultural education island” suggest that an island is somehow unconnected, autonomous, isolated, and detached from the rest of the world, the rest Brazil’s failure to recognize and work with the realities of a mul- of humanity and civilization, and from all global responsibility ticultural society, especially as this relates to blacks, seems to be and external influence. However, for the small island-state of her main problem. Social inequalities, as demonstrated through Singapore, nothing is further from the truth. Indeed, its leaders data from the official institute of research, closely follow racial constantly frame the nation’s identity as embedded in the ten- lines. In the formal educational sector, similar differentiated per- sions arising from its local-global interactions. Citizens are al- formance levels are also evident, especially when students are ways reminded of the nation’s intricate connections with the compared along racial/ethnic group lines. Using the contribu- world, and how, while this creates a world of opportunity, it also tions of McLaren (1995) and other critical theorists about multi- increases the nation’s vulnerability. As one leader once put it, cultural schooling, I try to discuss how multiculturalism in the ‘an international ripple’ in the global economy’ translates into a school-place could be understood and implemented in the ‘tidal wave’ for Singapore. And so all national policy, from eco- Brazilian context. I narrate some recent research experiences, nomics to education, is created with full cognizance of the na- cite some interviews with students and teachers, describe some tion’s global context. In this paper, I will be looking specifically classroom settings and incidents in order to argue that at how Singapore’s local-global interactions have shaped the na- multiculturalism in the classroom is much more of a pedagogical tion’s education and language policies. The ideology and prac- attitude, political choice and didactical alternative than a national tice surrounding these policies in many ways can be seen as an guideline of what to do and in which contexts. Contrary to what exercise in balancing the often competing national-global identi- is expected in the National Parameters for the Curriculum, a ties of this global island. national curriculum guideline, pedagogical approaches are political options which teachers make. How exactly does this Borden, Allison (Harvard Graduate School of Education) fact come alive in the classroom interactions between students- Looking through the window or walking through the teachers, students-students, teachers-parents? door? Instructional management in public primary Boakari, Francis (Federal University of Piaui, Brazil) schools in Paraguay The Role of Brazilian scholars in Environmental Issues At the beginning of the twenty-first century, Paraguay finds it- This environment has always been a major issue in Brazilian de- self unprepared to meet its democratic, educational, and eco- velopment, mainly because of the Amazon rain forest that and nomic goals. Under the 1992 and 1993 education reform initia- the major rivers that run through the country. This presentation tives, principals are now expected to take on an instructional will critically examine the role of scholars in the politics of Bra- leadership role as currently understood in more developed coun- zilian Environmental Issues. tries. This study examines how models based on research con- Borg, Carmel (University of Malta), Peter Mayo (Univer- ducted in developed countries perform in a developing country. sity of Malta) The paper will present the findings from a study of a national, random sample of 300 primary schools designed to ad- Gramsci and the Unitarian School: Paradoxes and Pos- dress three research questions: How are principal’s instructional sibilities management and overall school effectiveness related? Is this re- The first presentation, drawing on English and Italian texts, will lationship different for urban and rural schools? Is this relation- deal with Gramsci’s controversial writings on the School, par- ship different for education center schools and their associated ticularly the piece containing his advocacy of a Unitarian schools? Data were collected from teachers, principals, and par- School, which has hitherto lent itself to different interpretations, ents’ councils using self-administered questionnaires. Hypothe- including very conservative interpretations. This presentation sized models of the relationships among the variables will be fit aims to provide an alternative interpretation of Gramsci’s writ- using LISREL. ings on the school, one which is consistent with Gramsci’s We have much to gain, and little or nothing to lose, if we broader vision of social transformation and the process of ‘intel- are better able to understand the work of principals in develop-

12 CIES 2001 Annual Meeting

ing countries. Researchers and policy-makers in such contexts idly drawn into the orbit of the Ministry of Education. who continue to overlook the principal’s role in implementing Braslavsky, Cecilia (International Bureau of Education) reform initiatives do so at their own peril. Quantum leaps and quality deficits in Education: Ad- Bosch, Andrea (Education Development Center, Inc.) dressing the Relevance Gap IRI as Tool for Promoting Equity One of the main current educational trends is the coexistence of Evaluations of achievement since the early applications of IRI an increase in school enrolment rates and a perception that edu- have shown that it has the capacity to uniformly increase quality cational quality is declining. During the past three decades great and significantly decrease equity gaps between rural and urban efforts have been invested in trying to reinvent and to reshape learners and between girls and boys. These studies are consistent the institutional aspects of the education system and schools. across three continents and vastly different subject matter and The hypothesis to be presented is that this strategy has unwill- student age. Research conducted through the USAID ABEL pro- ingly contributed to that coexistence. Currently many countries ject has also shown that IRI scripts can be crafted to introduce are rediscovering the importance of educational contents and positive role models for girls in a way that presents not only methods, and a new era of curriculum reform is being ushered good prototypes, but also demonstrates and requires more equi- in. The presentation will focus on the presentation of some of the table participation and interaction. This session reviews this in- main characteristics, risks and challenges. formation and presents some of the potential for using a medium Breslar, Zoey (self-employed) such as radio to create stronger and more influential role models Harnessing the potential of Information technologies in around the world. Education: A Framework, and the Cases of Mali and Boubkir, Abdechafi (University Abdelmalik Saadi), Ab- Ghana denour Boukamhi (University Abdelmalik Saadi) , This paper is based on a Masters monograph from Stanford Uni- Educational Reforms in Morocco: New Directions, New versity that used last year’s CIES paper, Ghanaian Schools Con- Initiatives, But Are They Feasible? nect to the Internet: The Importance of Awareness, Access, and During the last few decades, Moroccans from different walks of Applicability, as a springboard. This study takes as its premises life (educators, politicians, parents etc) have criticized the Mo- that information technologies (IT) are essential to African devel- roccan educational system for inadequate funding, poorly trained opment and that education systems are responsible for develop- teachers, rigid pedagogies, and over regulated management. ing countries’ human capacity to maximize those technologies. It They have noticed that the education sector does not meet the uses literature, policy documents, interviews, and the author’s needs of the Moroccan population and its desire for economic experience to create a framework to examine the ability of edu- development. There have been many efforts at reform, starting in cation systems in Mali and Ghana to develop the capacity to the early eighties, but these have failed to bring about real harness the potential of information technologies for African- change. However, in 1999 the late king Hassan II formed the empowered development. The condition of education and tele- Special Commission for the Reform of Education and Training communications in each country is examined in light of five made up of representatives from parliament, teachers’ unions conditions that indicate the existing and potential resources and and education specialists. This commission created the National intent of the systems: awareness, access, applicability, African Charter for Education and Training which outlines needed re- adaptability, and importance of advocates. Evidence of these informs and a path to achieve those reforms. The Charter was ac- dicators is synthesized and analyzed to draw conclusions about cepted by the monarchy and sent to parliament to be enacted why Malian and Ghanaian education systems can or cannot build through legislation. This paper discusses the main objectives of the stipulated capacity under current conditions. A model is then the National Charter and explores the current climate for reform recommended for how to proceed, based on the information and in Morocco. In so doing, the paper systematically examines the analysis provided. new directions and initiatives that are being formulated thanks to Briks, Hilda (University of Toronto and Heriot Watt Uni- the National Charter for versity) Education and Training, analyzing their feasibility in light of the Learning environments for creative thinking and innova- current constraints facing reform efforts. tion-A cross-cultural perspective Boyle, Helen (Education Development Center, Inc.) Thinkers such as Edward de Bono or Alvin Toffler predict that Combining the old and the new: the role of the Quranic the current information age is the precursor to an age of creative kuttab in Morocco’s emerging early childhood education thinking and innovation. The advent of modern communication sector technology has placed information at the disposal of a vast num- Quranic kuttabs are traditional Islamic schools, many of which ber of people. The issue is no longer how much information serve a preschool population of children from ages 3 to 6. These people have access to but how they combine information to de- institutions are very popular due to their ability to emphasize velop innovative solutions to current problems. More than ever both traditional values and religious education and at the same before, educators are being asked to not only impart information time prepare preschoolers for primary school. At present, kut- but also to encourage and teach students to think creatively in a tabs, which are generally run by communities, community cross-disciplinary environment. The emergence of entrepreneur- groups and private charitable organizations, make up a large por- ship studies, the establishment of incubators and R&D facilities tion of Morocco’s pre-primary educational institutions. Under jointly operated by the university and the private sector under- Morocco’s new educational charter, there is an emphasis on line the importance of establishing new organizational programs more fully developing an early childhood education sector and structures designed to foster creative thinking. These pro- within the Ministry of Education. Thus, in the current context f grams and organizational structures have been instituted in uni- Moroccan education, the Ministry of Education is increasingly versities around the globe. In this presentation, I will examine looking to the kuttab as means through which to expand the what educators can learn from these experiments in creative provision of early childhood education. This paper, based on ten thinking and innovation. months of ethnographic fieldwork in a small town in Morocco, Brock-Utne, Birgit (University of Oslo) explores differing concepts of what is perceived as appropriate The International Spread of English: A Comparative Per- early childhood education in the Moroccan context, according to spective of Tanzania and Norway parents, Quranic school teachers, community members and edu- The paper examines the way the English language is used in the cation experts. In so doing, the paper also analyzes and discusses intellectual recolonization process in Tanzania. More than 95 the policy and learning implications for the Moroccan pre- percent of the population speaks and understands Kiswahili, the primary sector and Quranic kuttabs if these schools are more sol-

Abstracts for Individual Papers 13

national language and language of primary education. Plans to minorities has faced historically, including challenges related to introduce Kiswahili in secondary and tertiary education have script differences, inadequate funding, and the quest for national been shelved, however, as the status of English has increased. In unity. Next, I describe the “Great Development of the West” and Norway, Norwegian is the language of instruction in primary, the educational policies that accompany it. Finally, I discuss the secondary, and tertiary education. But even here the spread of promise of development and economic prosperity in relation to English has been rapid during recent years, particularly at the existing challenges facing mother-tongue education, and con- university level. This paper describes, compares, and seeks ex- sider future challenges. planations from these case studies. Bundy, Donald (World Bank, Human Development Net- Brown, Kara (Indiana University) work) Grassroots & Globalization: The Survival of Voro in Es- A FRESH Start for HIV/AIDS and the Education System : tonia A Preventive View In this paper, I investigate how southern Estonian schools have This year, the World Bank has assured $500 million for become entangled in larger debates over “language planning,” HIV/AIDS programs in Africa. Mitigating the impact of AIDS the strategies devised over the past eleven years to revive Voro on the education sector is part of this multi-sectoral activity. The (a regional language) and promote its legal status and cultural World Bank is a partner with WHO, UNESCO, UNICEF, prestige in relation to Estonian (the state language). Specifically, USAID and others in efforts to Focus Resources on Effective I examine the ideological underpinnings of acceptance of and re- School Health. The aim of the FRESH partnership is to promote sistance to the Voro-language movement in southern Estonian better education outcomes for the poor through better health and schools and the ways these ideologies are historically rooted in nutrition, particularly mitigation of the effects of HIV/AIDS on Estonian and European political economies. Furthermore, I ad- children, teachers and the education system. The partnership was dress how language policy influences local language practices, launched at the World Education Forum in Dakar (April, 2000) attitudes toward the use of Voro in public schools, and regional and is on track this year to support 12 countries in Africa with and national identities. $39 million through Bank projects. The presentation will focus Brown, Katherine (Loyola University) on the content of the FRESH approach, and its application to The Elusiveness and True Empowerment through Adult specific countries in Africa. Education: A study of the ideals and the realities of three Burde, Dana (Columbia University) folk high schools in Finland Transferring Civil Society? Post-war PTAs in Bosnia and This paper uses archival and historical research on three folk Herzegovina high schools in Finland to illuminate the tension between meet- In Bosnia and Herzegovina (BiH), many international non- ing the folk high school ideal of enlightening students in per- governmental organizations (INGOs) conduct programs that aim sonal, cultural, and political realms through dialogue within a “to enhance civil society” or work toward “democracy” by ad- democratic environment and the reality of leaders’ tendency to ministering transferred education programs. The definitions of overly-influence the development of students. The idea that the civil society, or democracy, that they adhere to generally remain schools were closer to their founding missions in the early years vague notions that shrink or grow according to the need or sense of their histories is contested in this work. The folk high school of urgency of the international organization. Based on the analy- model is a useful one in discussions of adult education reform, sis of a case study of preschool parent/teacher associations trans- but one must be aware of the obstacles to attainment of the ideal. ferred from the US and fostered by a US INGO in BiH, this Bryant, Shannon (Tufts University), Lucilla Halperin presentation argues that parent participation evolves differently (Tufts University) , from the way international NGOs envision. The parents inter- Photographic Style and Content: What they may reveal viewed in this study do not understand their actions as political, about Interpersonal Relationships and School Adaptation and they feel relatively unempowered. This does not mean that these associations are not sites of political struggle or activity, This paper presents initial findings of a study of interpersonal re- but participants do not see them as such. lationships and school adaptation of Hispanic immigrant schoolchildren. Measures of family cohesiveness and the child’s ap- Burnett, Greg (University of New England) proach to others were inferred from students’ narratives and pho- Technologies and Discourses of Colonialism in Educa- tographs of people at home and school. These measures were tion in the Republic of Kirbati. analyzed in relation to children’s school adaptation as reported The present secondary education system in Kiribati is little by teachers through interviews and the Teacher-Child Rating changed from its establishment and growth through the colonial Scale. Discussion of results focuses on the use of this visual re- years and is marked by a heavy emphasis on English language search methodology to better understand children’s daily lives and an academic Western curriculum with the aim of placing and how they perceive their transitions at home and school as students in white collar civil service employment. There appears they grow biculturally. to be little desire for change with most educational stakeholders Buchert, Lene (UNESCO) seeming to give consent to the system. This paper critiques the Development Partner Co-operation in the Support of dominate voices in the educational and colonial past of Kiribati Education for All with a view of exposing the legitimizing technologies and discursive practices that the post colonial conditions of education. This presentation focuses on the rationale and strategies for in- The act of exposing ‘how they did it’ in turn aids in imagining of ternational support to Education for All, taking its point of de- more just educational futures in Kiribati. The paper present a parture in the Dakar Framework for Action. It will highlight the post colonial discourse analysis of a number of key texts from strengths and weaknesses of proposed strategies, their interrela- the educational and colonial past in Kiribati. Examined are the tionship, and their operationalization in different contexts. ways in with dominant voices perceived themselves and the Gil- Buckwalter, Patrick (Indiana University) bertese ‘other,’ the power differential between the tow and their Development and Language of Instruction: China’s tendency to silence other voices and ways of talking about edu- “Great Development of the West” and Mother-Tongue cation. Educational discourse in Kiribati has no claim on objec- Education for Ethnic Minorities tivity but merely creates a ‘reality’ that serves in the overall In this paper I consider the prospects for mother-tongue educa- colonizing agenda of dominate groups and subsumes other ways tion for ethnic minorities in western China in light of the recent of thinking about education in Kiribati, both in the past and now. initiative known as the “Great Development of the West”. I be- Cafoglu, Zuhal (Gazi University Turkiye) gin by exploring the challenges that mother-tongue education for

14 CIES 2001 Annual Meeting

Educational policies in terms of globalization nomic necessity of child labor is viewed by many as an impedi- It is vital that educational policies be designed in accord with the ment to its abolition. new paradigms. In the globalizing world, this plays an influential Capper, Joanne (World Bank), Juan Navarro (IADB) , role in determining the status of the country in question. How far Case Studies of Teacher Training and Technology has Türkiye, as a country in an effort to adjust itself to the me- This session will report on the findings from six case studies of dium where the effects of globalization is intensively felt, been technology and teacher training - most of which are operating in able to go? How much successful have the policies followed to developing-country contexts. The collection of studies was con- date been? And in what respect have they contributed to the de- figured to represent a range of technologies, approaches and velopment of the country? Could have they been better? Educa- geographic regions. Two categories of uses of technology and tional policies and alternative polices to them will be evaluated teacher training were studied, although in several cases, the with a global perspective. categories overlap: 1) cases in which technology is used to train Calvo Ponton, Beatriz (Universidad Autónoma de Ciudad teachers, and 2) cases in which teachers are trained to use tech- Juárez) nology with their students. Studies were conducted in Armenia, Globalization and its local expressions in the field school Brazil, China, Guinea, Singapore and South Africa, as well as supervision in the Northern Border of Mexico one study of a computer application designed to support curricu- This paper refers to a research on school supervision in elemen- lum development in science, and pilot tested in several Southern tary education, done in Ciudad Juárez, Chihuahua, a city located African countries. A study conducted by the IADB of Costa Rica in the border with El Paso, Texas. This locality serves as the will also be presented and discussed. Video footage of some of “front door” through which globalization “enters” into Mexico the projects will be shown. and Latin America. It is also distinguished by its multicultural Cardenas, Ana (Harvard University) character, since numerous groups of people from all Mexican Early Childhood Development Programs and Commu- territory arrive daily. This fact reflects in the diversity and het- nity-based Initiatives: Overcoming the current challenge erogeneity of public schools student population. of Mexican Families. I analyze school supervision within the frame of the Mexican A significant resonance of NAFTA has been the enlargement of Education System decentralization, a strategy closely associated Mexico’s industrial sector and consequently radical social, cul- to globalization. I understand globalization as a hegemonic his- tural and demographical changes. Because the demand for fe- torically contextualized policy, which expresses itself in con- male workers is constantly increasing and families have greater crete social subjects and in everyday specific local spaces and economic needs, women are becoming more active in the labor practices, generating tensions and resistance, since it affects force. Unfortunately, the double role of women as “mother and daily life patterns. employee” influences the presence of multiple problems in their Based on empirical data, I intend in this presentation to pose children. Furthermore, mothers are not being able to respond in three challenges: 1) rescuing supervisors as potential social ac- an optimal way to the developmental challenges of their chil- tors, capable of innovating and transforming pedagogic practices dren. Throughout this presentation, affirmative alternatives for in order to make knowledge meaningful and useful, given the working parents such as early childhood development programs strategic position they occupy in the institutional education hier- and other community-based initiatives will be addressed. archy and given the additional autonomy acquired by decentrali- Carlson, Sam (World Links for Development Organiza- zation; 2) searching new ways of supervision committed with tion), Harry Patrinos (Education Sector, World Bank) children’s rights, equity, justice, diversity, multiculturality, iden- Linking Schools for Development in the Third World: The tities, and with exerting influence in decision makers in order to design supervision official policy that encourages participatory World Links Approach and collective education and school practices; and 3) reactivat- World Links bridges the digital divide, linking thousands of ing schools as public spaces, capable of claiming those peda- teachers and students in developing countries around the world. gogic values, and fighting against exclusion, given the homoge- In countries where libraries and textbooks are rare, World Links neized education tendencies of globalization which do not rec- provides access to information and experts. A program initiated ognize diversity and heterogeneity. by the World Bank and now an independent NGO, World Links Camp Yeakey, Carol (University of Virginia) currently operates in eighteen developing countries in Africa, Latin America, Asia and the Middle East, and involves approxi- Standards, Meritocracy and the Influence of Globaliza- mately 100,000 students. These students are collaborating with tion in American Education and Society thousands of students in over twenty-five partner countries on a Rapid developments in the globalization of knowledge poses range of topics including environment, HIV/AIDS, gender eq- complex challenges to shifts in societal values from a production uity, cultural heritage, biology and literature. The panel presenta- based to technologically based economy intensifying the impor- tion will cover the latest evaluation results from two year’s of tance of lower and post secondary education in the new millen- program implementation in 12 developing countries (undertaken nium. Educational access and opportunity are driven by social by SRI International of Menlo Park, CA) and make some pro- and institutional policies and practices of advancement based vocative statements about both the global digital divide and the upon achievement or ability. The assumptions undergirding edu- specific areas for additional operational research.” cational standards and reform in American Education and Soci- Carnes, Amanda (Harvard GSE) ety raise critical questions regarding the politics of social devel- Refugee Children opment and educational opportunity for poor ethnic minorities of While living in Germany, I became interested in the situation of color. political asylum seekers. I propose to research and write about Camp Yeakey, Carol (University of Virginia) refugee children in hopes of being part of a larger panel. I would Small Hands: Global Dimensions of Child Labor and not limit myself to the Kosovar experience; I’ve also considered Exploitation the children under Pinochet’s rule in Chile. When I think about This paper examines the various forms of child labor and the the war in Bosnia and Milosevic’s systematic ethnic expulsion I global calls to abolish all forms of exploitative child labor. It remember the children. From March 1999 to August 1999, also describes in critical detail the conditions under which chil- 800,000 Kosovar Albanians left the country and 500,000 were dren are employed and exploited for economic gain. Through the internally displaced. In a campaign that was the most compre- lens of political economy, critical perspectives on exploitation hensive since WW II what has become of the children? How will examine those mechanisms that compete with attempts to many have immigrated to neighboring countries? How have abolish child labor and the degree to which the perceived eco-

Abstracts for Individual Papers 15

these host countries received and integrated them? As for the ing or shifting some portion of higher education costs to parents children that did return home, I ask: how did NATO, humanitar- and students will in fact improve social equity. This paper will ian agencies and international organizations ensure that home analyze conditions under which cost sharing as a policy would was a place of peace and security? What was “home” like upon be likely to result in a more (or less) equitable system of higher return? For the children that lost families were there any reha- education finance. bilitation efforts? How does a country address education after Castro, Vanessa (Academy for Educational Development) years of war and destruction? What steps have been taken by re- Nicaraguan social sector lief efforts, i.e. ICRC, in the aftermath of the war? How are these Vanessa Castro is the BASE II Project Senior Evaluation Advi- children now? sor. Dr. Castro specialized in Qualitative analysis at Carroll, Katherine (Loyola University, Chicago), Erwin Harvard University. Over the past twenty years, she has partici- Epstein (Loyola University of Chicago) , pated in a wide range of research and monitoring projects for the Understanding Ancestors: Foundations of Comparative Nicaraguan social sector. She regularly contributes to interna- Thought tional education reviews and publications focusing on education. In this era of globalization, comparativists convey insight for For the past two years, Dr. Castro has led the BASE research making complex policy decisions. However, definitions and team conducting annual education survey of Escuelas Modelo goals of the field have been contested between theorists espous- (Model Schools). Her research has demonstrated a positive cor- ing postmodern “heterotopias” and interpretive epistemologies, relation between student achievement, parental involvement in and those who maintain earlier conceptual foundations of what is the student’s academic needs and access to modern didactic ma- often derogatorily referred to as essentialist metanarratives of terials, particularly in multigrade rural schools. reason and progress. Since theory informs method, wide varia- Chan, Elaine (OISE/University of Toronto) tions exist in choices of research methodologies and their appli- Ethnic identity in transition: Comparing ethnic identity in cations. We examine representative positions in these theoretical the 1970s and the year 2000. directions, and explore both their epistemological histories and Ethnic identity in transition: Comparing ethnic identity in the some current uses in and outside of our field. We also discuss 1970s and the year 2000. Cultural and linguistic diversity are the prospect of developing consensus to create an inclusive theo- among dominating features describing the Canadian population. retical and methodological framework for the field — a “federa- Despite the importance of multiculturalism and multilingualism tion of ideas.” in Canada, there exists little research examining the experiences Caruso, Marcelo (Humbolt University) of first generation Canadians. In this study, I examined the eth- Disciplines, Biopolitics, and Compulsory Mass School- nic identity of first generation Chinese Canadians. I use Cland- ing: The Bavarian Experience, 1860-1920 inin & Connelly’s(2000) concept of the three-dimensional narra- Michel Foucault’s later formulation of the conceptual pair bio- tive inquiry space to compare ways in which first generation politics/regulation introduced a new consideration of the produc- Chinese Canadians viewed their sense of ethnic identity in the tivity of power in modern societies. Regulative power was based 1970s and in the year 2000. I conducted interviews with Chinese on living organisms as such; in that respect, it was different from Canadian adults to gain an understanding of the social context of the model of disciplines developed in the era of epistemological ethnic identity during the 1970s in Canada, and engaged in class- mechanism and political absolutism. The paper will examine late room participant observation with Grade 8 students and their 19th-century teaching in Bavarian elementary schools as a space teachers to learn about ways in which Chinese Canadian students for the government of children where the state refused a merely in the year 2000 view their sense of ethnic identity. Research on mechanical definition of the teachers’ work and concentrated on ethnic identity (Cummins; Kouritzin; Wong-Fillmore), experi- interventions which followed the biopolitical model, or regula- ence (Dewey), and narrative inquiry (Connelly & Clandinin) tion of living groups, in order to achieve a modern form of the form the theoretical framework for my research. I build on the moral regulation of the population. Thus, while the paper clearly idea of identity as emergent (Ricouer,1992) and constantly shift- focuses on the Bavarian case, the different types of pedagogical ing according to the situation (Bateson,1989). Knowledge about intervention that are examined should be discussed in a the experiences of first generation Chinese Canadians may con- comparative perspective. tribute to the field of Curriculum Studies by enhancing the abil- Castillo, Laura (American University), Mary Josiah ity of educators to meet the needs of students of ethnic minority (American University) background. Development and Education in the Caribbean: A Com- Chandler, DJ (University of South Florida) Before Our Eyes: Ecological Literacy, GMOs and Shifts parative Analysis of Development and Educational Paths in Consciousness in Barbados and the Dominican Republic This presentation will draw on current eco-feminist, anthropo- The purpose of this study is to critically analyze the develop- logical and feminist political ecology theories to interrogate spe- ment and educational paths of two Caribbean nation-states: Bar- cific agricultural and environmental issues pertinent to women bados and the Dominican Republic. More specifically, the paper and development in Sub-Saharan Africa. Burgeoning literature traces and compares the historical social, political, and economic exists to support the pervasiveness of over twenty years of “par- development strategies and their implications on educational ticipatory” effort specifically targeting women, food and health structures, policies, and outcomes. Current development strate- as well as the long-term failure of many such attempts. Maybe gies and educational indicators will be assessed. Specific atten- the rhetoric has changed, but so have the stakes. The focus of tion is paid to gender and socio-economic class differences in this paper will examine the controversial “New Green Revolu- terms of social, political, economic, and educational outcomes. tion” or genetically modified (GMOs) crop seeds touted by Castillo, Melissa (SUNY Buffalo) Norman Borlaug as the scientific solution to end hunger and Cost Sharing and Equity: An Inquiry and Critique of the malnutrition in developing countries by 2025. Classical Neo-Liberal Link Chang, Carolyn (George Washington University) There are two motivating forces or rationales behind cost sharing From Classroom to Playground: Do Teachers’ Efforts at The first is the sheer need for revenue as higher educational en- Building Tolerance Carry Into Their Students’ World of rollments (and costs) expand far more rapidly than governmental revenues (exacerbated by other equally or more compelling so- Play? cial priorities.) The second is the theoretical argument, made by During the 1998-1999 school year, I conducted an ethnographic neo-liberal economists and many policy makers, that cost shar- study in a new bilingual/bicultural school that brought together

16 CIES 2001 Annual Meeting

Arab and Jewish first graders in northern Israel. In this unique ment school setting, the teachers created a context where these chil- With the advance of technology, Internet information exchange dren, long separated by historical and geographical divides, has become key in organizing a new genre of social movement. could learn together and play together. Despite the teachers’ ef- This may be crucial for women because in most countries, the forts, however, there were a number of occasions where cultural women’s movement has not achieved equality of opportunity divides were strongly enforced by the children themselves. This according to the guidelines of the Beijing 1995 conference. Sev- presentation will provide contrasting images of those moments eral hundred web sites related to women have flourished in the when cultural barriers were crossed and those moments when last decade; however, it is unknown at this point to what extent barriers were further erected so as to maintain borders between these sites are capable of inducing change for women’s equality. the Arab and Jewish students. Therefore, we will investigate the efficacy of Internet as a tool Chan-Tiberghien, Jennifer (Stanford University School of for social activism in three ways: Is the flow of information be- Education) ing exchanged online effective in provoking action? If so, what Socializing States in the World Community: The Teach- past and present initiatives have been successfully launched? Fi- ing of International Human Rights Norms by Nongov- nally, how do these web-based organizations remain afloat and retain members for sustained action? A questionnaire and fol- ernmental Organizations low-up interviews will be conducted to explore the effectiveness Despite the increasing attention by social scientists on the impact of Internet activism. of international human rights norms on states, little research has looked at the teaching of those norms at the state level. Tradi- Cheng, Baoyan (University of Maryland) tional analyses of human rights education have either focused on The Different Learning Processes of Chinese and Ameri- top-down approaches within school settings or bottom-up ap- can University Students proaches in various target communities. Few studies have looked Having experienced both Chinese and American university at the socialization of the state itself. While states learn to be- classrooms, the author found that Chinese University classroom come a member of the larger human rights community by at- is characterized by silence, quietness and memorization, while tending UN conferences and ratifying international instruments, American university classroom is characterized by openness, the bulk of the teaching and learning actually go on at the do- liveliness and discussion. Starting fro m t his difference in learn- mestic level. I argue not only that nongovernmental organiza- ing process, the author carried out an assiduous literature re- tions are the main actors behind this process, but that through search as well as interviews with both Chinese and American socializing the state, nongovernmental organizations actually students, attempting to uncover the profound cultural reasons for (re)define domestic human rights education agenda. I use a con- the superficial differences in class environment. . The culture al structivist approach and focus on the impact of international reasons are as follows: Chinese culture is hieroglyphic culture. women’s human rights norms on a hard case: Japan. Few ex- Shaped by their solid and self contained Chinese characters, pected Japan, a non-Western country with allegedly weak human Chinese students are likely to accumulate their knowledge by rights tradition, to define violence against women as a state con- memorization. Whereas American culture is alphabetical culture, cern. Yet within less than a decade, issues such as sexual har- and influenced by the mobility of their language American stu- assment have become part of legitimate state policy, educational dents are ready to give away their opinions by discussions. Chi- curricula, company codes of conduct, and required training pro- nese culture is shame-socialized culture. Chinese professors grams for bureaucrats, academics, and judges alike. I examine don’t like students to question, because they would lose face if the mechanisms through which nongovernmental organizations they cant come up with an answer; Chinese students are reluc- conduct human rights education, targeting various state actors. tant to speak out their opinions before they could come up with Chapman, David (University of Minnesota) an answer that might impress people. Whereas American culture Synthesizing lessons from 200 evaluations: What do they is non shame socialized culture, and class learning is more an in- tell us that we don’t know from other sources? tellectual inquiry than a matter of maintaining face. The Chinese examination system has been the only door leading to a position While the success of individual profects is often influenced by at the government, and those who want to be successful in ex- idiosyncratic or unique contextual factors, a review of findings ams have to memorize certain authoritative answers. There is no across multiple evaluations can provide important lessons, both much critizuque or reflexivity going through this process. about what interventions tend to be most successful and about Whereas, there is not as much pressure imposed upon American the process of evaluating international development assistance students from the American examination system, and they can projects. This presentation reports on the process and utility of a afford to value their critical thinking and independence in the recent review of approximately 200 evaluations of UNICEF classroom. It is hard to say which learning process is better, but education profects conducted between 1994-2000. it is for sure that an appropriate combination of memorization Chapman, David (University of Minnesota) and discussion will b be the best. Achievement as the outcome of choice: How much Cheung, Kw (University of Hong Kong) achievement is enough? The Emergence of Regulated Individualism: A Case A widely recognized, but perplexing, aspect of educational re- Study of an Education Journal in China form is that many individual components of the educational Based on the theory of pedagogic discourse developed by Bern- process appear to each make only a small change in the overall stein, this paper proposes a framework to analyze the relation- outcomes of education. In particular, few interventions result in ship between the production of intellectual discourse and the big jumps in student achievement, even though that is the out- Chinese State. The framework will then be tested by being ap- come of greatest interest to many planners. This session exam- plied to analyze a group of selected papers from the most influ- ines one program that has strong evidence of its positive impact ential journal (Jiaoyu Yanjiao, Educational Research) in China. on achievement. But that impact came at a very high cost. How Essentially, the paper argues that the reform policy in China in- much achievement is enough to justify the investment, especially troduced by the Chinese Government in 1978 had necessitated a when large changes in achievement are seldom seen? fundamental shift in what constituted the core elements of the Chen, Peiying (University of Southern California), Mag- dominant ideological positions of the State. This involves certain dalena Sanchez (University of Southern California), elements of autonomy introduced to the intellectual field. But Christina Vogt (University of Southern California), the exercise of the newly granted freedom is conditional. This Faith Womack (University of Southern California), fundamental shift led to a shift in the modality of controlling the Internet Activism: A New Genre of the Women’s Move- intellectual field exercised by the State and has an effect upon

Abstracts for Individual Papers 17

the ways in which educational theories are produced and re- teaching force is regarded as a key to the success of educational ported in the journal. From the journal, we have chosen the do- reform. However, the supply of quality teachers is affected by main of various socio-economic forces interacting with global economy. moral education to discuss this fundamental shift. This paper will examine the growth of teachers by educational Chhetri, Nalini (Pennsylvania State University) qualification and teacher training, the profile of teacher trainees The (in)effectiveness of educational policies in develop- and applicants for teacher training by mode and institution of ing countries for children at risk training, and the comparison of teacher supply with the real eco- International standards and national laws have been created to nomic growth over the last two decades. The paper will also dis- address the needs of children at risk such as street children and cuss the impact of these teacher characteristics on initiative in child laborers in developing countries. In seeking to address this teaching workforce, including teacher salary schedule, class size problem, governments and the non-governmental sectors have reduction, and continuing professional development of teachers. been involved in making policies and implementing programs Ciminillo, Cara (University of Pittsburgh) that address the needs of these children. One of which has been Feeding the mind, body and soul: Learning in situated, to ensure universal access to education. However, such public authentic, reflective, and collaborative environments. policies have not been able to bring about significant improve- We understand that international service-learning experiences ments in the lives of these children. Using the case of India and can be a provocative method for alternative educational practices Nepal, this paper argues that the problem of implementing pub- that can promote greater international understanding and social lic policies has not only been stymied by inadequately designed justice. Taking this into account, this paper presents the strengths policies and programs but, also, by public apathy and indiffer- and challenges of an alternative educational framework that pro- ence towards such children. vides four essential design elements: situated learning, authentic- Chilora, Henry (Malawa Institute of Education), Shirley ity, collaboration, and reflection. Together, these parts create a Miske (Miske Witte and Associates) synergy that can move a learning experience from one of trans- Improving Educational Quality/Malawi-Contributing to ference to transformation. It creates space for participants to risk the Language Policy Debate by Investigating Mother engaging with not only the mind, but also with the body and soul. Tongue Instruction and Achievement. Clair, Nancy (Educational Development Center), Law- As in Ghana, language policy implementation and efficacy are high priority topics amongst Malawian educators and policy- rence Kanyike (Educational Development Center) , makers. With over sixteen local languages, Chichewa is the na- Enhancing Dialogue Among Researchers, Policymakers, tional language. English is an official language. Government and Community Members in Uganda: Complexities, Pos- policy deems instruction for standards 1-4 should be in local sibilities, and Persistent Questions languages, and in English after standard 4. Panelists will de- Participatory Action Research (PAR) is one possible solution to scribe research findings regarding how teachers implement the the lack of dialogue between researchers, policymakers, and policy and its impact. Results from longitudinal research practitioners. PAR involves communication, investigation, and (involving approximately 2000 pupils from 200 classrooms) action, and includes local people in the research process. Find- offer math and literacy comparisons of children whose first ings from an interpretive study of PAR in the context of the Im- language is Chichewa with children whom Chichewa is a second proving Educational Quality project in Uganda are discussed in language and English is a third. terms of three interrelated themes: power, dependence, and re- Christina, Rachel (University of Indiana) source distribution. While there are enormous dilemmas of using The Palestinian Child Development Institute: Negotiating participatory approaches and enhancing dialogue among educa- between vision and reality tion stakeholders, there is evidence that some stakeholders were The Palestinian Child Development Institute engages in teacher able to collaborate in new ways to improve the quality of their training, community development, and political advocacy for the local primary schools. early childhood sector in the West Bank, Gaza, and Jerusalem. Clark, Paul (McGill University) The practical details of the Institute’s programs grow out of per- Postmodern Ethnography and the Notion of Self ceived grassroots needs, as assessed by regular communication Ethnography has been used for many years as a method of quali- with teachers and with organizations that deliver services. Par- tative anthropological research. While historically ethnography ents and children, however, are less directly represented in pro- retained an omnipotent quality that seemed to eliminate the re- gram design, and government and donor input is often seen as searcher from the field context, it is now widely accepted that impeding the organization’s work. The Institute’s focus on chil- the researcher must be included in both the research and analyti- dren’s rights and progressive vision of appropriate child devel- cal aspects of the ethnography. This raises the question of ex- opment complicate need definition and ownership at all levels, actly how much of a role the researcher plays in the process of and respect for tradition and innovation are often in tension as ethnography. Where precisely does the author end and the sub- the organization attempts to influence policy and practice for the ject begin? Is it still possible to consider the two as separate enti- sector. ties or must not they now be considered different informants in Chung, Yue (The Chinese University of Hong Kong), Fan the same process of constructing knowledge? Hung (Chinese University of Hong Kong) , This session highlights the author’s very personal strug- Teacher supply in Hong Kong: Teacher training, educa- gle with the issue of “presence” in observational and interview settings. It questions at what point deconstruction tional qualifications, and growth must end and the search for meaning begin and whether or not In the primary and secondary education of Hong Kong, the sup- deconstruction assists or undermines the conclusions of an in- ply of teachers has been growing gradually in the past two dec- vestigation. This paper also examines other complex issues of ades to match with the increasing demand for teachers during the qualitative deconstruction and asks the question: Can there be period. However, there have been concerns on the quality of any separation between the researcher and the researched? teachers supplied, specifically in terms of the proportion of Clayton, Thomas (University of Kentucky) teachers having university degrees and/or teacher training, the modes of teacher training undertaken, and the teacher training Language Choice in a Nation Under Transition: The institutions attended. These concerns have recently become keen Struggle Between English and French in Cambodia as the Hong Kong SAR government has placed high policy pri- Cambodia offers an unusual case study for the international ority on education reform in the coming decade. Quality of spread of English. As a result of the political, economic, and de-

18 CIES 2001 Annual Meeting

velopment transitions the country is currently undergoing, Eng- Improving quality is one of the central education goals of the lish has increased dramatically in status in the last decade, essen- People’s Republic of China. As part of its impetus toward eco- tially displacing French as the international language of choice. nomic development, China holds excellence in higher education At the descriptive level, this presentation charts the spread of as a top priority. Currently particular attention is being paid to English into Cambodia, alongside French efforts to contest this ethnic minority areas, where educational quality is said to have spread in favor of their own language. At the theoretical level, lagged behind other parts of the country. Despite measures taken this presentation extrapolates from the case study to make a to raise the education level of Chinese minorities since the estab- comment in the ongoing debate among language policy scholars lishment of the People’s Republic of China in 1949, some about English language spread. minority groups still lag behind the majority Han Chinese Cleghorn, Ailie (Concord University) population. While there are variances in education levels among Cross National Dimensions of the Teacher-Learner minority groups in China, minority children still tend to have This paper will build on the theme of last year’s conference higher dropout rates from school than do Han children, and their “What do we know? What can we contribute?” with a cross- illiteracy rates are also generally higher. The education gap is national comparison of teachers’ views of the nature of science particularly apparent at the tertiary level. On the whole, the and of science education for children. The data stem from a proportion of minority higher education students has been below questionnaire that was administered to pre-service teachers in the proportion of minorities in the general population. China’s the UK, in Quebec, Canada and in Zimbabwe. The analysis sug- official state policy emphasizes that the improvement of gests that teachers’ stated views of the nature of science are quite minority conditions is fundamental to the overall continued conventional and ‘scientistic’, and inclined towards reliance on stability and improvement of economic conditions in the entire standard text materials, however their attitudes towards science nation and many policies have been implemented to encourage for children favor a teaching approach that is culturally- the enrollment of minorities in higher education as a result. This appropriate with an emphasis on hands-on practice. Teacher in- paper discusses the educational policies implemented by the terviews and classroom observations suggest that such contradic- Chinese government to increase enrollments of minorities in tions find their way into what actually happens in the classroom. higher education. It also looks at the impact certain external Clements, Margaret (Indiana University) factors have on these policies, including the marketization of Planning for Affirmative Student Loans for Higher Edu- China’s higher education system and the relationship of particular minority groups with the central government. cation: A Transformative Possibility Cockley, Suzanne (University of Virginia) As higher education loan programs are more pervasively used to finance higher education, this paper examines the comparative Untitled issue of intergenerational transfers. By placing student loan poli- The independent / dependent self may be created and sustained cies in a culturally sensitive comparative context, issues of reso- through discourse, particularly literacy discourse. Certain as- nance and resistance to global systemic policy solutions are con- pects of literacy discourse seem to promote the development of sidered. Internationally, as student loan programs are increas- an independent self, while other aspects related to communica- ingly initiated to shift the cost of higher education from society tion would seem to promote dependence among individuals. The to the student and his/her family, an in depth focus on the vari- development of independent and dependent selves may also be ous cultural configurations of the family unit and what these related to economic trends as they affect the larger community. configurations mean in terms of intergenerational transfers is ju- For example, does capitalism tend to encourage independent dicious. For students from historically underrepresented groups, selves? This presentation examines these connections in the con- failure to evaluate these cultural notions sometimes prove in- text of the Appalachian region, contrasting historical representa- surmountable for successful program implementation. tions of Appalachian selves to current trends in self- Clemons, Andrea (University of Southern California) representation in light of economic factors. Decentralized education in Senegal: Is ‘Faire Faire’ fair Collier, Edmond (National Security Education Program) Untitled for Education actors in community based education? Dr. Ed Collier, the Deputy Director of NSEP will discuss in The persistent internal and external political pressure on certain broad terms how the NSEP differs from other the international countries to decentralize their educational systems is endorsed education opportunities, and how the program uniquely facili- by researchers and reformers despite the surprising lack of con- tates NSEP alumni to enter government service. In addition, he sideration for local decentralization processes in these countries. will describe NSEP’s agenda focusing on models for change in By adding to the mere 5% of all recorded studies that have even international education. This effort comprises research that will considered local decentralization processes (Rhoten, 2000; provide the field of international education with data and in- Cohen & Peterson, 1996), this research explores not only what is sights into key strategies for internationalizing higher education intended by “decentralized” education in one of these countries, while also improving the quality of programmatic efforts. but also how it is perceived by decentralization actors and why its outcomes are different from its intentions in a specific school Colvin, Shane (University of Oslo) setting. The primary purpose of this study are 1) to identify how Leadership in Higher Education education decentralization is occurring in the context of Sene- Leading a Lithuanian Organization Through Change gal’s experiment with community-based basic education; 2) to Case Study: Kaunas University of Technology define the education policy expectations and perceptions of gov- It has been over ten years since the collapse of the Soviet Union, ernment, non-government, and community actors in the Ecole yet the former Soviet Republic of Lithuania remains a country Communautaire de Base (ECB) project, and 3) to discuss the still plagued with the turbulent changes that have followed inde- factors operating as significant helps or hindrances to the success pendence. Like most of their counterparts in Eastern Europe, of the ECB experiment. The research involves education actors Lithuania still toils with a seemingly endless barrage of unprece- at all levels of national and local government, of national and in- dented social, economic, political and cultural changes. Lithua- ternational financial and technical assistance, and of school op- nia continues still striving to overcome their original ordeal of eration: teachers, supervisors, and coordinators. Respectively, it transforming from a closed Soviet regime, to feverishly adopting aims to examine their day-to-day lived experiences with “decen- a distinct open democratic way of life. Suddenly, they must take tralization” in Senegalese education. on the copious task of assimilating into a convergent global Clothey, Rebecca (University of Pittsburgh) world, which is governed by competitive multilateral organiza- Are China’s Higher Education Reforms Marginalizing tions that are driven by highly evolved technologies. Whilst, the Minority Nationalities? Lithuania remains a country economically troubled, politically

Abstracts for Individual Papers 19

unsettled, and culturally uncertain as to what the new millen- and illustrate five patterns or climates of constraint/restraint on nium will bring to them. US curriculum and teaching for meaningful learning and critical This report is merely the genesis of my thesis that intends thinking that incorporate diverse students and perspectives: a bu- to probe those in leadership who stands at the helm of an organi- reaucratic climate with an administrative emphasis on law and zation that journey through these storms of change. I have cho- order; a conservative climate intent on maintaining the status sen one Lithuanian higher education institute, Kaunas University quo; a threatening climate of external curriculum challenges and of Technology, in particular, their Faculty of Social Science. self-censorship; a climate of perceived pupil pathologies and This faculty epitomizes the struggle through transition, since the pedagogical pessimism; and a competitive climate dominated by subject of Social Sciences under the Soviets were non existent or student testing and public school ranking. used only to support the state ideology. Ultimately, my aim is to Correa, Hector (University of Pittsburgh) understand their motives, aims and convictions during the devel- Toward a Game Theoretic Theory of Education opment of the organization since independence. Moreover, my The point of departure of the paper is the fact that a basic com- aims are to examine the university’s organizational frames i.e. ponent of educational processes is the interaction between teach- structural, human resource, political, and symbolic. Finally, in- ers and students. Game Theory is an instrument for the study of quiring into the leadership traits, style, and contingency that are all types of interactions. A brief description of the work that has perhaps evident when the organization is met with these climac- been done applying Game Theory to education will be the main tic changes. content of the paper. This description will include some elemen- Contreras, Manuel (Inter-American Development Bank) tary examples of applications of Game Theory to educational Educational Decentralization in Bolivia: Trends and problems. Problems Costa, Vincent (University of Pittsburgh) This paper will trace the evolution of educational decentraliza- Modeling Change in Indonesian Secondary Schools tion in Bolivia in the nineties in the context of the Education Re- In 1999 the Ministry of National Education in Indonesia em- form and the Popular Participation processes currently under- barked on a new program for senior secondary school develop- way. It will highlight the peculiarities of the Bolivian experience ment. The Learning Systems Institute (FSU) supported this ef- and attempt to assess the evolution of decentralization in the fort through the Package 2 Consultancy: Teacher Management education sector under the frameworks developed by Espínola and School Development for the ADB. Loan #1360-INO. To ini- (1999), Hanson (1997), and Winkler and Gershberg (2000). It tiate this program the consultant team investigated eight schools will address issues of education finance, parental participation, experiencing improvements in student achievement and reputa- school autonomy and capacity building at the local level to ad- tion. Based on these experiences, they prepared a school devel- dress education issues. Ultimately, the paper seeks to provide a opment model (change model). Contrary to the “model school” background to the decentralization process in Bolivia and place concept, this approach attempts to introduce a “change model” it comparative perspective to other processes in the region by the that all schools can implement regardless of their current state of use of the frameworks outlined above. It will do this by a review development or the environment in which the school is located. of the secondary literature and unpublished studies. These will The change model is based on the participation of all stake- be complemented by interviews with key decision-makers both holders through open communication and shared decision- at the central and local level. The paper will conclude with an making. The eight participating schools served as case studies assessment of accomplishments and an identification of bottle- and joined the consulting team in regional and national seminars necks and problems currently encountered. As the decentraliza- to promote the program. A significant output of the consultancy tion process is work-in-progress, the paper will discuss possible is a “Training Manual for School Development.” This effort solutions to the problems identified and make concrete policy comes at a time when the Ministry is moving toward decentraliz- recommendations. ing its administrative responsibilities to the provinces. The estab- Cordova, Victor (University of Pittsburgh), Barbara lishing of school-based management approaches to school de- Wein velopment (change model) will be addressed in light of the The Role of Education in the Construction of Peace and countries decentralization efforts. Social Transformation of El Salvador: What is the Edu- Costante, Gina (George Washington University) cation El Salvador Needs? Turning the Digital Divide into Digital Dividends: Devis- There are two distinct perspectives in the realm of El Salvador’s ing a Policy for the Strategic and Humane Use of Com- educational reform today, stemming from different point of puter Technology in Educating India’s Marginalized, views on the nature of education and the relation of education to Urban Children. the individual and to the community. On the one hand, educa- With her vastly diverse population, India is a land of contradic- tional reform is influenced by the experiences of popular educa- tions. Globalization has only added to this dichotomy placing tion and community participation. But at the same time, the gov- India at an intriguing crossroad. With billions of rupees in reve- ernment has adopted a neoliberal model of economic develop- nues from her vibrant IT industry, one wonders why India has ment and structural adjustment policies that is ideologically in not risen in the ranks of the new knowledge economy as a global opposition to the tenets of popular education. The intent of this powerbroker? Such an infusion of investment could provide In- paper is to examine how these two forces are interacting or con- dia with a substantial opportunity for overall economic and so- flicting within the educational changes taking place in El Salva- cial development. But how can she nurture this upward growth dor today. In many ways, this dichotomy is not only about two with such a disproportionately large, poor population? Dr. different educational approaches but rather, two different objec- Sugata Mitra of New Delhi has proposed one solution with his tives or reasons for education. One emphasizes the individual innovative “hole in the wall” experiment and her/his worth in the economic structure, and the other em- Cowles, Spencer (University of Virginia) phasizes the individual as a functioning member of a commu- Educating for Identity & Resistance: Situated Learning nity. The main focus of the paper is on basic education, and par- among the Old Order Mennonites ticularly on the examination of the most important governmental Through a series of court battles in the late 1960’s, the Old Or- program in education: EDUCO. der Mennonite Community of Virginia won the right to complete Cornbleth, Catherine (University at Buffalo) control over the education of their young people. This paper Climates of Constraint/Restraint on US Curriculum and looks at how the aims and the administration of formal schooling Teaching have been used by this intentional minority group to foster a sus- This paper draws on Cornbleth’s research and others to outline

20 CIES 2001 Annual Meeting

tained and robust identity in direct opposition to the prevailing significant step towards overhauling the higher education system values of the majority culture. It also examines the ways in as a whole. The paper addresses four key issues. First, it ex- which formal schooling complements, but does not subsume, the plores key conceptual issues, central for understanding the com- primary form of education among the Old Order Mennonites plexities of the policy process in higher education in South Af- which is firmly situated within the community. rica. Second, it examines the contexts, particularly the changing Cross, Michael (Johannesburg School of Education), Lav- macro-economic policy frameworks, which underpin attempts at elle Nomdo (Gauteng Education Department) systemic and institutional reform in higher education. Third, it Organizational Restructuring and Education Policy De- reviews critical moments of the policy process since the estab- livery: The Case of South African Provincial Education lishment of a new political dispensation. Fourth, it deals with the efforts made towards implementing the policy program defined Programs by legislation. This paper argues that the difficulties in finding Education Reform in the post - apartheid South Africa has been the right levers for transforming higher education must be under- dominated by a focus on the production of a massive body of stood with reference to the peculiarities of the policy process de- highly sophisticated and politically sound policy documents. termined by the South African transitions. However, the production of these documents has not always Culcer, Casandra (Bowling Green State University) culminated in successful policy implementation at a provincial level. Further, when the new education provincial departments Heidelberg-The Dynamics of German Academic Tradi- were established, much effort was, as a matter of priority, con- tions Within the New Global Context. centrated on the amalgamation of previous racially segregated This paper summarizes a one month experience in one of the departments and education structures and the promulgation of most prestigious German universities. As a doctoral student in enabling legislation as part of an initial nation-wide program of Higher Education Administration at BGSU, during the last departmental transformation. Now provincial departments are summer I fulfilled an optional program requirement called being challenged to focus on policy implementation under the “Global Awareness.” The International Relations Office of Ru- buzzword “delivery”. This particular paper will focus on the precht-Karls Universitaet in Heidelberg accepted me for a short main layers of decision making and practice (from central pro- period of independent research. I was seeking to understand the vincial structures to schools) with particular reference to issues institutional culture, structure, policies, as well as the specific of policy implementation. It explores possible opportunities and aspects of student life in Heidelberg. I learned about the six- examines the limits and constraints faced by these departments century long history of this university, about the role it has been in planning and managing education policy for clear and realistic playing in the academic World as a source of excellent scholar- implementation strategies. The purpose of this paper is two-fold: ship and progress of knowledge. I also tried to understand the di- (I) to generate debate about how education departments could rections in which various types of activities performed by the in- position themselves in order to enhance their role in policy im- stitution tend to develop in the future. In this respect I conducted plementation and (ii) to promote the use of policy research and a series of interviews with administrators, researchers, students, analysis as tools in the practical contexts of provincial depart- and faculty, I consulted the documentation offered by my hosts ments. and I took part in various cultural and social activities organized Cross, Michael (Johannesburg School of Education), Sepi mainly for the international guests of the institution. This paper Rouhani is just an actual snapshot of “The Living Spirit,” to whom this university is dedicated. Curriculum reform in South African Basis Education: A Cummings, William (Graduate School of Education and Paradigm Shift? Human Development) One of the most significant developments in the post-apartheid South Africa was a departure from apartheid education through Recent BESO supported research projects of the Ethio- an outcomes-based curriculum reform. Like in many other de- pian Ministry of Education: a summary.” veloping countries, curriculum reform in South Africa has re- This paper will describe and review the research that the BESO sulted in several structural and policy tensions within the system. project has supported over the last two years in Ethiopia. One These tensions include: symbolism vis-à-vis action, curriculum project deals with a novel approach to researching the progress framework vis-à-vis curriculum practice in schools; expected of girls and girl performance and attendance in schools. The outcomes vis-à-vis the capacity of teachers to translate them into other project attempts to make use of the recent development reality; and budget concerns vis-à-vis commitment to values and use of achievement tests and results at the fourth and eighth such as equity, redress and massification. While highlighting grade levels. The results of both these research initiatives will how these tensions have played themselves out, the paper con- contribute to the policy dialogue about improvements, especially centrates on how government and stakeholders have addressed with regard to how local communities can contribute once it un- the challenges posed by these tensions. From a conceptual point derstands the meanings and implications of the research find- of view, the paper argues that the tensions that dominated the ings. post-apartheid curriculum reform have resulted in a significant Curdt Christiansen, Xiao Lan (McGill University) paradigm shift focused on reclaiming knowledge and cognition The Effect of Globalization on Language Preference of in the classroom as expressed in the new revisionism in curricu- Immigrant Parents in Quebec lum debate. The global economy affects all levels of society and education. Cross, Michael (Johannesburg School of Education), This paper examines some of the effects of globalization, and Trevor Sehoole (School of Education, University of explores how English as an international language affects peo- Witwatersrand), Lavelle Nomdo (Gauteng Education ple’s attitude and choices of school in a Francophone province in Department) Canada. No easy road: Transforming higher education in South This study took place in a Chinese Heritage language school (weekend school or community school) in Montreal, Africa Quebec. A randomly selected group of parents were interviewed This paper reviews the process of educational reform in higher with regard to their preference of school ( English or French) for education in post-apartheid South Africa. The failure in their children. The result indicates an overall attraction to the transforming the system higher education led to the appointment English school if the language law in Quebec province (Bill 101) of the TaskTeam of Council for Higher Education on “Size and would permit a free choice. Issues addressed in this paper are Shape of Higher Education” by the Minister of Education. In this political constraints in Quebec, globalization effects on language regard, this development, if successful, will represent the most use, and literacy practices adopted, encouraged and valued by

Abstracts for Individual Papers 21

families. other. Educational researchers have become involved in studying This paper presents some preliminary data from a larger concepts defined by policy-makers. This presentation discusses research project that focuses on how immigrant children acquire how the concept of “lifelong learning,” originally developed in the social practices that surround their mother tongue and the the context of socialization research, has been distorted to focus two official languages in Canada, English and French. only on workforce preparation. In this context, educational re- Dall, Frank (Unicef) searchers are being asked to work in relation to this narrower no- An assessment of progress made in girls education in the tion of lifelong learning rather than a broader set of concerns Mideast since Jomtien. 2. The Catastrophic effects of the about human development. Al Aqsa Intifida on the Palestinian Education Reform David-Gnahoui, Emmanuel (Loyola University) Process. Education and Democratization: A Complexity Theory The ten years since Jomtien have seen modest but real gains in Analysis of Educational Reform in Benin girls’ and women’s education in the 20 Arab States which com- My presentation is a search for an answer to the question, “Can prise the Middle East and North Africa Region. Despite persis- education be the engine of democratization in develop- tent regional conflicts, economic stagnation, prevailing social ing/transitional societies?’ It is based on a study of the primary barriers and the channeling of national resources mainly toward school reform—La réforme de l’école de qualité fondamentale— military expenditure, today, Arab women are entering schools in currently implemented in Benin. The tool to conduct my study is larger numbers and are more literate. Recent assessments in 9 complexity theory that claims that change (planned or otherwise) MENA countries of primary level achievement levels, in key unfolds in non-linear ways, that paradoxes and contradictions skills areas like mathematics, Arabic and life skills, suggest that abound and that creative solutions arise out of interaction under Arab girls at this level are beginning to out-perform boys. conditions of uncertainty, diversity and instability. My study ap- 2. The well intended but ill-conceived Oslo Peace Accords have plies the norms of complexity theory to analyze the educational succeeded in balkanizing the West Bank, Gaza and Jericho into reform in a developing country, Benin. In doing so, I compare unmanageable and difficult to access and administer “enclaves”. complexity theory analysis accounting for a more complex mode Constant harassment, and actions taken by the Israeli and Pales- based on social interaction, moral purpose, collaborative en- tinian authorities have only heightened frustrations and aggra- gagement, development of social and intellectual capital, and vated an already potentially explosive situation to a point where “the grammar of schooling,” to the logic of change based on train October 2000 the Palestinian population took to the streets to ditional cost benefit, technical feasibility, and such other “objec- actively demonstrate against conditions which had brought their tive” methods. economy to a standstill and threatened to isolate already strug- de Almeida Neto, Antonio (Brazilian Ministry of Educa- gling communities. The education reforms which were initiated tion Fundescola Project) by the National Palestinian Authority’s Ministry of Education in Untitled 1994,are an unnoticed casualty of the current conflict. Children Representatives from the Brazilian Ministry of Education, in- and youth are being killed, schools destroyed or closed, teachers cluding Technical Coordinator Antonio Augusto de Almeida arrested, homes demolished and communities thrown into may- Neto, will detail the School Development Plan (PDE) process, hem and confusion. Donor support, the mainstay of the Palestin- under which the school and its community of parents, teachers ian social reform process... successfully underway for the last six and local leaders meet to identify and prioritize the problems at years, is now threatened. Despite war-like conditions, the MOE the school, establish specific school improvement objectives, has decreed that schools remain open, children continue to at- and to agree on an action plan. In exchange for this increase in tend and teachers, teach. Can a flawed and ill-conceived peace autonomy, schools are required to meet the goals of their plan, provide the confidence and stability needed to maintain the re- and if successful, are permitted to compete for a second round of forms needed to build a healthy well educated and productive funding. Project managers will present findings from a prelimi- Palestinian society? Or is an autonomous Palestinian State a nary study of student outcomes and community demand for PDE flawed conclusion? schools as well as describe the challenges to empowering Daun, Holger (Stockholm University) Ivan Ivic schools and their communities to succeed. (UNESCO), Dragan Popadic (Belgrade University), Lidi- de Clerq, Francine (University of Witwatersrand) ja Kolouh-Westin (Belgrade University), Diana Plut Educational Governance in South Africa: the challenge (Belgrade University), Ana Pecikan (Belgrade University) of improved policy implementation and school support Education and Democracy - Curricula and Student Atti- This paper examines the formidable challenges and pressures tudes in Four Countries: Bosnia-Herzegovina, Yugosla- that the educational bureaucracy, as the main policy implementa- via, Mozambique and South Africa tion actor, faces in asserting its power and control as well as in negotiating the implementation of problematic educational re- Attitudes towards democracy differ between countries in certain forms. After going through a period of reorganization which saw aspects due to cultural and historical differences. In other aspects the decentralization of some educational powers and a series of there are unexpected similarities. Students seem to make a dif- capacity building programs throughout the system, the educa- ferences between micro (their own life world) and macro (the tional bureaucracy is now being made to account for its poor re- national power structure) when they evaluate items of democ- cord of policy implementation, delivery and school support. racy. Curricula in history and language filter the perspective on These economic, managerial and financial pressures require the democracy through a typical country-specific filter. These are educational bureaucracy to become more cost effective and fo- some of the findings from a study in Bosnia-Herzegovina, cused on educational outcomes and delivery performance. Yugoslavia, Mozambique and South Africa. The study was con- This paper argues that the educational bureaucracy responded by ducted by research teams in the participating countries. Students going through an internal systemic change process to revisit the and teachers filled in questionnaires and content analysis of cur- appropriate combination of centralization and decentralization of ricula was conducted. powers and to develop accountability systems that combine Daun, Holger (Stockholm University) monitoring, development and support. However, in the process Policy-making, Critical Analysis or Both: What Role for of tightening its control, monitoring and coordination, the bu- Educational Research? reaucracy runs the danger of preventing the lower levels of the During the past two decades, new trends have emerged in the re- system from using their policy and administrative creativity and lationships between the realm of educational research, on the professional expertise to improve the policy development and one hand, and decision-makers and economic interests, on the school improvement process.

22 CIES 2001 Annual Meeting de Wilde, Johan (UNESCO) trip to Sydney, to watch the Paralympics. This project also pro- Ecuador vided opportunities for interactions with white Australians which The case of Ecuador illustrates the seize of the challenge of qual- broadened the students’ bicultural experiences. I will explore the ity basic Education For All. Though access to formal basic edu- effectiveness of this project in increasing student attendance and cation is a reality for 90% of the Ecuadorian children, net enrol- attainment, and assess the value of linking curriculum to practi- ment in rural areas lays below 80%. Even more worrisome is the cal situations in Aboriginal communities. fact that of this last group only a small minority attains basic Dembele, Martial (Bureautique Nouvelle Generation) competency levels in mathematics, language and life skills. I’ll Challenges Involved in Making Teachers Full Partners in briefly illustrate and analyze these results. Furthermore the Their Own Professional Development: The Case of MLA project indicates some of the associated factors that ex- Guinea’s School Improvement Small Grants Program plain significant part of the variation in test-results. I’ll present Guinea is among the rare countries that have taken seriously re- these findings and indicate to what extent they reinforced and search-based recommendations for effective teacher professional contradicted generally accepted cause-effect schemes used by development. In effect, since 1994, Guinea has been implement- academics and decision-makers in Ecuadorian education. Re- ing a World Bank funded competitive small grants program that lated to this I’ll share how these findings were translated into helps teacher teams design and carry their own school improve- policy recommendations and how these were accepted by poli- ment and professional development projects. This program cymakers and other stakeholders. To end with I’ll present les- (known by its French acronym PPSE) has expanded rapidly from sons learned, related to the research design and the utility of the a small experimental program in one region to a national pro- findings; and the conditions in which they can do what they are gram. In any context, let alone in one that is characterized by meant for: contributing to quality improvement. scarcity of resources, low average general education level of Defrin, Alyssa (Harvard University) elementary teachers, a history of top down in service teacher Girls’ Education in The Gambia: Is Participatory Re- education programs, centralized educational management, etc., search A Viable Approach? the implementation of such a bottom up program involves deal- In light of its political instability and socioeconomic circum- ing with formidable challenges, both foreseen and unforeseen. stances, issues of girls’ access to basic education in The Gambia The proposed paper will discuss the main challenges that PPSE have only begun to surface over the last decade. This paper will leadership has had to deal with so far and how. examine an initiative that applied participatory research methods Demerath, Peter (The Ohio State University) to understand why families do not send their girls to school in Educational Implications of Emerging Subjectivities and The Gambia. In this context, a participatory approach to research Social Forms in Manus, Papua New Guinea promotes the involvement of community members, which is This paper describes emerging personal subjectivities and social critical to direct social change, reflect individual needs and con- forms that are shaping students’ processes of self-creation and tribute to the amelioration of gender inequalities. A look at the approaches to school in Manus Province, Papua New Guinea. application of participatory research as a framework for project Based on a year of ethnographic research conducted in 1994-95, design will highlight the challenges faced as well as the positive and contextualized in colonial and post-colonial social change and negative effects. While it is still premature to conclude as- processes, the paper describes how young peoples’ meaningful sessments of the influence of participatory research in girls’ edu- responses to school were shaped by a new personal subjectivity cation, the outcomes thus far do lend insight into developing that privileged direct experience and perception, and by the new strategies for further reform of girls’ education. social forms of in-school friendships and acquaintanceships. Delgadillo, Gabriela (University of Massachusetts at Am- This personal subjectivity seemed to underlie many high school herst) students’ perceptions of the utility of formal education, ration- This is not a matter of ‘to be or not to be’, this is a matter ales for disengaging from academics and resisting school and of desire. Do we want to be postmodern? other authorities, and their valorization of elements of their “tra- The problem is not if we are or we are/not postmodern. But ditional” cultures. The paper discusses how these discourses rather whether postmodernism has any space in our desire. were channeled in the social field of the school through freely Postmodernism threatens predictability, control and hegemony; entered social relationships. Furthermore, it illuminates how therefore it is not a comfortable discourse. Why would anyone these new social forms mediated between valences of competi- voluntarily choose to move into the terrain of uncertainty? I will tion and solidarity and how through them students critiqued a present multiple responses to these questions, as exemplified by central meaning of school success: internalizing the Western Latino women who are graduate students in the U.S. These ideology of individualism and thereby upholding a system which women who are expected to validate their practice by the aca- was creating new forms of class-based distinction among Papua demic discourse need to play the game of the ‘scientific knowl- New Guineans. edge’. While they grasp the hegemonic truth, they become aware Diallo, Abdoulaye (Ministere de l’enseignement tech- of its uselessness. nique), Moussa Samoura (Ministry of Pre University Dembek, Bettina (Harvard University Graduate School) and Civic Education) Affirmative Alternative For Increasing Educational Overcoming Challenges in Working with Teachers Achievement Of Rural Aborigines In Australia on Professional Development Projects Rural Aborigines in Australia have a particularly low level of A number of accomplished facilitators and evaluators were educational attainment, compared to non-indigenous and urban asked to respond to questions about their experience working indigenous populations. In this paper, I will identify the origin of with teachers and what changes they had observed in teachers these inequalities and the innovative effort in Gunbalanya, an during this work. They responded with gripping accounts of Aboriginal community in the north of Australia. I will examine their interactions with teachers working on projects, emphasiz- the secondary school girls involvement in a nationwide program ing both the difficulties encountered and the ways they found to Link Elite Athlete Program (LEAP) that linked schools to the solve problems. For example, one evaluator described how he at athletes competing in Sydney Paralympics 2000. The aim was to first felt overwhelmed by the program but gradually developed improve attendance and educational attainment by relating the confidence and skills which have allowed him now to train per- school subjects to a real life learning experience. Mathematical, sons in similar roles in other regions. Another one felt over- organizational and salesmanship skills taught in the classroom whelmed by teachers’ requests for assistance, which led him to were applied to the practical problem of raising funds for a field find ways for teachers to take more responsibility for their own

Abstracts for Individual Papers 23

professional development. language program. The following factors are investigated and Diallo, Alpha (Ministere de l’ Enseignement) discussed: 1) curriculum, 2) learning environments, 3) supervi- Innovations in pedagogical strengthening and manage- sion, and 4) attitudes. ment at the school level. The study finds that different attitudes and learning envi- In terms of pedagogical strengthening and management initia- ronments are more important than other two factors being stud- tives, teacher support networks and “quality circles” are operat- ied to determine the success and failure of an Asian language ing with help from NFQE (USAID-funded), PPSE (World Bank- program. The research finds that learners from primary grades funded) and PAPEMGUI (GTZ-funded) projects and Aide et (K-5) have a more positive attitude than learners from upper Action. The World Bank-funded Small Grants to Schools pro- grades (6-12). The project also finds that the attitudes of parents gram (PPSE) also demonstrates that local actors (teachers, as well as faculty of a school have a significant impact on the school directors, and district officers) can organize to plan, carry learner’s performance. This study will present some data to out, and evaluate their own teacher improvement efforts and lo- bring this factor into focus. In addition, the project examines the cally-adapted applications of the curriculum. Parent and com- learning environments that could facilitate or otherwise affect munity participation in school quality management is also in- the productivity of the Asian language program. Discussed in creasingly active, with help from NGOs World Education, this category are such elements as proximity of a community to Save the Children, Plan International, and Aide et Action. the target language and types of extracurricular program sup- Diallo, Ibrahima (Ministere de l’Enseignement) ported by the community. Monitoring and evaluation: A tool for teacher develop- Dmitriyev, Grigori (Georgia Southern University) Affirming multicultural education in Russia ment The paper presents major ideas of cultural diversity and its han- The FQEL Project in Guinea is operationalizing a M&E system dling in Russian schools expressed by the author in his book designed not only to track and assess project interventions but “Multicultural education” (M.: Narodnoe Obrazovanie, 1999) also to motivate teachers to adopt project ideas as well as to go which is the first book of this kind published in Russia. Multi- beyond them and create their own types of lessons and activities cultural education as a new and challenging alternative in de- in the elementary grades. mocratic Russia with regard to the monocultural school policies Diallo, Saliou (Ministry of Pre University and Civic and teaching practices that prevailed in the former Soviet Union Education) educational system creates effective foundations, perspectives, Assembling and Managing an Effective Team of and identities that will help transform the society along the lines Facilitators and Evaluators of greater tolerance, respect, and acceptance of cultural plural- The first presenter is one of the eight regional coordinators for ism. Multicultural education is also an alternative to the perspec- this program in Guinea. He will describe how the team of facili- tives of poly-cultural education which came to the Russian tators and evaluators was recruited, trained and put in place in pedagogical arena in the 1990s as a result of collapse of Soviet his region, what they have contributed to the program, what identities and emergence of new political, religious, demo- problems have been encountered and how they were resolved. graphic, and other identities of people. Its advocates (Suprunova, Diebolt, Claude (CNRS) L., Makaev, Y., Malkova, Z., Zorina, L.) reduce the idea of mul- Trends in the Quantities of Knowledge and New Growth ticultural pluralism to multiethnic or poly-ethnic education. No Theories matter how important it is for the turbulent and dramatic period The debate concerning the role of knowledge in the economic in inter-ethnic relations in the post-Communist Russia, it has less growth process has gained considerable attention, both through possibilities, the paper argues, to reduce violence, conflicts, the importance of its implications in terms of economic policy prejudice, and discrimination in numerous cultural groups of the and through the number of theoretical and empirical analyses it country. has engendered. Thus, the argument according to which endoge- Dodd, Melissa (Harvard University) nous growth models explain long-term economic growth is often The Impact of Decentralization and Minority Language put forward. It is held that the production of knowledge induces Policy on the Quality of Education in Spain self-maintained economic growth. However, in spite of numer- Once a highly centralized government, Spain now exemplifies a ous theoretical developments, attempts at empirical verification decentralized system, specifically with regards to education. have run up against serious methodological difficulties. The first Framed in its Constitution and delineated in policy formation, and most serious stumbling block is the way in which an intan- decentralization transfers authority to the 17 Autonomous Com- gible good of incommensurable size such as knowledge is evalu- munities to structure education based on the contextual needs of ated. In addition, the great majority of the empirical tests per- the regions. Those communities that have instituted linguistic formed to date concern the position of factors in growth or stud- policies stressing the importance of regional languages demon- ies of the ‘cross-section-countries’ type with international com- strate the potential impact of decentralization on the quality of parisons that nevertheless include no questions or answers con- education. This portion of the panel will address some of the ef- cerning whether or not knowledge can induce long-term eco- fects of decentralization on quality of education by focusing on nomic growth. Starting at this point, the main objective of this minority language policies within the Autonomous Communities work/research profect is the empirical testing of the models of of Spain. Lucas (1988) and Romer (1990) to justify or invalidate the prob- du Plessis, Joy (American Institute for Research) able endogenous nature of economic growth induced by the pro- Continuous Assessment as a Component of Educational duction of knowledge. Its novelty is the use of original statistics Reform in Namibia for Europe in the 19th and 20th centuries. Few countries in Sub-Saharan Africa have been able to imple- Ding, Xinjie (University of Illinois at Champaign-Urbana) ment continuous assessment in basic education with success. Attitudes towards Asian Languages: A Case Study of Limited training of teachers in assessment purposes and tech- Productivity for the CPS World Language Program niques, inaccessible policies, lack of experience and training in This research project examines the productivity of the Asian lan- the techniques by teacher educators, pressures of exit and exter- guage programs currently offered in the Chicago public school nal exams, all contribute to ineffective continuous assessment system, with a focus on the Chinese language program at both practices at the primary grades. This paper examines continuous the elementary and high school levels. The study covers two assessment policies and practices in Namibia as part of that elementary schools and three high schools in a hope to see what country’s efforts at education reform. The paper explores the de- factors are involved to determine the feasibility of an Asian velopment of a new assessment policy as well as teacher devel-

24 CIES 2001 Annual Meeting

opment in this area. In addition to addressing some policy con- change, and identifies some of the salient issues and tasks ahead. siderations in continuous assessment the paper examines the Erdenejargal, Perenlei (Mongolian Foundation for Open strengths and weakness of some tried and true training methods Society/Soros Foundation) as well as some unique attempts at training teachers in assess- School 2001: School Based Reform in Mongolian ment. A number of important lessons are described that may be Secondary Schools useful to others implementing continuous assessment as a com- P. Erdenejargal highlights those components of the Educational ponent of educational reform. Development Program “School 2001: School Based Reform in Edge, Karen (University of Toronto & World Bank) Mongolian Secondary Schools” (funded by MFOS/Soros International Perspectives on Education Reform Foundation) that strongly resonated with Mongolian educators The World Bank’s Education Ministers’ Series and policy makers and analyzes why these components (e.g., Over the course of the last two years, the Education Reform and school adoption, mentoring, curriculum development, teacher Management Group of the World Bank has coordinated a series contests, etc.) were especially successful in the Mongolian of interactive seminars by Ministers of Education from countries context. including: the Netherlands, New Zealand, Chile, Brazil and In- Ertl, Hubert (Oxford University) dia. The Series has reached participants both within the Bank Knowledge Acquisition: A PRESTIGE Student’s and in Bank client countries via satellite. This paper reviews the Perspective content, ideas and issues expressed by the Ministers and ex- PRESTiGE is a research network funded by the European Union plores the similarities and differences in their experiences with (EU). Apart from its research ambitions in the field of compara- the design and implementation of large-scale national reform. tive education, the network regards itself as a training arena for The presentation will include video excerpts from the various young European researchers. In his presentation Hubert Ertl (one seminars. While the focus of the paper is on the actual content of of the young researchers trained by the network) aims to provide the sessions, discussion of the implications for knowledge gen- an outline of the PRESTiGE training effort. He will systematize eration and dissemination will be explored within the plenary these training efforts and illustrate them with experiences drawn discussion. will include segments of video from his work for the network. The interdependencies between Edwards, David (Harvard University) the research projects and the training efforts of PRESTiGE as Promoting Girls’ Education in Rural Bolivia well as the consequences of these interdependencies for the In rural Bolivia ninety percent of children drop-out after com- process of knowledge production will be a particular focus of the pleting just three years of education. Of the ten percent remain- presentation. ing, just .5 percent of girls complete the nine-year cycle. Espinoza, Oscar (University of Pittsburgh, School of Edu- USAID’s feeding program, Food for Education, attempts to im- cation) prove school completion levels for girls in rural Bolivia by encouraging local families to keep their children in school. In order Higher Education Financing Policies in Chile during the for the feeding program to continue operating in the schools 1990s: Problems and Challenges USAID requires that girls comprise 40 percent of all students in The main purpose of this paper is to determine, from the critical attendance. This case examines the methodologies used in de- perspective, how higher education financing policies in Chile veloping the program and explores the extent to which commu- have worked under Aylwin’s (1990-1994) and the Frei’s admini- nity participation, and especially the participation of women, strations and in which ways they have been affecting the access was included in informing its design and implementation. to the system of students from different socioeconomic groups. Ehara, Hiromi (Teikyo University) Two aspects of the policy implemented by the Aylwin’s and Problems of Re-adaptation: Japanese-Brazilian Children Frei’s administrations will be analyzed through descriptive statistics: institutional financing and student aid. Coming Back from Japan Etsey, Kafui (University of Cape Coast) Since the amendment of Immigration Control Law of 1990, the temporary work force of Japanese descendents from Latin Taking The Language out of Mathematics Assessment American countries(mainly from Brazil and Peru) has been What language should be used to assess mathematics achieve- growing steadily in Japan. It has brought numerous non- ment? This is a tough question to answer in a multi-lingual con- Japanese speaking children in our schools, which is a very new text. Ghanaian education professionals hold different views. In phenomenon. My colleagues and I have conducted research spite of a local language policy many teachers feel that mathe- about the problems of re-adaptation of those children who came matics cannot be learned without English. For them an English back to Brazil after several years staying in Japan. The purpose language requirement for math assessment is not viewed as is to contribute to the discussion of education of “new-comers” problematic. In this paper, we present our position that valid as- or children with different culture in context of globalization. The sessment of mathematics must remove language/literacy re- research was constituted mainly by interviews from related peo- quirements. Dr. Etsey presents results of a study that demon- ple including pupils, parents, teachers, psychologists, etc. The strates how critical it is to isolate mathematics from language research shows the following: In schools: The new Law of Edu- when testing primary school children from diverse linguistic cation is making the children’s transfer process easier but still in backgrounds. progress. Special measures for children coming back from Japan Evans, Hyacinth (University of the West Indies) have not been taken yet. Schemes for remedial study are utilized Developing teacher educators for educational transfor- to fulfill requirements for enrollment of them. At home: The re- mations adjusting process is difficult especially for those who came back There have been calls for the redesign of teacher education pro- recently (within a year or two). Maintenance of Portuguese is grams in response to new perspectives on learning, new defini- important. Family’s support makes a difference. tions of teaching, and new understandings about how teachers Epstein, Erwin (Loyola University of Chicago) learn to teach. However, there has been a silence about the A 20th Anniversary Archival Retrospective: On Celebrat- teacher educators who prepare the new kind of teacher for the ing Accomplishments and Preparing for the Work Ahead new kind of teaching. Yet the teacher educator is an important The objective of the CIES Archives has been to preserve institu- influence in the success of any effort to prepare a new kind of tional memory and constitute a life source for the field. How- teacher in the same way that the preparation of the teacher is im- ever, the focus of the Archive’s work is likely to change— from portant to the success of the K-12 curriculum. The purpose of achieving a critical mass of materials to becoming genuinely this paper is to lay out a framework for conceptualizing the useful in preserving memory. This presentation looks at that preparation of the new kind of teacher educator needed to enable

Abstracts for Individual Papers 25

the transformation of our schools. The paper draws on the litera- dresses the country-specific modifications made in the core in- ture on new faculty development, the tasks and role of teacher struments for use in Uganda, and the additional changes made in educators, and knowledge of the contextual features of teacher the questionnaires based on the pretest of the survey. education institutions. It also draws on a longitudinal research of Faiter, Gheorghita (SUNY Buffalo) new college lecturers in which the author is involved. The paper The Efficacy of Student Debt Forgiveness as a form of examines what we know about becoming a teacher educator, the Targeted Student Financial Assistance: task of learning to teach a new curriculum at a new level, being Financial assistance is employed to influence student college or oriented to new institutional and professional requirements, and university enrollment behavior: e.g. to make possible matricula- being inducted into the field of teacher education. tion that would not have been possible in the absence of the as- Evans, Hyacinth (University of the West Indies) sistance, or to make possible full- as opposed to part-time atten- Implementing student centered teaching on a school wide dance, or to induce matriculation in a particular institution or a basis particular program. A variation on this theme is to influence post New perspectives on how students learn are changing the way graduation behavior—e.g. the choice or location of employment, we think about teaching. Reforms require that teachers adopt as in teaching or practicing medicine in a rural or remote area— radically different approaches to teaching and that students be through student debt forgiveness. This study examines this prac- socialized to new ways of learning. The paper examines one cur- tice in a comparative perspective for evidence of its cost- rent reform in Jamaica—the Primary Education Improvement effectiveness. Program (PEIP)—which focuses on a new integrated curriculum Fang, Yanping (Michigan State University) and new teaching methods. Using research on the implementa- Performing on the stage set up by helpful others: Improve tion of this project, the paper explores the changes that become mathematics instruction in the community of teaching necessary when a school attempts to implement such a curricu- practice lum. By contrasting the experience of one successful and one Recent comparative studies find that mathematics teachers in unsuccessful implementer of PEIP, the paper also examines the China (Liping Ma, 1999) and Japan (Stigler & Hiebert, 1999) support that teachers require when they try to teach in radically demonstrate a deep understanding of mathematics that their US different ways. counterparts do not possess. Although research (Paine & Ma, Evers, Michael (International Institute for Study of Ergo- 1993; Paine, 1990) suggests that Chinese teachers develop their nagy) pedagogical understanding of subject matters at their workplace, A Comparison of Perceptions in Japan and the US on the attention has hardly been paid to how such knowledge gets de- Value of Education and Training Subjects. veloped through their interaction and collaboration with their What do working adults consider to be the most critical aspects colleagues. However, the answer to this question can be helpful of education as it applies to their occupations? The results of a for policy makers and researchers who are thinking about how to survey of a sampling of workers in the United States and their restructure schools for teacher learning in the US (Little, 1999). perceptions as to which aspects of education are proving to be Using the concept of legitimate peripheral participation (Lave & most beneficial to them in their work and daily life are pre- Wenger, 1991) as framework, this study looks into how a Chi- sented. The survey is part of a joint Japan-United States com- nese experienced mathematics teacher advances her pedagogical parative study. Three primary areas of the survey are education understanding of subject matter through her constant interactions and job skills, education and life skills, and perceived values of with her colleagues. The data include video and audio tapes of education and training. Implications and recommendations for her instruction (both observed and discussed by her colleagues further research are presented. and not), her interactions with other teachers in subject matter Fagerlind, Ingemar (Stockholm University) teaching research group, and my interviews with her on her Knowledge Management within Companies: Some Ex- learning to teach. The study suggests although being able to amples from European Community Countries. teach effectively, the teacher still needs dynamic interactions The conceptual frameworks of this paper will be found in with and constant collegial support from her colleagues to ad- globalization theories, the human capital theory, and alternative vance her pedagogical understanding of mathematics and im- theories like organizational learning and knowledge prove her teaching. Such findings are consistent with the theory management. A model of recurrent education predictors within of situated learning (Lave & Wenger, 1991)and imply that learn- companies is presented. . Laws and regulations for training ing to teach is a continuous process in the community of teach- practices are compared in four different European countries, ing practice. France, Germany, Spain, and Sweden. Training practices Farrell, Joseph (University of Toronto/OISE) according to data from two European Surveys, i.e., IALS and Transforming the ‘forms ‘ of formal primary education in CVTS are analyzed. Examples from some case studies of in- the ‘developing world;’ the emergence of a radically al- service training in Swedish high technology are presented. tered model of schooling Results showing benefits of training practices are given from the Based upon still preliminary analysis or more than 50 cases from longitudinal Malmö study where 1,500 individuals have been the ‘developing world’, I argue in this paper that a radically al- followed from the age of ten to the age of 70. ternative, and often very successful, model is emerging for pro- Fair, Kristi (Macro International) viding opportunities to learn for severely marginalized children. The development of the DHS EdData Household Survey Lessons learned to date regarding how, why and under what This paper describes the two-year-long process—under a new conditions these transformative programs emerge, are imple- USAID education activity, DHS EdData—of developing a large- mented and succeed, are suggested. The three Latin American scale household education survey, from general discussion of the cases are then compared in this broader international perspec- undertaking through the pretesting of significantly-revised sur- tive. vey questionnaires in Uganda. The paper focuses on the iterative Farrell, Robert (Florida International University) process of developing and revising the core questionnaires for a The Environment as an issue in Development: Education household education survey, drawing on the results of the educa- for Sustainability tion module tested as part of the Demographic and Health Sur- This paper will discuss the debate around sustainability and its veys (DHS) survey in Guinea in 1999. The paper then addresses environmental affects from a higher education point of view. the subsequent expansion and revision of the brief Guinea ques- The role of institutions of higher education as providers of the tionnaire for use as a full-fledged survey. Finally, the paper ad- knowledge base for the environment and the development are

26 CIES 2001 Annual Meeting

critically examined. Drawing on the writings of scholars in the Gramscian Pedagogy and the Mass Culture Industry (co- field, this paper will discuss and provide alternative means of authored with Peter McLaren, Silvia Serra and Estanis- examining development. lao Antelo) Feng, Li (Florida State University) Frankfurt School theorists advanced a set of political articula- Digital Divide and its meaning for educators tions that in many instances failed to phenomenologize or situate Digital divide in developed countries like the US is acknowl- their analyses in the lived quotidian experiences of oppressed edged phenomenon. Yet in developing countries the digital di- groups--an oversight which prevented sufficient groundwork of vide is also affecting the future social promotion of certain have- a liberatory politics of education or critical pedagogy. Gramsci not groups. This paper is going to examine the issue of digital had a different impact on the critical education tradition, provok- divide by carrying out a intensive interview with international ing a greater stress on lived experience, yet his impact still re- students from certain developing countries in a Southern state mains problematic. This presentation will advance the theme that university. By this study author hopes to help educators in de- criticalists in education have largely failed to recognize suffi- veloping countries learn what to do with the new technology to ciently Gramsci’s call to dismantle capitalism and have greatly promote technology was a social change agent. over-emphasized the role of ideology in the practice of hege- Fernandez, Clea (Columbia University) monic domination and in doing so have failed to adequately con- Reflecting on Lesson Study in Two Contexts sider the fact that subordinate classes are less constrained at the Lesson study is a process that Japanese teachers commonly en- level of thought and ideology and more constrained at the level gage in to improve their practice. It involves teachers working of political action and struggle. The criticalist emphasis on inde- together to plan, observe, and critique actual lessons. We de- terminacy and the conjunctural and agnostic field of ideological scribe how a group of Japanese teachers supported fourteen forces does not sufficiently challenge the objective conditions of American teachers doing lesson study for the first time. We then global capitalism. reflect about what this unique collaboration taught us about how Fleisch, Brahm (University of the Witwatersrand) teachers can work together to build a community of practice and Restructuring the Education State: A Case Study of the the challenges that this poses, particularly in an American con- Gauteng Department of Education in South Africa text where teachers generally have few opportunities to learn The proposed paper reports on a case study of the restructuring from each other. We then contrast these challenges with the po- (organizational transformation) of an education bureaucracy in tential that we later observed as we watched our group of Japa- South Africa in the late 1990s. Given the increasing importance nese teachers doing lesson study at their school. given to the central state in education improvement strategies Fischman, Gustavo (Arizona State University) (see Chapman, Fullan), understanding the nature of change in All that is fit to print? Newspapers reporting on Public the education state in middle-income nations and states-in- Education And Corporate Initiatives in the USA. transition is critical. The paper responds to Whitty, Power and a) Objectives of this Research: It is well known that in the arena Halpin’s work on globalization and the “evaluative state”, Bruce of public opinion formation and in the policy-making process Fuller on the “fragile state” and Richard Elmore’s critique of re- professionals of education are only one actor -and very often, not structuring. very influential- among many others. A great deal of the collec- The paper is part of larger project on the management of tive debate about public education in relation to the need to in- educational change in societies making the transition to democ- corporate or protect schools from the market is currently dis- racy. Based on a case study of senior management of a provin- played and structured through the mass media. Therefore, under- cial education department in South Africa, the paper tracks the standing how the media utilizes research findings to formulate institutional history of restructuring — the catalysts for change, its position on educational issues constitutes an important first the role of private sector consultants, alternative pathways to stage in understanding to what extent educational research is im- change, and the tensions and contradictions of change. Data are pacting public opinion and discourse as well as public policy. drawn from extensive participant-observer field-notes, compre- Media opinion pieces and editorials, are influential dis- hensive set of internal documents, newspaper sources, external cursive devices because they reflect the newspaper or maga- evaluations, consultants reports and 16 in-depth interviews with zine’s explicit position regarding specific issues, and they are senior managers in the provincial bureaucracy. written by experienced journalists who have access to the use of Fonfana, Misbabou (Ministry of Pre-University and Civic social science research in support of their editorial positions. Education), Jean Adotevi, Karamoko Camara This research will analyze and compare the editorial posi- An Empirical Evaluation of Facilitators’ Work with Gui- tion of the New York Times, The Los Angeles Times, and the nean Teachers Arizona Republic in order to assess the following: In the last six years nearly 200 facilitators have been recruited 1. To what extent editorial and opinion pieces related to public from mid-level ministry personnel in Guinea to schooling incorporate the different positions and results of con- help teachers design and carry out their own school improve- temporary research in education? ment and professional development projects. Each facilitator is 2. How public schooling has been represented in editorial and expected, without being directive, to help teams of teachers write opinion pieces during the period 1990-2000? proposals and, if the proposals are funded, to assist teachers in 3. How corporate and/or for-profit practices aimed at improving carrying out their projects. After initial experimentation with this the provision of school services have been represented in edito- program, an intensive evaluation of facilitator performance was rial and opinion pieces during the period 1990-2000? designed by the national coordinating team in collaboration with Preliminary findings of this research indicate that: The an international consultant and regional coordinators of the pro- use of educational research by the newspapers is sporadic Dur- gram. This evaluation process was piloted in the region of the ing the period 1990-1995 there were almost no editorial or op-ed country where the program was first developed and tested. Data pieces about the incorporation of market-like solutions in the were gathered from multiple sources, including the reports facili- public education system. In the period 1995-1999 the number of tators made on visits to their assigned teams of teachers, the re- editorials about corporate involvement, market solutions for the gional coordinator’s assessment of the performance of these fa- public education system increased substantially. cilitators, a survey of what a sample of teachers thought of their In the period 1995-1999 the number of editorials presenting facilitators, interviews with a subset of this sample and actual critical positions regarding public education increased substan- observations of facilitators in action. These diverse data are syn- tially. thesized in a final report on this evaluation and will serve as a Fischman, Gustavo (Arizona State University) basis for deciding how to evaluate facilitators in the program on

Abstracts for Individual Papers 27

a regular and systematic basis. amine their perspectives on its relevance to the development of Franks, Bonita (Bloomsburg University) their communities. Based on six-months of field research in rural Promoting Local Global Connections in the Curriculum villages, this study attempts to depict the meaning of literacy of US Public Schools. seen from their perspectives. Although in many disciplines, notably the social sciences, This study is an ethnography utilizing participant observation educators have attempted to lessen the impact of ethnocentrism and personal interviews. Its subjects are thirty female learners when addressing global and multicultural issues and concerns, from three literacy centers. Among key research questions ad- very little time is usually allocated in the US public school cur- dressed are: riculum for accomplishing this objective. Undoubtedly, educa- - psychological and functional effects of literacy education on tors are cognizant of the myriad local global connections present their daily lives in their everyday lives, however, few have sufficient knowledge - their motivation and obstacles in attending literacy classes of world cultures and their different perspectives to provide their - their concepts of development students with comprehensive and unbiased information. More- - the roles of literacy education in the development of their com- over, because of the advances in technology, the inclusion of munities global education in the K-12 curriculum in US schools is abso- Their perspectives are found to be shaped by various cultural lutely essential for our very survival as a great nation in a world factors including gender roles and group orientation. They view which has virtually become a neighborhood. Since a critical goal the benefits of literacy education in terms of functional skills of education reform must be to enable students to deal effec- useful for their daily survival, self-esteem, and their relation- tively with the realities of their lives, this paper will offer rec- ships with others. They assess its impact on development as to ommendations to form a new and enlightened education policy whether it promotes mutual support and improves their life qual- which will enable US public schools to provide their students ity. The study also examines various sociopolitical factors in the with the best possible local, national and global education. three cases, which influence the effectiveness of the literacy pro- Hopefully, these recommendations will serve as a springboard gram and the way it is perceived. for fostering greater international understanding among Ameri- Galinova, Elena (Penn State University) can youth. The Importance of the Whole Picture: The Personal Es- Frick, Susan (Harvard University) say within the Context of Selective College Admissions in Educational Decentralization: The Case of Bolivia the U.S. With 33 ethno-linguistic groups and the third lowest GDP in Recently the college application essay has been generally recog- Latin America, Bolivia poses its own linguistic, cultural, and nized as one of the most important components of the student socio-economic challenges to educational decentralization. The application package for the elite colleges and universities in the Education Reform Law passed in 1994 provokes discussion of US. Its significance has been unanimously attributed to its ca- whether the quality of education was raised by legally enabling pacity to convey to the Admissions committees some very essen- popular participation in education. By providing instruction in tial information about the applicants as rounded and complete Guaraní, Aymaran, and Quechua, as well as Spanish, the na- personalities. It is this function of the essay that makes the entire tional government has empowered local regions to address the US college admissions process so unique and different from the needs of indigenous learners. Examination of the outcome of re- European examination system, which is focused solely on the cent decentralization reforms in Bolivia illustrates both the dan- purely academic side of the students’ personalities. gers and merits of implementing innovations in educational re- The proposed paper will focus on the specific information form. that the American essay is meant to identify and highlight in a Fry, Gerald (University of Minnesota), Sirilaksana Kho- successful applicant. It will try to argue that, within the frame- man (Thammasat University, Thailand), Ki-Sung Koo work of policies focusing on diversity and equality of university (National Assembly, Republic of Korea) access, the essay is actually one of the instruments through which the elite American College seeks to counteract inequali- Crisis as Opportunity: A Comparative Study of Educa- ties of social and cultural backgrounds. The sources of the analy- tional Reform in Korea and Thailand sis will be actual admissions essays as well as interviews with The decision by the Thai government to float the Thai baht on admissions officers and administrators at a selective college, in- July 2, 1997, began what has been termed the Asian economic terviews with students and survey of policy documents. crisis, with the contagion spreading rather quickly to other Asian Gallagher, Tony (Queens University, Belfast) countries such as Korea and Indonesia. This comparative study Ability grouping of pupils: comparing Northern Ireland will focus on how economic crisis in both Thailand and Korea has fostered major educational reform initiatives. This paper and Scotland will include the following major elements in its analysis of edu- Grouping of pupils on the basis of academic ability has been cational policy alternatives: The political and historical context much debated. Northern Ireland operates a system of selective in both Thailand and Korea and a brief overview of the evolution schools, with a third of pupils selected for grammar schools. of educational reform in the two countries respectively. Assess- Scotland operates a comprehensive system where no academic ment of the overall status of education in the two countries prior selection takes place. This paper reports a comparative study of to recent reform initiatives. Key elements in the respective re- schools in both areas. Fieldwork was carried out in a sample of form movements and how the reforms were affected by global schools in a market town in each area. Interviews were held with processes and pressures. A critical interdisciplinary assessment staff and pupils, and demographic, attitudinal and performance of the prospects for reform viewed from economic, political, and data were collected in all the schools. In addition, systemic data sociocultural perspectives. The role of education and human re- on school performance were analyzed. The performance profiles source development in Thai and Korean potential for economic of schools in both areas differs: Northern Ireland shows a bipolar recovery. Comparisons and contrasts between the Thai and Ko- profile with high variation between schools, while Scotland rean reform strategies and experiences. shows low between-school variation. This is reflected in the in- Fujisawa, Miki (University of Minnesota) ternal dynamics of the schools. Northern Ireland seemed to privilege a narrow criterion of success centered on academic per- Rural Women’s Perspectives on Adult Literacy Education formance and views on the fairness of the system were divided and Development in Kenya on the basis of respondents’ location. By contrast, in Scottish The goal of this study is to investigate the effects of literacy comprehensive schools a wider range of criteria of success oper- education on the well-being of women in rural Kenya and to ex- ated and respondents were generally supportive of the system.

28 CIES 2001 Annual Meeting

Gamponia, Deborah (Institute For the Int’l Education of ander Wiseman (Penn State University) , Students) Organizational and cultural factors influencing parent Cross-Cultural Adaptability Inventory involvement in schooling: A cross-national comparison. Can students’ cross-cultural adaptability change after participa- Oswald, Baker, and Stevenson (1988) and Baker and Stevenson tion in a short-term study abroad program? Using the Cross- (1986) argue that the institutional characteristics of school char- Cultural Adaptability Inventory, I used four scales to measure ters and family background influence parental management of international education graduate students’ ability to adapt to an- students’ academic careers, respectively. In each instance, the other culture before and after their summer study abroad pro- socioeconomic status of parents’ situations affects the resources gram to Jordan and Syria in 1999. The scales were Emotional and strategies parents use when managing students’ involvement Resilience, Flexibility/Openness, Perceptual Acuity and Personal in and progression through schooling. As Oswald, Baker, and Autonomy. Scores were interpreted based on the following Stevenson (1988) assert, allocation and socialization theory are demographics: gender, age, education, field of study, occupation the predominant perspectives applied to the school-family rela- and citizenship. tionship, although other perspectives such as those associated Garakani, Tatiana (Teachers College-Columbia Univer- with institutional and organizational theories (e.g., Meyer & sity) Rowan, 1977) are also important. It has been shown that Refugees and Access to Education: Critical Issues in school’s organizational contexts influence the managerial behav- Perspective ior of parents, but the cultural context of parental involvement in schools as explained by teacher’s or parent’s views has not been Complex humanitarian emergencies are becoming more frequent often studied cross-nationally or comparatively. and prolonged, exasperating the situation of the displaced and We use both quantitative and qualitative data from the Third In- refugees who seem to remain in a waiting mode for years. ternational Mathematics and Science Study to cross-nationally Health, food, shelter, water and sanitation have formed the stan- determine the nature of parental managerial behavior from both dard response to refugee situations; and humanitarian aid agen- teachers’ and parents’ perspectives. We begin with the quantita- cies have been struggling with the question of how education fits tive data to determine cross-national trends in parental involve- in among overall relief priorities. In the recent years relief agen- ment and management. Then, we use the qualitative data for Ja- cies have taken a more serious look at implementing rapid emer- pan, Germany, and the United States for an in-depth examination gency education and therefore providing a structure to children’s of (1) how parents are involved in the schooling process and (2) daily lives, a sense of purpose and a state of “normalcy” in refu- which contextual factors influence or determine the nature of gee settings. However each of these agencies design and imple- parents’ involvement. Our findings confirm that the organiza- ment programs based on their philosophy, patterns of practice, tional context of schooling influences both the internally located and previous experiences. Looking at education experiences of management of schools and classrooms by professional educa- Afghan, Liberian and Sierra Leonean refugees, this paper will tors, as well as the externally located management of students’ study what the political purpose of education has been in each schooling processes by parents. But, we find that the cultural case. The intention is to explore how decisions have been made contexts both within and between countries differently influence in regards to standards, language and models of instruction, for- parental involvement in schooling. mal or informal, primary or secondary education, and what have been the short term and some long term implications of such in- Garcia-Sellers, Martha (Tufts University), Gabriela Livas terventions. Stein (Tufts University), Patrica Garcia (Tufts University) Garb, Gill (World Education) and Susanna Berry (Tufts University) Community Pathways: Involving and empowering par- School Adaptation and Language Use: A Follow Up ents and communities through school board training Study of Immigrant Children This presentation provides information and critical reflections on This longitudinal study of Hispanic immigrant schoolchildren current efforts to increase parent and community involvement examines school adaptation and trends over time in English and and empowerment through School Board training. This Spanish use. Participants attend a public school bilingual pro- UNICEF/Ford Foundation funded project represents a reconcep- gram in the Boston area and were assessed yearly from kinder- tualization of similar approaches implemented by World Educa- garten through third grade. Children’s language preference and tion elsewhere in Africa. An outgrowth of a 5-year project to proficiency were measured with several instruments. School ad- support Namibian NGOs, the adaptation and implementation is aptation was measured through classroom observations, teacher being accomplished via partnership with a local NGO. In de- interviews, and the Teacher-Child Rating Scale. Kindergarteners scribing this project, the panel member continues the panel’s strongly preferred Spanish and their English proficiency varied. practice of situating the presentation by referencing the first In later grades, children’s Spanish proficiency declined while panel presentations, foreshadowing the final and solidifying the their English preference and proficiency increased. Of particular educational development themes embedded in this panel (NGO- concern were those children who had low proficiency in both government-donor and local-national-international). English and Spanish in 3rd grade. Garcia, Marcelia (Harvard University) Regarding school adaptation, kindergarten teachers re- Non-formal Education and its Role in Promoting Equity: ported that children with greater Spanish proficiency were more The Philippines Case confident, better behaved, and sociable. In subsequent grades this relationship reversed, with teachers reporting more unad- The provision of non-formal education in the Philippines has apted behavior associated with Spanish. The shift in language helped to promote equity. These provisions stem from the eco- use is consistent with the objectives of the transitional bilingual nomic need to enhance skills of both out-of-school youths and program, but perceptions about behavior may have unintended adults, and the social duty to improve quality of life for disad- consequences on school adaptation. vantaged communities. Non-formal education policy focuses on It is important that the child who has difficulties learning vocational training, improved literacy, and continuing education a second language not lose confidence or interest in learning. and equivalency programs. In this paper, non-formal education And since language is intimately associated with culture, it is policies in the Philippines will be assessed for effectiveness and important that parents not feel that by learning English, the child the coordination and cooperation among government, private, will be led to reject the family’s values. non-government workers, and the citizens themselves will be examined as a major part in its success. Garrow, Stephanie (McGill University, Faculty of Educa- Garcia-Calderon, Rosario (Penn State University), Alex- tion)

Abstracts for Individual Papers 29

Alternative Visions for Collaboration: Using Feminist Agents Act but Structures Structure: Classroom studies in Theory to Examine Canadian NGO/Donor Partnerships Independent Namibia six years after learner-centered re- supporting Girls’ Education in East Africa forms were initiated Attaining gender equity in the education systems of East Africa Since Independence (1990), Namibia has implemented “learner- is a priority for local governments. In response; donors, Minis- centered” reforms. Based on experiences in exile, reforms started tries of Education and multi-lateral agencies are trying to address with the junior secondary phase (1991). In 1996, curriculum in- these imbalances through the development of new institutional terventions at classroom level were studied at 27 schools. About partnerships that facilitate educational equity for all. Over the 100 teachers and 200 learners were observed in Life Science and past two decades, non-governmental organizations (NGOs) have Geography, Grades 8-10. Contrary to Geography, Life Science been key partners in this process, working closely with their lo- has received substantial external donor support. The study re- cal partners and donor agencies to develop alternative educa- veals changes in classroom practice which are in line with re- tional structures, pedagogies and leadership models to improve form intentions and in-service training activities, particularly in access and learning for children; particularly for girls. This paper Life Science. Primarily, however, historically rooted social rela- contributes to the growing literature around partnerships in de- tions, internalized over time in the form of action-generating velopment, particularly in the context of how Canadian NGOs dispositions (habitus), seem to materialize. and the Canadian International Development Agency (CIDA) Genereux, Anne (Macro International) work together to implement girls’ education programs in East Guinea Education Report and related findings, GDHS Africa. Using feminist theory and gender and development 1999 analysis, this paper will explore the characteristics required for This paper presents data from the 1999 Guinea Demographic successful partnerships between NGOs and donor agencies. It and Health Survey, which included an education module. The will examine the definitions, language, and norms around part- education module served as the precursor to the DHS EdData nership, trends and tensions, modes of operating and gaps that linked survey and addresses the need for data on the household need to be filled in a future research agenda. The output of this demand for schooling. In Guinea, there is a significant disparity paper will be the beginning of a framework for assessing Cana- in primary school attendance by gender (NAR for boys is 46% dian NGO/CIDA partnerships from feminist perspective, compared to 33% for girls; GAR for boys is 74% and 48% for particularly those partnerships supporting girls’ education. girls). Even more startling is the urban/rural difference with 70% Garrow, Stephanie (McGill University, Faculty of Educa- primary NAR for urban children and 27% primary NAR for ru- tion), Jackie Kirk (McGill University) , ral children (GAR is 112% and 40% respectively). This paper Theory Building for Improved Practice: A discussion of examines the household factors contributing to the disparity in how feminist and post-colonial theory can inform educa- primary education by gender and area of residence, such as chil- tional practice in international development dren’s school participation, and the costs and benefits of school- Drawing on their experience in educational development in Af- ing, as well as the household and community knowledge of and rica and South Asia, the presenters of this symposium will en- attitudes toward education. In addition, some of the cross- gage participants in a dialogue that explores ways in which linkages with the DHS AIDS module will be explored. feminist and post-colonial theory open up spaces for educational Gershberg, Alec (New School University) alternatives, particularly where partnerships between different Empowering Parents while making them pay. educational stakeholders are involved The multilateral development community has advocated decen- (e.g. teachers /administrators/schools/government/NGOs). tralizing Latin American school governance. Such policies usu- The focus will be on partnerships to develop girls’ educa- ally include increased parental and community participation for tion and partnerships that support teacher development for improving accountability. Since 1993, Nicaragua has imple- change. These are emerging areas of interest in the international mented one of the most radical educational decentralizations in development field, and yet the related activities, and the policies the world. The Autonomous Schools Program implements from which they arise, cannot be divorced from theoretical de- school-based management using school-site councils given a bates that challenge the generalizations, assumptions and power voting majority of parents who allocate resources from fees positions upon which they may be based. charged to parents. These councils have broad powers including In light of recent Canadian International Development hiring principals. Nowhere in the Americas have parents been Agency (CIDA) policy development that focuses on basic given so much responsibility, and nowhere have they been asked education, it is highly pertinent to reflect on the ways in which to provide directly such a large proportion of school resources. such policy becomes practice and how the partnerships required This study reevaluates available quantitative evaluations and for implementation both develop and function. The symposium marries this to qualitative case studies including interviews with will begin with a dialogue in which the presenters share some of parents, teachers, principals, education officials, and other com- their field experiences and current thinking about the munity actors. The study answers questions like how have fees partnerships they have been involved in. Participants will then impacted on parents? How have school councils affected the sat- be engaged to think about ways in which theoretical issues and isfaction of stakeholders? The study derives benefits and pitfalls analysis can provide stimulating new ways of both ‘thinking of education decentralization and fostering effective parental about’ and ‘doing’. participation, particularly through empowering parents and other Geboe, Charles (U.S. Bureau of Indian Affairs) school-level stakeholders. It examines how decision-making Untitled takes place in parent-led school-site councils, how councils raise Charles Geboe will present a view from the Native American and allocate resources, and what other important decisions they community of the United States. He will represent the practical make. Importantly, this study also highlights the role of central and moral aspects of achieving multicultural education and lan- government in decentralization reforms. guage training in the formal education system on reservations Gertel, Hector (Instituto de Economia y Finanzas) while highlighting also the major constraints Native American Why the Remuneration of School teachers have not im- nations face in implementing such programs. He will follow proved in Argentina and Brazil? with a description of a few programs where tribes have van- The paper seeks to explain, through alternative approaches, why quished these constraints, revealing how they accomplished this school teachers’ salaries have not improved in Argentina and and discussing the positive effects of such programs. Brazil relative to those of comparative workers during the last Geckler, Per (University of Copenhagen) two decades. In the determination of actual teacher salaries it is claimed that supply and demand forces played an important

30 CIES 2001 Annual Meeting

though unexpected role . It is unexpected because the literature percent over the next 20 years (Garcia, 1994). has simply assumed that teachers fix their wages through politi- The Educational Testing Service reports, “only a small cal rather than market mechanisms. However, the market seems proportion of students have the level of knowledge necessary for to matter and this is an important policy conclusion. The paper an adequate understanding of global situations and processes” first reviews the trends and the debate in Latin America, then the (Barrows, 1981). Merryfield (1991) notes that, “the movement to behavior of teachers markets of Argentina and Brazil is alterna- achieve global perspectives in education is hindered by teachers’ tively studied by applying “the dynamic shortage/surplus” ap- lack of knowledge of the world.” Only five percent of the na- proach and “the graduate’s decision” approach. A final discus- tion’s K-12 teachers have any academic preparation in interna- sion of results tends to support the view that it the dynamics of tional issues (Council on Learning, 1981). Preparing students for supply and demand, not politics, that shape the future character- successful interaction in an interdependent world community has istics of teachers’ supply in line with expected salary levels. become an urgent need in American education at all levels. Ghosh, Ratna (McGill University) The purpose of this presentation is to help college instruc- Linguistic Diversity and Language Policy in Canada tors empower their students to navigate in a global world of dif- The protection of the French language is the single most conten- ferences. The presentation will first provide a conceptual back- tious issue in the province of Quebec. Language policy and cul- ground for global education and then describe some interdisci- tural identity impact on all aspects of society, particularly the plinary teaching strategies that can be used to empower students educational system and the economic structure. While the con- to recognize ethnocentrism and to think more globally. troversy involves conflict of collective versus individual de- Ginsburg, Mark (University of Pittsburgh), Jorge Gor- mands, the question is increasingly one of maintaining language/ ostiaga (University of Pittsburgh) cultural identity at a time of rapid migration and globalization. Relationships between theorists/Researchers and Policy- This presentation will discuss the French fact in Canada makers/Practitioners: Rethinking the Two-Cultures The- and the rationale for Quebec’s language policy. It will then ana- sis and the Possibility of Dialogue. lyze the Charter of the French Language and its impact on edu- This presentation introduces the theme of the panel. It raises cation and society. questions about the adequacy of the two cultures thesis for ex- Gierdien, Faaiz plaining the limited communication between these theo- Untitled rists/researchers and policymakers-practitioners. It then dis- This study is about an examination of the similarities and differ- cusses six approaches for enhancing the connections among ences between the rhetoric of policymakers and the rhetoric of theorists, researchers, policymakers, and practitioners: 1) transla- mathematics teachers in the Western Cape province of South Af- tion/mediation, 2) education, 3) role expansion, 4) decision- rica. The data consists of transcribed interviews with three mid- oriented research, 5) collaborative action research, 6) collective dle school and three high school teachers and analyses of policy research and praxis. Finally, it explores the possibility of dia- documents on Curriculum 2005, the post apartheid South Afri- logue – joint reflection and action – among the variety of indi- can governments outcomes-based curriculum policy. Findings of viduals and groups who are involved in education at institu- the study reversal the strength of the school mathematics traditional, local, national, and international levels. tion in teacher rhetoric despite the progressive claims of the new Glazier, Jocelyn (George Washington University) curriculum policy. These findings also begin to explain why tra- Multicultural Education in U.S. Elementary Schools: A ditional thinking about mathematics persist in teacher rhetoric; Comparative Case Study for example, that teachers’ rhetoric is heavily influenced by con- Multicultural education has been adopted by many U.S. schools straining conditions external and internal to the school, separate and its range of approaches has been widely discussed in the lit- from policy claims. erature, but in-depth study into the conceptualization and prac- Gilbert, Richard (University of Phoenix and USC) tice of it among teachers could provide a sense of how these dif- At-Risk and High-Risk Urban Youth Intervention ferent approaches, and the concepts that inform them, appear in It is well documented that a small group of pupils can undermine the classroom. This research presents case studies of elementary the order of a traditional school, create physical and psychologi- school teachers in order to gain insight into the challenges that cal concerns for the people in it, and disrupt the learning process. teachers face in translating multicultural goals to the classroom, At-risk and High-risk youth are not uniform in culture or struc- their processes in dealing with these challenges, and how their ture. The culture of each is created out of the interactions of the understandings of multicultural education and culture play out in individuals with others. Their self-perceptions, their relation- the classroom. ships with peers, families, and other adults, their experiences Gogia, Nupur (Ontario Institute for Studies in Education) with institutions such as school, church, and law enforcement Legacies of Conflict: Youth, Education, and Reconstruc- agencies, and the social environment of their communities are all salient to these youth. Working with these disadvantage, dis- tion in El Salvador gruntled, incarcerated, or previously mishandled youth is a chal- The twelve-year civil war in El Salvador has left an indelible lenge to the educational system. Although all young people need imprint on the collective psyche of the people of this country. a supportive environment, these students are in special need of For children born or growing up during the war years, an armed positive attention, appropriate role models, and extra doses of state of conflict would have been the only reality they would encouragement and motivation. This paper will present recent have confronted. With the 1992 Peace Accords, what has psycho-social and academic findings from several funded one- changed for Salvadoran youth that have lived through terror, on-one, and distance mentoring projects targeted to these youth. displacement and war? How has formal education contributed to Lessons learned from these projects will also be presented normalizing post-war El Salvador? Giles, Susan (Indiana University of Pennsylvania), Wei In a study conducted by Arnove et al. (1999) on Educa- tion in Latin America at the End of the 1990s, it was noted that Cai (West Chester University) , more than half of urban Salvadoran children and 81% of rural Empowering College Students to Successfully Navigate in children had not completed primary education (p.309). It can be a World of Differences estimated that secondary and post-secondary completion rates “Global inter-dependence has become a reality in ways unparal- are even lower. If education is one of the key cornerstones in re- leled in human experience” (Bruce & Podemski, 1991). Arvey, constructing El Salvador after the war and an integral facet for Bhagat, and Salas (1991) estimate that 80,000 American expatri- the civil participation, what kind of prospect awaits youth who ates work in over 130 countries. Ten percent of all jobs are re- are being excluded? lated to the international market and this will increase to fifty This paper will explore the aftermath of the war on Salva-

Abstracts for Individual Papers 31

doran youth and the ways in which formal and non-formal edu- tiveness of PR will be examined by reviewing the stories of the cation are contributing to both the integration and alienation of researchers themselves, specifically by considering what they sectors of youth. It will also highlight the role of Canadian said about this union between academic and community inter- NGOs in providing non-formal education programs to youth and ests, and by appraising whether their efforts created sustainable what impact, if any, these programs are having in addressing the change. social exclusion of Salvadoran youth. Gottlieb, Esther (West Virginia University) Gordon, Joan (McGill University) No, We Are Not Postmodern Yet! The Culture and Value of Students in Social Affairs Calls to “deconstruct metanarratives” are many, the deconstruc- Schools in Quebec tivists in our field are few. Who among comparativists would In Quebec, Canada, there is a type of school called Social Af- advise Ministries of Education and donor agencies on ‘develop- fairs Schools. They are intended to help students who need care ment education’ without human capital theories or ‘rates of re- and support the most. Do they fulfill their stated mission? This turn’ to investment in education? On the other hand, there are paper reveals that some students in Social Affairs schools view gestures toward a renovation of functionalism and a skepticism school as punishment, and they feel that they are immersed in a about meta-narratives, as witnessed in several 1999 CIES panels “culture of failure”. As part of a research project, this paper ex- and symposia. The Teachers College Centennial Reception cele- amines the culture and values of students in three Social Affairs brated a hundred years’ involvement in the field, but also re- Schools in Quebec. The intent of this paper is to give students an named their program as ‘International and Transcultural Stud- opportunity to tell their story, and to speak out about how their ies.’ Such moves are not just ritualistic; they may in the long run culture and values impact on their educational success. effect a discursive turn. Gordon, June (University of California, Santa Cruz) Gray, James (University of California, Berkeley) Urban Teachers and the Teaching Career for Diverse Online collaborative learning environments: Contexts for Students in the U.S., Japan and England developing academic and interpersonal understandings To investigate how culture and social class affect the choice of across cultures teaching as a career, comparative study with teachers in urban Traditional international education efforts are expanded by the schools has been conducted in California, northern England and Internet, which provides new opportunities for young people to Japan. The different perspectives of the three cultures on the role meet and interact with peers from diverse geographical and cul- of culture in educational achievement allow one to disentangle tural contexts. Online exchange programs designed to promote the complex interaction among race and social class in attitudes cross-cultural awareness and understanding are increasingly toward education and careers in teaching. In the US, critical popular in schools across the world. In this proposed paper, I ex- analysis of diversity of educational achievement foregrounds amine online collaborative learning environments as contexts in race, whereas in England social class dominates. In contrast, nei- which students can develop both academic and interpersonal un- ther of these two variables is acknowledged in Japan-the culture derstandings across cultures. Towards this end, I present ethno- is viewed as racially homogenous and class free. Comparative graphic data from a study of how young adolescents construct research on these questions informs our own attempts to meet understanding of online peers during a social studies project. the needs for more diverse teachers in American urban schools. Students belonged to two US classrooms—-one in an urban, My prior research has focused on issues of ethnicity in the multi-ethnic neighborhood in Massachusetts; and, the other in a choice and conduct of teaching careers in the US, published as small, predominantly white city near rural areas in New Hamp- The Color of Teaching, by Routledge Falmer in 2000. In addi- shire. Site proximity allowed for weekly classroom observations tion to the value of the research in understanding the prospects and face-to-face student interviews in both settings; site differ- for teaching careers for marginalized students, the work will also ences provided enough cultural diversity to inform the design provide preparation for a new course in International and Com- and investigation of similar international online projects. Stu- parative Education. dents communicated via web pages, discussion groups, and a Gorin, Stephanie (Harvard University) text-based virtual reality system. Drawing on these data, the de- Including Women: A Feminist Approach to Participatory sign of innovative learning technologies, social studies peda- Research in the Design of Girls’ Education Initiatives gogy, and the cultural psychology of interpersonal understand- This paper will discuss why a combination of feminist ideology ing, I specify implications for the design and practice of online and participatory research methodology can best lend itself to international education programs. the design of girls’ education initiatives. It will address the need Green, Paul (University of California at Riverside) for a method of research that is less authoritative and more in- The Undocumented: Educating the Children of Migrant clusive of women’s perspectives. It will introduce participatory Workers in America research as a methodology capable of addressing these issues America is perceived to the land of unprecedented opportunity. and examine participatory techniques that are particularly well As such, the lives of undocumented migrant children pose suited for research on issues of gender equity. The paper will unique societal and institutional barriers in American society. then consider how gender-sensitive participatory research can Migrant workers are defined as persons who move for the pur- contribute specifically to girls’ education initiatives. It will con- poses of obtaining seasonal or temporary work in agricultural or clude with a discussion of debatable issues concerning the use of fishing industries. Most migrant workers are children of illegal these methods. aliens who cross U.S. borders in search of jobs and better oppor- Gormley, Kevin (University of Minnesota) tunities. How various states are enacting legal barriers to exclude A Dialogue Between “Academic” and “Community” the children of undocumented and documented immigrants from Participatory Researchers: Does the Practice Support basic government services (health, education and welfare) is a the Theory? major issue of focus and contention. Participatory research (PR) is a unique form of scientific investi- Green, Paul (University of California at Riverside) gation that is conducted with co-researchers who work and live Race and Law in American Higher Education in disadvantaged conditions. This presentation will report on re- The climate of discrimination in the United States suggests that search undertaken in Brazil to assess the degree to which a PR serious social and institutional forms of racism have been over- project lived up to its theoretical assertions, which include bring- come and the proper role of the courts is deference to legislative ing together “academic” and “community” researchers, creating authority and judicial restraint. This paper asserts that educa- knowledge, and expediting societal transformation? The effec- tional opportunities for poor ethnic minorities are often uncertain because of the absence of commitment by political elites, inco-

32 CIES 2001 Annual Meeting

herent policy directives, and judicial indifference. sheds light on an area of the world of which little is known. In Gui, Qin (Marietta College) going to the frontline workers of education and hearing their sto- Seeking Balance Between Nationalism and International- ries, we gain a sense of what the current challenges to minority ism: The Development of Comparative Education in education in Northwest China really are. China Hanson, Mark ([email protected]) How to deal with nationalism and internationalism has been one Educational Decentralization Around the Pacific Rim of the most important issues in the development of comparative Around the world the emergence of modern economies, increas- education in China since the late 1970s. This paper, on the basis ingly educated societies, the triumph of capitalism, the collapse of first hand data and personal experiences, analyzes evolution of centralized planning, the demise of colonialism, and the de- in the field and makes comparisons with developments of the mands for increased democratization have resulted in enormous field in other parts of the world. It shows the changing emphases pressures for nations to decentralize their public institutions, es- of the last three decades in China, which include the period of pecially in education. Virtually every nation on the Pacific rim the Cultural Revolution, the decade of transition which followed, of North, Central and South America has some type of educa- and the considerable internationalization of the 1990s. tional decentralization reform underway currently, and the same Gyamera, Emma (The Mitchell Group, Accra) can be said for most of the nations on the Eastern Pacific Rim. Exploring the Unique and Combined Effects of School Through the analysis of case studies, this study examines the motives, strategies, strengths and weaknesses of seven unique and Community-Based Interventions in School Quality educational decentralization reforms in Eastern and Western na- Improvement Programs tions. For example, the paper analyzes: Chile’s educational Development programs that focus on improving the quality of voucher system, Mexico’s “blitzkrieg” approach to transferring education often attempt to simultaneously address many of the authority and resources, China’s struggle to align its educational interdependent factors that are known to enhance school effec- system with the newly emerging marketization of the economy, tiveness. Different interventions impact different aspects of the USA’s movement toward deregulation (charter and schools complex education systems and it is difficult to assess the unique of choice), Japan’s struggle to introduce individual initiative and and combined effects of various interventions. In this paper, we the spirit of entrepreneurship at the local level, Hong Kong and will present results from the QUIPS program that demonstrate Macaus’ transition to their new status with China, and Spain’s the differential impact of community and school based interven- successful experimentation with fast and slow decentralization tions on pupil achievement growth and pupil retention tracks. (Yes, I know Spain is not on the Pacific Rim, but they Gyamera, Emma (The Mitchell Group, Accra), Lawrence once thought it was.) Owusu-Ansah (University of Cape Coast) , Harding, David (The World Bank) Test validity and reliability in assessing English profi- Crossing the Quality Divide: Quechua Culture and Edu- ciency. cation in Peru. One of the assumptions underlying the success of local language This presentation will analyze the education system in Peru, fo- policy is that pupils will have some proficiency in the second cusing on issues of equity and integration in relation to Quechua language before it is introduced as the language of instructed. culture. It will then examine initiatives that seek to nurture learn- Second language proficiency is almost always one of the cur- ing and equity by building on cultural traditions and strengths, riculum goals in the early primary grades and school quality im- linking schools more closely with community support systems. provement programs often in include a component of teacher Harper, Helen (The University of Western Ontario) training on L2 teaching methods. Valid and reliable assessments Migrants, Itinerants, Transients: Women Teachers in the of early language proficiency are hard to come by. In this paper, Arctic a new method is introduced that utilizes narrative to assess pupil Harper provides a case study of white teachers who work in learning growth in English speaking and listening. Canada’s arctic regions. She weighs issues of colonization and Hahn, Carole (Emory University) the implantation of global values against the manifest wishes of A US Perspective on the International Civic Education Canada’s aboriginal populations to preserve their culture and Report values. This paper will look at the comparative international results from Harris, Abigail (Fordham University at Lincoln Center) the IEA Civic Education Study from the point of view of the Textbooks: What’s needed for them to become tools for United States, one of the twenty-eight participating countries. It learning and equity? will examine the country’s ranking on the test, relative position The impact on learning of “textbooks” versus “no textbooks” is on the attitudinal scales, and the predictors of knowledge and well documented, an article of faith in educational planning. engagement as presented in the international report. Less well understood are the factors affecting textbook utiliza- Haiplik, Brenda (OISE/University of Toronto) tion: What matters once the textbook reaches the school? This Ethnic Minority Women in Higher Education in North- discussion examines the tangled role of language policy and west China classroom practice related to use of texts. Schools often do not Northwest China is a poverty-stricken, remote part of the world have textbooks but, even when they do, there is often a discon- and home to some of China’s many ethnic minorities. This paper nect between the language of teacher, the language of the stu- explores a fieldwork experience in Lanzhou, Gansu province in dent, and the language of the textbook. The role of textbooks in which the author interviewed ethnic minority women in higher the classroom is not always what educational planners believe it education. Participants include Zhuang, Man, Hui and Tibetan to be. minorities. Interview data confirms several things about this area Harris, Abigail (Fordham University at Lincoln Center), of China. Women and minority peoples in remote locations have Jane Schubert (American Institutes for Research) limited access to education, from elementary through to univer- Ripple Effects in the Classroom of a System in Distress sity levels. Female minority members are the most disadvan- In difficult times, schools may provide a sanctuary for children-- taged group of all. Minority education is an area that must be re- a place where the routines and support of concerned teachers searched and programs created by and for minority people if this distract children from their worries. Unfortunately, evidence region of the PRC is to be ‘developed’ in the future. Participants suggests that such stability is rare. In Malawi, HIV/AIDS takes discussed the roles of religion and indigenous knowledge in cur- the life of at least one teacher a day. In one longitudinal study riculum, Tibetan education issues, minority administration and involving 65 primary schools, during the 1999 school year, its challenges, and the role of the minority teacher. This paper

Abstracts for Individual Papers 33

teacher turnover was evidenced in 50% of the classrooms. While structuring of educational systems after the crisis. changes were not linked solely to teacher illness or death, a Hayhoe, Ruth (Hong Kong Institute of Education) teacher’s absence created a gap in the classroom. Such gaps Gu Mingyuan and the Development of Comparative Edu- forced head-teachers to reassign the remaining teachers, which cation in China provided the impetus for many teachers to transfer classes and This paper uses biography as a means of exploring the develop- schools. For the 12% of the children in the study who had al- ment of the field of comparative education in China. Gu Min- ready lost at least one parent, this was one more adjustment. This gyuan has been one of the most influential figures in the field paper explores the ripple effects in the classroom of a system in over the past 20 years; and in addition to his work in China, he distress. helped to found the Comparative Education Society of Asia and Harris, Katherine (George Washington University) has stimulated Asian approaches to the field. The paper explores Government Sponsored Educational Exchanges: his childhood and education during the Sino-Japanese war, the A Look Back Into the Future of International Education early development of his career as an educator, including a five- This research is a look at changes over time in international edu- year period in the Soviet Union, and the links between his pro- cational exchange programs, their structures, functions, and ap- fessional career and broader developments in Chinese education proaches to international education as found in programs spon- since 1949. sored by the United States Information Agency and the Depart- Hayhoe, Ruth (Hong Kong Institute of Education) ment of State. The paper will delve into several practical aspects A Re-balancing of Comparative Education? of the field of international educational exchange by looking at My exposure to China and East Asia over several decades led the past and current structures, functions, and purposes of gov- me to feel the inadequacy or one-sidedness of conceptual ernment sponsored programs based on an investigation of frameworks used in Comparative Education, both on the conser- changes the program structures, missions, and work. Other is- vative and more radical sides. Holmes’ problem solving ap- sues addressed are those which have shaped and changed organ- proach left me without tools to explore the questions of the izational structures for educational exchanges over time, explor- greatest interest in my doctoral thesis; applying dependency the- ing the how’s and why’s of international education, the different ory to China’s educational development threw up fascinating approaches to the process of education, and the different defini- anomalies; aspects of Western feminist theory found little reso- tions for education found among educational practitioners and/or nance with Chinese women as they prepared for the UN agency bureaucrats administering the programs. By looking at Women’s Congress in Beijing in 1995. China’s deep roots in a the past and present of educational exchange sponsored by the civilization very different from that of Europe gave me an early United States government, the presentation will be a look at how intimation of the filling out and re-balancing that might become exchanges are changing and/or expanding their mission for the possible when other civilizations were finally given serious at- future of international education. tention after the end of the Cold War. Hartigan, Tim (University at Buffalo) Heyneman, Steven (Vanderbilt University) Reintegrating International Alumni Into the Intellectual The Influence of International Organizations on Human Life of the University Capital Thought: A Contribution or Distortion Because of new communicative technologies, universities that Though concepts of human capital were developed before World have an extensive network of international alumni can tap into War II, during the 1950s and 1960s, academic debates over this valuable resource more easily than in the past. International models and evidence flourished. However, in this same era, the alumni, especially those who hold doctorate degrees, are an un- number of international organizations - the World Bank, the re- derutilized resource that can be reintegrated back into the aca- gional development banks, UNDP, UNESCO and ILO - prolif- demic community. My research, a case study of the University erated and their functions diversified. Recently, the World Bank of Buffalo Graduate School of Education (GSE), asked recent has been at the center of the controversy over manpower plan- international alumni to what extent they would like to continue ning and rate of return analysis, over education quantity versus the academic and research relationship with GSE faculty, and quality, over equity in gender, ethnicity, and geographical origin, vice-versa. and many other areas. This paper will explore these issues in Hartwell, Ash (Education Development Center, Inc) three ways. First it will summarize the history of human capital Decentralization, Community and Diversity in Ghana thinking between 1950 and 2000. Second it will describe how Education Reform. and why these human capital issues entered the World Bank and Over the past ten years Ghana’s basic education has been criti- how they were used. Third, it will include a description of the cally reviewed, resulting in a policy reform and program that overall influence of the World Bank on human capital and will emphasizes decentralized control, local participation, enhancing respond to the question in the title, whether their role has dis- the quality of classroom learning. This represents a significant torted the field and why. shift from a top-down, centralized system which sought to sup- Herrin, Carl (American Council for International Educa- port national unity through a monocultural school program, tion) based on a colonial heritage. This presentation will describe Current Issues in International Education Policy these policy shifts, and examine experiences on the ground in This session will familiarize participants with current and future Ghana today, where the system is increasingly listening to the policy challenges to international education including restoring perspectives and incorporating contributions from local commu- significant funding cuts in the 1990’s to international exchange nities. This process reflects a shift towards a more democratic, and education programs, immigration and regulatory barriers, diverse, and multi-cultural conception of educational govern- and until recently, the lack of a coordinated national strategy on ance. Is this a permanent change? What are its implications? international education. The issues raised by the panelist aim to Harwood, William (BEPS/CARE) motivate audience members to action by illustrating that lobby- The Impact of War on a National Education System ing is important, effective, relatively easy, and that the contribu- During the civil conflict that racked El Salvador between 1978 tions made by international educators are not peripheral to a and 1991, the national educational system was unable to provide winning advocacy strategy, but are necessary to be successful in services to over half the country. Consequently, the rebels set up the challenges ahead. their own educational system and maintained it for 12 years and Hess, Diana (University of Wisconsin-Madison) even beyond the conflict. Not surprisingly, the rebel education Democracy Education in the United States: Three Ten- system had a different philosophy than did the national system. sions in the Field The lessons learned from this situation have impact for the re-

34 CIES 2001 Annual Meeting

In this paper I analyzed the current state of democracy education result, their good intentions often lead them to practices that un- in the US and explain how the field itself is rife with tensions dermine the development of indigenous author’s, scholars, and similar to those that exist in the US political landscape in the publishers. During this symposium, we will share some of our world outside of school. The first tension is between educating experiences and suggest some positive alternatives to traditional for political involvement or voluntary service. The second ten- book donation. sion focuses squarely on the nature of controversy in the US and The World Library Partnership (WLP), an active advocate represents differing ways of defining which issues are genuinely for alternatives to traditional book donation, is an organization controversial compared to questions for which there is a clear working with school and community libraries in developing right answer. The third tension revolves around defining what countries. Assistant Director, Maggie Hite, leads groups of US should be public in the contemporary US and represents differ- volunteer librarians to Southern Africa. In conjunction with the ent approaches to diversity /unity. I argue that these tensions can training and hands on assistance provided by the volunteers, be used as conceptual tools to help democracy educators make WLP’s Book Coupon Program provides certificates for the pur- better decisions about the goals and methods of teaching young chase of local materials. This program empowers African people how to live democratically. schools and communities to choose for themselves what materi- Hickling-Hudson, Anne (University of Queensland) als will be in their libraries. It also contributes to the long-term Challenging educational neglect: the role of independent sustainability of libraries by supporting African publishers and volunteer teaching in developing countries. booksellers. Finally, it saves thousands of dollars in shipping and This paper describes and analyses two unusual non- customs charges. Join Ms. Hite and WLP Executive Director, governmental educational innovations, a project that blends cul- Laura Wendell to explore these issues and learn about positive, tural and vocational skills for inner-city youth in Jamaica, and affirmative and sustainable practices. one that develops cultural and political knowledge for indige- Hite, Steven (Brigham Young University), Julie Hite nous Amerindian people in Guyana. These projects address the (Brigham Young University), Benjamin Cook (Utah needs of people who have been neglected and disadvantaged by Valley State College) an inequitable education system. Drawing on these examples, A Proposed Theoretical Model and Analytical Frame- studied on site in the Caribbean in July and August, the presenter work for Strategic Network Analyses of National Educa- considers the role of independent programs in education in im- tional Research Systems in Developing Countries poverished countries, given the great difficulties that such coun- The lack of research capacity in developing countries, a persis- tries have in meeting educational needs and goals. Do such pro- tent theme in CIE, has become fixed as the reason for both the grams allow the state to withdraw from many of its responsibili- paucity of effective and efficient educational policy, reform, and ties for providing education, or are they making room for a wel- action as well as insufficient educational research data and come diversity of program design? Perspectives from postcolo- analysis. Yet, the actual nature and condition of national educa- nial theory are used to comment on the significance of these re- tional research systems (NERS) remains one of the most under- form approaches to the challenge of tackling the inherited prob- researched areas in CIE. Until the NERS’s of developing nations lems of underdevelopment and inequality in developing coun- are researched, described, assessed and evaluated systematically, tries such as those in the Caribbean. no solution(s) can be rationally proposed to this significant ob- Hinton, Samuel (Eastern Kentucky University) stacle. Information and Communication Technology, School Re- Based on research in Uganda, our goal in presenting this form, and Teacher Standards: A Triadic Connection. framework and model is to facilitate more effective and efficient A triadic interconnection between information and communica- NERS’s in developing countries to increase effectiveness in nation technology (ICT), school-reform, and teacher standards tional educational policy, reform, and action. Using network bodes well for the educational future in the Commonwealth of theory and assuming the relational view, this presentation fo- Kentucky, U.S.A. Information and communication technology cuses on both descriptive and strategic network system questions refers to an elaborate state funded educational delivery system such as: How efficient is the NERS network in terms of access mapped out in an educational technology master plan. School re- to diverse information, diverse capabilities, and opportunities for form was instituted via a systemic primary school restructuring learning, with a minimum of “costs” in redundancy, conflict, and program mandated by the Kentucky Education Reform Act of complexity; and, what is the strategic influence of the NERS 1990. Teacher technology standards refer to a state requirement network structure on the transfer of information, capabilities and that new teachers must “demonstrate the implementation of complimentary assets at the dyadic, egocentric, and network lev- technology”. The discussion begins with a definition of each of els of analysis? the triadic components above. First, the Kentucky education Hoffman, Diane (University of Virginia) technology master plan is reviewed. Second, is an overview of Cultural Models of Parenting in the U.S.: Emotions, the Kentucky Education Reform Act of 1990, which brought Gender and Early Education about systemic restructuring of public primary schools in the How might an understanding of cultural models about parenting commonwealth. Third, is a discussion on how a College of Edu- in the U.S. help us frame questions and ultimately policy in early cation is preparing new teachers to meet technology standards in childhood education? I will discuss three themes that appear in classrooms. Because the use of information technology in school contemporary models of U.S. “parenting” discourse (emotional reform has futuristic implications, a segment of the paper dis- management, therapy, and consumerism in the context of their cusses a paradigmatic vision of schooling in the 21st century. reflections in and effects on gender and early schooling. I argue Lastly, the author discusses the implications of the Kentucky ex- that cultural models of family and parenthood present a fruitful perience with the use of information and communication tech- avenue of inquiry into a persistent problem in education in the nology in teacher education for technologically developed and U.S. and -to varying degrees-around the world: the gap between underdeveloped states respectively. what is believed or perceived and what is actually practiced. Hite, Maggie (World Library Partnership), Laura Holbrock, Mary (University of Illinois/Urbana Cham- Wendell (World Library Partnership) paign) Alternatives to Book Donation Low Education,Background, Language Minority Women: The donation of outdated and inappropriate teaching materials Reviewing the Literature and Extending Theories from developed countries to libraries and schools in developing This paper reviews the literature on language-minority women countries can be a very damaging practice with far reaching con- with low levels of education who are pursuing basic education sequences. This is not an issue many people think about. As a

Abstracts for Individual Papers 35

and language skills in a second language as adults. Findings are we’ve put a man on the moon, stabilized an environment in a re- categorized in terms of : learner characteristics; barriers to at- usable space station, cloned life, and opened new means of rapid tending classes; reasons for dropping out of programs; rewards distance communication. Have we as educators kept pace with of staying in classes; language of instruction; and pedagogical as these advancements? What are some affirmative alternatives to well as extra-pedagogical characteristics of successful programs. help us present the best education we can to our students? Are Special attention is paid to the phenomenon of male power there some topics within our curricula that should be eliminated struggle and violence reported towards female literacy attain- in favor of other topics? Some perspectives from respondents to ment. Results are discussed in light of three theoretical frame- a survey may reveal where we need to focus our attention. works: Gender and Development, The Historical-Structural Ap- Horan, Julie (University of Virginia) proach to Language Planning, and Critical Literacy and sugges- Educating for Survival in Myanmar (Burma) : The Case tions are given for extending these theories in light of the find- of the Karen Hilltribe ings in the literature. The Karen regard education as a significant tool in their bid for Holland, Margaret (Teachers College, Columbia Univer- independence, the preservation of their culture, and the interna- sity) tional recognition of their cause. Schools continue to operate de- Adolescent Girls’ Empowerment Programs spite the interruptions of warfare and the challenges of life in Because of their age and gender, adolescent girls face the prob- refugee camps. Formal and nonformal schooling conform to the lems and hardships both children and females face. These chal- specific needs of the Karen insurgency and the maintenance of lenges are on a continuum ranging from mild annoyances (name Karen culture. This paper examines the role of education in the calling) to deadly violence (rape and murder). At the very least, political and socio-cultural organization of the Karen commu- adolescent girls face pressure from peers and society to conform nity. to certain idealized standards. What makes a healthy, well ad- Houlihan, Christina (George Washington University) justed girl? Studies point to the important impact of family, Inter-Group Relations in Northern Ireland: New Educa- community and schools in shaping children’s lives. Often, tion Initiatives though, intervention programs are needed to augment these insti- The history of Northern Ireland is full of fear, hatred, and divi- tutions. Adolescent girls’ empowerment programs are designed sion. Intentionally or otherwise, religiously segregated schools in to give girls the opportunity for their voices to be heard as well the province often serve to validate the differences between the as impart knowledge and skills an adolescent girl needs to be- two communities, to affirm existence of the “other.” Hoping to come a successful woman. While empowerment is difficult to move past the conflict, schools have undertaken several new ini- measure, participants report feeling stronger and acting more tiatives to provide children the means to come to know one an- confidently as a result of the empowerment programs they’ve other in ways that are positive rather than destructive. I will out- completed, some of which teach self-defense and human rights. line these new policies and practices; discuss some successes In this paper, several different types of empowerment and challenges in their implementation; and assess their likely programs will be presented, and the various meanings of the impact on the improvement of inter-group relations within the term “empowerment” will be discussed. Some of the challenges schools of Northern Ireland. girls face growing up in the Washington, DC that are addressed Huerta, Aurora (Universidad Pedagogica Nacional) by one such program will be analyzed. Might there be some basic, key issues facing girls that can be addressed in an after- Linguistic Diversity and Language Policy in Mexico school intervention program? Can the causes of the decline in Although policies for dealing with linguistic diversity in refer- some adolescent girls’ scores in essential subjects be prevented ence to the indigenous population have been in effect in Mexico by such programs, for example? This study will raise these ques- since the end of the 18th century, the reality has been very dif- tions and others in the hopes that the answers will be found. ferent. This paper will describe how these policies evolved from Holsinger, Donald (Brigham Young University), James the image of mestizo México to pluricultural México and how these policies have affected the daily life of the indigenous Jacob (Brigham Young University), Christopher Mugimu population. Secondly, the paper will analyze current discussion (Brigham Young University) of the differences between notions of ethnicity, language and Comparing Costs and Performance: A Policy Oriented culture and the way these three components interact in intercul- Analysis of Private and Public Secondary Education in tural education. Finally, the paper will review the problems of Uganda dealing with indigenous languages that do not have standard The rapid growth of private secondary education in Uganda of- rules, or a tradition of a written literature, as well as standardiza- fers a range of insights into the efficacy of government policy tion based on the promotion of a common language adapted to concerning expanding access to secondary schools. But it also modern communicative and cognitive necessities. holds insights into household demand factors; especially how Hung, Fan (Chinese University of Hong Kong), Yue parents value secondary schooling relative to other household Chung (The Chinese University of Hong Kong) , expenditure choices. Many researchers and planners believe that Public educational expenditure in Hong Kong: Growth private secondary education holds the promise to Uganda’s abil- and Distribution ity to provide an affordable response to the accelerating demand In the past three decades, Hong Kong has been undergoing edu- for secondary places stemming from a successful drive to uni- cation expansion continuously, including the expansion of pri- versalize primary provision.. A low cost, high quality, compre- mary education in 1970s and secondary education in late 1970s hensive approach will permit access to children from families to 1980s, and the expansion of higher education in the early historically excluded from participation in the narrow elite 1990s. These endeavors have enabled Hong Kong to provide a preparation function of Uganda’s stock of residential general 9-year free and compulsory education from the early 1980s on- secondary schools. In any case, a well conceived strategy deal- wards, and to provide higher education for 25% of the high ing with secondary expansion and quality enhancement in school graduates at present. However, there have been increas- Uganda (and other African countries) will require a careful ing concerns on the inadequacy of public educational expendi- analysis of the private secondary sub-sector. tures, particularly at the basic education level for the past two Hoover, Morris (North Carolina State University) decades and even at the higher education in recent years. These A Comparison of Perceptions in Japan and the US on the concerns reflect the importance placed on quality of education in Value of Education and Training Subjects. Hong Kong, particularly in response to the government’s em- In less than one century, since we first flew a light aircraft, phasis on education in improving competitiveness in the knowl-

36 CIES 2001 Annual Meeting

edge-based global economy. This paper will examine the total Iram, Yaacov (Bar Ilan University) and per-pupil public educational expenditure in real terms and as ‘Culture of Peace’ : The Israeli Palestinian Case percentage of Gross Domestic Product by levels of education, The United Nations have declared the year 2000 as “The Year and the relative proportion of public educational expenditure on for the Culture of Peace”. recurrent and non-recurrent outlays. The paper will also discuss A “culture of peace” implies more than a passive and quiescent the implications of these expenditure patterns on the future pub- state due to an absence of war and violence. To attain a “culture lic educational expenditure in Hong Kong’s education reform in of peace”, one must actively strive toward positive values which the coming decade. enable different cultures and nations to harmoniously coexist. Hunter, Cheryl (Indiana University) These values are based on fostering knowledge between peoples, Educating the Periphery: Linguistic nationalism in Chi- which leads to acceptance of pluralism based on understanding nese occupied Tibet. of both shared and unique aspects of different peoples and cul- What are the future implications of using Tibetan language as tures. Within the Israeli context this entails striving towards medium of instruction? This paper examines education in Tibet fruitful coexistence between Jews and Arabs, Israelis and Pales- prior to Chinese occupation as compared to the current education tinians, as well as between people from different socioeconomic system in Tibet. I investigate how the value of economic devel- strata and political-ideological convictions. The aim of this paper opment appears to be a driving force toward the use of the Ti- is to present, analyze and evaluate a unique program which aims betan language as an enticement for fostering education in- at imparting the values of multiculturalism and peace , tran- volvement and how the political concern of increased Tibetan scending religious and political boundaries and bridge cultural, nationalism threatens language survival. I explore the lack of ethnic and national differences. economic and political motivation affecting education participa- Ishizawa, Tomoko (University of Pittsburgh) tion and the resulting cultural disconnection of Tibetans from Parents’ Motivation for Sending Children to School in their education delivery system. Indonesia Hyer, Karen (Brigham Young University), Vance Randall Parents play a crucial role in determining whether or not chil- (Brigham Young University) , dren attend school, especially in developing countries where Building Local Capacity in International Educational families have limited resources. I conducted research in Indone- Development: A Sequential Three-Prong Approach sia for the United Nations Children’s Fund to find out parents’ Problems inherent in large-scale international educational pro- motivation for sending the children to primary school, parents’ jects are well documented. Often there is an inadequate match educational support for their children at home and parents’ sup- between the goals of the projects and the effects on the local port for the school including their role in PTA. I interviewed 95 communities. This discrepancy between expectations and results parents in total: 72 parents from 6 primary schools and 23 par- can lead to waste of resources and disillusionment of partici- ents whose children dropped out of primary school or junior pants. To address this problem, we are proposing a three-prong high school or did not continue studying to junior high school. hierarchical approach to formal and nonformal educational train- The research shows that the parents’ awareness of the impor- ing programs for children, families and communities. The con- tance of education affects strongly their decision whether or not ceptual paradigm is a pyramid with three major hierarchical to send their children to school and also that parents’ motivation segments: (1) Life skills and values training; (2) Social and em- and educational support at home are very important factors to ployment skills; and (3) Educational and intellectual skills. Im- prevent children from dropping out of school. It is crucial for all plicit in each segment is both a horizontal and vertical dimension the stakeholders in education to communicate more to build mu- to the instructional designs, with movement through progres- tual trust and cooperate more effectively in educating children sively higher levels of skills and competencies. Each educational and to attempt to raise their awareness toward the importance of level involves direct participation of client communities to en- education and schooling in order to create favorable environ- courage natural progression of ability, enhancement of expertise, ment for children to learn. and promotion of development of leaders who will be able to Israel, Ron (Education Development Center, Inc) apply their knowledge and skills to local problems and nurture Recommendations from the Global Education and De- the next generation of community leaders. mocracy Policy Dialogue Inoue, Keiko (Stanford University) Mr. Israel will present lessons learned and recommendations Globalization of Women’s Rights and the Impact on from a global on-line education and democracy policy dialogue. Women’s Health Education at the WHO The dialogue involved experts in education and democracy and The World Health Organization, since its inception in 1946, has governance from over 60 countries. Recommendations focused slowly but steadily adopted women’s health education into its on ways to strengthen the impact of teaching and learning on agenda. Not surprisingly, such efforts have changed dramatically democratic behavior; help countries develop more participatory over the past five decades, as feminist critiques of the human form of school and education sector management; increase the rights regime have produced a qualitatively different set of stan- effectiveness of community participation in education; and de- dards used to address the health needs of women. Furthermore, velop national education policies to address issues of equity and the universalism versus cultural relativism debate pressures in- accountability. ternational health organizations like the WHO to take into ac- Istanbouli, Mazen (Loyola University Chicago) count not only the issues that are specific to women, but also lo- Muslim Parents: Choices and Issues in the Education of cal-level characteristics in making sound decisions. Thus, with their Children the rise and further development of the women’s rights regime, The 1990s witnessed a large increase in the number of full-time the task of educating women about their health has become an Islamic schools in the United States, from 25 schools in 1990 to increasingly complicated mission. over 200 schools in 1999, according to the council of Islamic Given the parallel development and globalization of the Schools in North America. This increase came as a response to women’s rights regime, the universalism versus cultural relativ- the increasing number of Muslims in the US. The number of ism debate, and the women’s health education programs at the Muslims in the US is estimated between 6 to 8 million (Econo- WHO over the past five decades, I ask the following questions in mist, 11/96). This paper is a result of a field study in a Universal my research: what global forces drive the women’s health educa- School, an Islamic full-time school in Bridgeview, Illinois. The tion programs at the WHO? Are programs modified according to primary source of data in this research was collect through a sur- local cultures and, if so, how? What barriers do they face in vey-like questionnaire that was sent to parents of students cur- bridging the gap between intended and implemented programs? rently enrolled at the school, only at the high school level. The

Abstracts for Individual Papers 37

interview schedule for parents included a wide range of ques- Chinese college level. Attempts are made to explore the current tions. Some of them addressed personal data such as country of teaching practice and problems in connection with it in order to origin, ethnic background, place of birth, income, and longevity provide thought for further discussions as well as to suggest inin the United States. These questions were asked of parents in novation for future practice. order to provide the researcher with an accurate picture of par- The paper consists of six sections. Section 1 serves as a ents and socio-economic status. This information has helped the general introduction to the whole paper. Section 2 provides an researcher to identify background characteristics of parents who example to elaborate the current teaching practice. Emphases are are likely to send their children to Islamic schools. An analysis put on the teaching methodology. Section 3 makes detailed of these data is included in this paper. The remaining questions analysis on the strong and weak points of the example. Section 4 are grouped under different categories based on the area of in- is devoted to the theoretical basis of the whole paper. A couple vestigation. A number of questions dealt directly with Islamic is- of scholastic views which have been influential in TEFL (Teach- sues. These questions are grouped together and analyzed. An- ing English as a Foreign Language) profession are discussed. other category is questions that dealt with issues of socialization Section 5 presents some personal proposals on the basis of the and acculturation. The third category of questions dealt with the facts, analysis and theories discussed in the former sections. And relationships between students and parents, and parents and the a general conclusion is made in Section 6. school. It is hoped that the efforts made in this thesis will contrib- Jadamba, Badrakh (State Pedagogical University of Mon- ute, to certain extent, to the Chinese teachers’ and educational- golia) ists’ awareness of some of the problems, and the improvement of Rural School Development the teaching of Intensive Reading. Jadamba identifies the process of project design as a result of Johnson, Jean (National Science Foundation) which the Educational Development Program “Rural School Mobility and Circulation of Students and Scholars Development” (funded by DANIDA) was culturally adapted to An overview paper examines the flows of foreign graduate stu- the needs and experiences of the program participants, that is, dents and postdoctorates to institutions of higher education in rural schools and nomadic populations in Mongolia. He presents several major industrial countries and their rate of return to their in detail the participatory needs assessment approach that home country. The past 10-year trends on the increasing stay DANIDA has been pursuing since its early involvement in Mon- rate of foreign students for employment within industrial coun- golian educational reform. tries are presented as well as the counter-trends of increasing in- Jansen, Jonathan (University of Pretoria) ternational circulation of scholars. The reverse flow of highly The Politics of “The Policy Review” Process: The End of skilled personnel who have received advanced education and Progressivism in South African Education? work experience abroad will be presented for a few developing countries. For example, Ireland, Taiwan and South Korea have In a relatively short period of time since the end of legal apart- been able to absorb expatriate scientists and engineers and other heid (1994, the South African government has instituted major highly trained personnel into their labor force. changes to its education policy commitments The instrument of choice for such shifts in policy is the so-called “policy review”. Johnson, Mark (Colorado College) This paper develops the notion of “the policy review” as a theo- Systemic Crises and Attempted Reforms in Post-Soviet retical construct to identify, assess and explain shifts in educa- Higher Education tion reform within the post-apartheid period. By drawing on an This paper will examine the serious systemic crises and at- extensive database of interviews with policymakers, the analysis tempted reforms that have characterized higher educational pol- demonstrates a retreat from the progressive principles of democ- icy in the non-Russian republics of the former Soviet Union ratic reform towards a much more centralist, expert-driven, since 1991. In particular, this paper will examine the trajectory technicist strategy for managing and implementing policy in the of higher educational policy in Ukraine, Georgia, Armenia, Ka- second wave of post-apartheid reforms. The case studies used zakhstan, and Kyrgyzstan. Influenced in particular by World for this analysis are the review of “Curriculum 2005” and the re- Bank policies, these nations have attempted to adopt certain port on the future “size and shape” of higher education in South elements of contemporary global practices, such as partial mar- Africa. ketization, privatization, and decentralization. The influence and Jere, Docks (Malawi Institute for Education), Lester Na- support of Western foundations and other donors have also mathaka (Save the Children Malawi) , spurred significant curricular and instructional reform. However, Untitled it must be concluded that most of these measures have been only partially successful, and that the higher educational systems in IEQ/Malawi is implementing a longitudinal study of the QUEST all of these nations remain in serious crisis, with the steady ero- program to examine the quality of teaching and learning in lan- sion of both excellence and equity. The thesis of this presenta- guage and mathematics in Standards 2-6. A multi- tion is that the premises of global policies were fatally flawed methodological approach is being implemented by local re- when applied to post-Soviet educational reform, especially be- searchers and educators. Unexpected findings (e.g. system insta- cause the prevailing models assumed several things that were bility through unexpectedly high teacher mobility, series of critically lacking or weak in the context of post-Soviet states: mismatches in language among teachers, pupils and materials) strong professional identities and structures that would take up have deepened policy dialogues because of the concreteness of and sustain the reform process; coherent interest articulation on the issues. The mutual benefits of the local partnerships will also the part of parents and students; and especially the will and ca- be highlighted. pacity of the states themselves to implement and sustain mean- Jiang, Haoming (Pennsylvania State University) ingful systemic reform. Interestingly, many of these nations have An Analysis of the Teaching of Intensive Reading for now begun to experiment with modified versions of these global English Majors in China models, as they attempt to mix and match what is useful from With the increasingly intensified interactions between countries, the universalistic global models with a more realistic appraisal of English established as the world’s first global language is play- their own domestic or regional interests and capacities. ing increasingly important roles, especially in China. Mean- Johnston, Scott (Carroll College) while, whether the teaching of English in China can sufficiently A Japanese-American Girl in a Japanese Elementary meet the social demands as well as the learners’ expectation School: Creating a Context of Acceptance leaves much room to be discussed. This thesis is dedicated to the In Japan there is an increasing number of ethnically diverse chil- study of methodology in the teaching of Intensive Reading at dren in the school population and instances of teasing of these

38 CIES 2001 Annual Meeting

students are increasing. This study examined how one Japanese A Nation Immersed in the English Language: The Philip- teacher accommodated a Japanese-American girl into his class- pines room. The girl, whose father is North American and whose This presentation recounts educational events from the U.S. mother is Japanese, attended third grade in a public elementary colonization of the Philippines following the Spanish-American school in Kanagawa, Japan for one month in the summer of War of 1898. This presentation covers the initial period of colo- 2000. She was raised mainly in the United States in a home nization when schools were opened and American military men where both English and Japanese were spoken. became the first teachers, through the later years when a school Analysis of interviews and a videotape of one class reveal that system patterned after the American school system was estab- this teacher took great efforts to prepare the community and the lished using imported American teachers along with U.S.-trained school for the arrival of this girl. He facilitated and promoted the Filipino teachers. Of particular importance will be examination construction of an accepting classroom for a student with a lim- of the use of English as the medium of instruction from first ited Japanese speaking ability and a limited knowledge of school grade to the university, and of this educational policy’s impact and community in Japan. The teacher, the girl and the students on the status of English in the Philippines. learned a great deal about how to accept and appreciate differ- Joshi, Aida (University of San Francisco) ences. This teacher’s class provides insights into how Japanese A Comparison of Perceptions in Japan and the US on the schools can prepare their children to interact with students who are different in order to reduce the instances of isolating these Value of Education and Training Subjects. students. In addition, we can learn about how to support students “Multiculturalism” and “globalization” are buzzwords that have to become more aware of the global community. been making the rounds in educational centers for the past dec- Johnstone, Bruce (SUNY Buffalo) ade. However, we have yet to make much headway in defining affirmative approaches that can assist educators prepare students Student Loans in International Perspective: Promises, to become positive contributors in a global society. National cul- Failures, Myths and Partial Truths turalism and national heritage continue to compete with efforts Student loan programs are among the most complex, controver- toward multiculturalism and globalization. What are some points sial, frequently misunderstood, and yet potentially important of focus toward which we can turn in order to support global elements in financing higher education. Their importance stems culturalism while supporting local cultural heritage? from the increasing prominence of cost sharing: the shift of Kachur, Jerrold (University of Alberta) some higher education costs from governments and taxpayers to The Postmodern Prince: Gramsci and Anonymous Intel- parents and students-which is on the public policy agendas for higher education in most countries. And yet the international lectual Practice higher education policy landscape is littered with loan programs This presentation will explore whether Antonio Gramsci has that have either failed outright, or failed to accommodate the dif- much to offer the analysis of intellectual practice. To assess the ficult policy balance between expanding higher educational par- saliency of Gramsci’s approach to intellectual practice and po- ticipation while simultaneously expanding real cost recovery litical movements requires situating his analysis within wide- from students. This paper describes the critical elements of stu- ranging and historically-specific debates beyond the scope of dent loans for higher education from an international perspec- this discussion. Nevertheless, a summary of the debates focuses tive, with special reference to the applicability of student loans on four questions. First, what is intellectual practice? Second, in developing countries and countries “in transition” from pre- what function does intellectual practice have in society? And dominantly state-owned means of production and governmen- third, what is the changing nature of intellectual practice in the tally-controlled economies to market-oriented economies with contemporary period? Once answered, the presenter then asks: substantial private ownership. The paper illustrates some of the how can Gramsci’s conception of the modern Prince contribute “myths” and partial truths in student lending, as well as reasons to an analysis of intellectual activity as a collective practice? for some of the difficulties that many student loan programs Kakkar, Mariam (Concordia University) have had, concluding with recommendations for better accom- Education in Places of Temporary Asylum: The Case of modating the twin goals mentioned above. Afghan Refugees Living in Peshwar. Jordan-Taylor, Donna (Illinois State University) This is an exploratory case study that documents Afghan refu- Education in Costa Rica: The West Indian Experience gees’ educational experiences in Peshawar, Pakistan. The central While considerable research exists on education in Latin Amer- question of this thesis asks: how Afghans educational needs are ica, as well as on the education of Hispanics and Blacks in the met through the educational/training institutions available to United States, little has been dedicated to the contemporary them? In the absence of theoretical studies on refugee education, Afro-Hispanic educational experience. The West Indians of this study used a comparative approach in reviewing the litera- Costa Rican represent a unique segment of this population. In- ture for trends and patterns of various refugee experiences. It ap- voluntarily brought to the western hemisphere as slaves, then pears that the educational needs of Afghans refugees are not be- voluntarily migrating to Costa Rica in the early 1900’s, it could ing met. This is in large part due to the lack of organization by be argued that West Indians occupy both caste-like and immi- many governmental, non-governmental and UN organizations grant status in Costa Rica, based on Ogbu’s classification sys- working on behalf of these refugees, lack of employment oppor- tem. Another unique feature is that this group has endured two tunities in Peshawar and lack of trust and collaboration amongst language shifts during their tenure in the western hemisphere. the refugees. Refugee groups are viewed as unique. Yet there ex- Initially Jamaican immigrants educated their children in English ists some common recurrent patterns in all refugee experiences in preparation for the eventual return to Jamaica, yet the descen- in places of temporary asylum. Unfortunately, the lessons dents of those who remained were forced to eventually transition learned from past refugee situations have not been applied here. to Spanish-speaking schools The purpose of this research is to Fieldworkers and administrators working with refugees in places provide an analysis of the status of Afro-Costa Ricans using of temporary asylum need time to reflect and study past refugee Ogbu’s classification of minorities. Through surveys and inter- experiences before attempting to implement educational pro- views, the researcher then hopes to elicit information from a 2nd grams. It is only through an examination of past refugee move- or 3rd generation, Spanish-speaking cohort on their educational ments that we can develop policies to serve the needs of the next experiences in Costa Rica to determine if these experiences are wave of refugees. more consistent with those of caste-like minorities, immigrant Kamibeppu, Takao (University of Maryland) populations, or both. Subgovernmental Policymaking Processes in Japanese Joshi, Aida (University of San Francisco) Education Aid in the 1970s and 1980s

Abstracts for Individual Papers 39

This paper explores the development of Japanese education aid proaches. This paper explores the value of looking at these is- from the 1970s to the 1980s employing a subgovernmental per- sues, and the consequences of not doing so. spective as a conceptual lens to capture the interactions among Kaphesi, Elias (Malawi Institute of Education) major actors in education aid in the Japanese government. It ex- The Effect of Language (Teacher and Pupil) on Pupil amines (1) the policymaking processes and the policy shifts of Performance in Mathematics in Malawi Primary Schools education aid within each of the ODA Subgovernment and the Malawi introduced Free Primary Education in 1994, which in- Education Subgovernment under an array of international and creased the pressure on a heavily burdened educational system. domestic pressures, and (2) the cooperation and conflicts be- In addition to the obvious strain on class size and teacher pupil tween the two subgovernments. The paper argues that JICA’s ration, language became a serious impediment to the quality of education aid was shaped by ministries other than the Ministry education. Teachers and pupils in the same classroom do not al- of Education (MOE) in the absence of MOE, and that MOE’s ways speak the same language. Instructional materials are often education aid was shaped by its breakup with JICA in 1974 and produced in a language in which neither pupil nor teacher is pro- its internal policy shifts. ficient. The effect of this disconnect on teaching and learning is Kamyab, Shahrzad (Chapman University) profound. IEQ/Malawi, with support from USAID/Malawi, is A Comparative Critical Analysis of Textbooks in Iran and undertaking a longitudinal study of the implementation of U.S. QUEST- Save the Children/Malawi Field office- to examine a In November of 1988, the Iranian ministry of Education in coop- diversity of factors which affect the quality of teaching and eration with UNESCO for the first time, held an international learning. Data on pupil performance, instructional quality and conference on education in Iran. The theme of this conference textbook availability and use have been collected in February was to explore ways to improve public education in Iran and to 1999, October 1999, and October 2000. This paper will discuss introduce new teaching techniques into the classrooms. This au- the effect of teacher competency in the language of instruction thor was invited to present a paper on new models of teaching on pupils’ performance in mathematics in Standards 2-5. Com- and to conduct workshops for Iranian teachers. During this visit, parisons will include: pupil performance in math between teach- I had the opportunity to visit schools, observe teachers’ teaching ers’ knowledge of English, local language and mathematics as techniques and their interactions with students and to examine well as teachers’ home language. textbooks. The intent of this paper is to compare the elementary Kariuki, Sera (Education Development Center, Inc), school textbooks in Iran to the textbooks in U.S. in content, the Mike Laflin (Education Development Center, Inc) delivery of the content and the appearance. To make this task Reaching the Unreachable: IRI and Hard to Reach Popu- easier, the social study text books of third, fourth and fifth grade lations levels in two countries were compared. In contrast to U.S., the Radio has been highly successful in reaching audiences that textbooks in Iran are designed and published by the Ministry of generally have little access to conventional schools. Although education and every subject taught in Iran’s schools is shaped by the programming for out-of-school users resembles that of in- compulsory courses of study carefully crafted by Ministry of school learners, there are some important differences which will education. The textbooks are reflections of a rigorous curricu- be described. This presentation will illustrate design and lum, which is fully articulated from kindergarten through high practice issues drawing on experiences reaching HIV/AIDS school. As a result there is a logical progression of academic orphans in Zambia with daily radio lessons at community learn- content with little repetition. Comparing the social study text- ing centers, Guinea’s experience reaching girls in remote, rural books revealed that there is a great emphasis on acquisition of schools, and Bolivia’s experience reaching young children and moral values such as diligence in study, sense of responsibility their caregivers with early childhood development programs. and respect for parents and elderly in Iranian textbooks. In ap- The presentation will examine issues of technology, program pearance, Iranian text books tend to be short, paper bound vol- design, implications for communities wishing to use the systems, umes with relatively fewer illustrations, photographs, charts and and who bears the cost of such systems. It will also look at the graphs than U.S. textbooks. In content delivery, the instruction learning outcomes among users and other benefits that they en- in Iran’s classroom is highly content centered and students are joy. passive recipients of the materials presented to them by their re- Karpov, Vyacheslav (Western Michigan State Univer- spective teachers. The traditional method of teaching focuses on sity), Elena Lisovskaya (Western Michigan Univer- direct teaching of content with government testing remaining a sity), Janet Vaillant (Western Michigan University) major driving force. In this method, group work is not encour- Reforms and Mutations in Russian Schooling: Lessons aged and students are required to memorize a large quantity of for the Theories of Educational Transitions factual knowledge in order to pass the tests. The results of this The Russian case of educational transition is difficult to match comparative study revealed that the two countries’ textbooks dif- with existing theoretical models of educational change and its fer in content, appearance and the way teachers present the con- social determinants. Its distinctive features deal with its social tent. context, including economic decline and de-industrialization; Kane, Eileen (Groundwork, Inc) decline of the nation-state; deterioration of science and higher Participatory Research in Education: Where’s the The- education; and slow development of civil society. Under these ory? circumstances, there are no social actors powerful enough to The Second Scientific Revolution has had implications not only lead and carry out the educational reform. School engage in a for the natural sciences but for the social sciences, as well. Per- fiercest struggle for survival, and their future largely depends on haps no single area in the social sciences has capitalized upon survival strategies adopted by their leaders in coordination with and benefited more from the resulting shifts and upheavals than local bureaucracies and elites. As a result, educational change participatory approaches to development. Participatory research resembles spontaneous micro-level institutional mutations rather and evaluation, one component of the new brew, has effectively than planned and engineered reforms. The micro-level of analy- plundered a wide range of fields, from linguistics to agriculture, sis of schools’ day-to-day practices may provide insights into the and woven them into a political philosophical/epistemological possible outcomes of educational transformation at the macro- basket which in some case seems far removed from their original level, and provide a new perspective for comparative studies of uses. Has this weave of methods led to a new epistemology? So educational transitions. far, discussion and debate in participatory approaches has been Kayashima, Atsushi (Kogakuin University) largely theoretical. Now is a good time to examine the weave, to Robert K. Hall and the Japanese Language Reform see if we have something new, or a theory-free veneer of ap- The purpose of this research is to seek answers to questions de-

40 CIES 2001 Annual Meeting

rived from an analysis of the postwar attempts of the adoption of of the AIDS epidemic on the educational system, and vice versa. Roman letters as the national orthography in Japan by Robert K. I argue that the existing silence about local social, interpersonal, Hall of CI&G, GHQ during the allied occupation. He was the demographic and financial change due to AIDS has led to a major figure at GHQ for these efforts. He did not want to destroy situation in which we do not understand how the AIDS epidemic the Japanese language but wanted to abolish particularly Kanji is affecting the education system at the community level. I will (Chinese characters). This article deals with Halls rational and talk through a number of possible approaches to conducting re- motivation to simplify the Japanese language. A new interpreta- search on education that takes into account the effects of the epi- tion based on new research will be presented. Hall’s religious demic in a holistic manner rooted in daily life processes and and educational background will be shown as influential to his rituals. I will also discuss the images used in 2000 by parents, interest in Japanese Romanization. This questions the idea that teachers, students and local leaders to discuss the AIDS virus Hall’s attempt to Romanize the Japanese language came about and its transmission patterns, and compare these images and accidentally after his arrival in Japan. The writer specifically their sources with the information presently provided in the analyzes Hall’s papers as well as materials and testimony de- AIDS curriculum in primary school. rived from the writer’s collection and interviews. A historical Keoun, Dong-Taik (Korea National University of educa- and interdisciplinary approach are employed here. tion) Kazamias, Andreas (University of Wisconsin and Athens, Searching for the conception of quality in the context of Greece) comparative perspective between industrial sector and Paideia and Politeia in the Cosmopolis of Late Moder- educational sector nity: A Conversation on Education and Citizenship An- Today, All the countries are concerned with education reform to cient and Modern-Aristotle, T.H. Marshall and Martin improve the quality of education in facing the new millennium. Luther King And the power of change is requiring the paradigm shift in the The ancient Greeks, particularly Aristotle, were the first Euro- educational sector as well as industrial sector. Thus educational Western intellectuals who theorized about the concepts of citi- organizations are expending a great effort to promote and im- zenship (politeia) and education (paideia) in the broad meaning prove the quality of education. But We usually use the word, of the term, namely, the intellectual, moral, cultural, and aes- quality, in everyday life, but we don’t know exactly what it is thetic formation/cultivation of a human being. To Aristotle, a really. Paradoxically, in spite of this conceptual difficulty, the “good education” was a basic desideratum for being “ a good quality of education is a key indicator of school organization. citizen” of a democratic city-state, a Polis, which signified not Thus it is useful for us to understand exactly quality, and com- only a political formation, but a cultural educational civic pare quality in educational viewpoint with that in industrial space/arena as well. An “educated citizen” signified active par- viewpoint. The purpose of this paper is to describe the multi- ticipation in public affairs for the “common good of the Polis” faceted concepts about quality of education, and search the qual- where the active citizen-Aristotles zoon politikon (political ani- ity in the context of comparative perspective between industrial mal) was both ruler and ruled. We contend that a dialogue or a and educational sector. And to conclude, implications are drawn conversation between the modern, the contemporary, and the to demonstrate how the conception of quality can be used to classical Greek ideas of citizenship and education would not adequately prepared the implementation of TQM(Total Quality only be interesting in itself. More significantly: the politico- Management) in education. educational ideas of the ancients, particularly Aristotle’s concept Kerr, Stephen (University of Washington) of zoon politikon and its intrinsic relationship to the classical in- Demographic Change and the Fate of Russia’s Schools: tellectual-ethical - moral concept of paideia, would be an impor- The Impact of Population Shifts on Educational Practice tant tool or “fertilizing sperm” in our rethinking of such a crucial and Policy political, moral and educational dilemma. Furthermore, such a The Russian educational system has undergone radical trans- “conversation” would illustrate a different epistemic approach to formations from within. Additional large stresses on comparative education. the system from outside have also led to change. Significant Kealing, Jeffrey (University of Southern California) among these changes has been the catastrophic collapse of the The Asian Development Bank (ADB): An Assessment of health of Russia’s youth, and the consequent difficulties of the its Commitment to Social Change and Educational Re- school system in dealing with large numbers of students who are form in Asia chronically ill, malnourished, emotionally disturbed, or chemi- Five years ago, the Asian Development Bank announced an am- cally dependent. The health problems have had widespread ef- bitious new strategic plan aimed at fostering sustainable social fects on various aspects of the educational system. The system’s development among its Asian member countries. Moving from a response to these shifts suggests that demographic change may traditional mandate that promoted economic growth and poverty be an important and often ignored category of analysis for com- reduction, the Bank’s Medium-Term Strategic Frame-work parativists in education. (MTSF) trumpeted a newfound commitment to more socially Khan, Faryal (UNESCO) relevant criteria that would support “human development”, im- Case Study on Educational Governance at Local Levels prove the status of women and protect the environment. At the in Tanzania time, the Bank pledged itself to a lending ratio of roughly 50:50 The study will trace the implementation of the educational pol- each year; more specifically, it stated that at least 50 percent of icy on decentralization and local governance in Tanzania. In par- the total number of projects would have social (education, ticular, the study will highlight: Who participates in educational health, and family welfare) or environmental objectives either as governance across the administrative levels? How is autonomy primary or secondary objectives. This paper assesses the pro- transferred from the central to the provincial and local levels? gress the ADB has made in changing its traditional preference What are the social, economic and political factors that may be for quantitative over qualitative and economic over social. associated with the success of governing bodies at local levels? Kendall, Nancy (Stanford University) The analysis will inform on whether Educational Governance in Ufulu, Sukulu, ndi Edzi: Research on the Shape and Tanzania is implementing democratic governance that gives a Scope of the Effects of the AIDS Epidemic on Education voice to groups previously excluded from educational decision- in Malawi making. This paper reviews research conducted over the last two years in Khan, Faryal (UNESCO) villages throughout Malawi on the shape and scope of the effects Review of Educational Governance at Local Levels: Who

Abstracts for Individual Papers 41

participates and how? measures to “normalize” public education. Teachers’ unions While international agencies and governments promote commu- have called for the inclusion of education-policy-related issues nity participation in school councils, few studies evaluate the on the negotiation agenda, saying that all sorts of education poli- implementation of school councils in developing countries. Fur- cies and curriculum-related issues affect teachers’ social and thermore, existing research does not provide a summative analy- economic status either directly or indirectly. sis of studies in developing countries explaining whether school King, Kimberly (Auburn University), Irene Houston (Au- councils permit local participation in educational decision- burn University), Renee' A. Middleton (Auburn making. To address these issues, I propose to carry out a critical University) review of studies on the practice of school councils in develop- An Explanation for School Failure: Moving Beyond ing countries. The overarching purpose is to ascertain to what Black Inferiority and Alienation as a Policy-Making extent educational governance can be harnessed as a strategy to achieve Education for All. Central questions driving the review Agenda are: 1. Who participates in school councils? 2. What categories Numerous authors identify a white supremacist ideology that of decisions are made by school councils? 3. Are traditions of shapes the educational opportunities for racially diverse stu- civil liberties related to the socio-economic and gender composi- dents. We contend that this ideology informs educational policy tion of school councils? and hampers the likelihood that racially diverse populations can Kidder, Nancy (Orange Coast College) achieve success at levels similar to students of European descent. In this article, we define the white supremacist ideology as Border Crossing: Policy Implications for international it informs education policy and practices. Secondly, three exam- study based in Comparative Theories of Student Mobility ples from the United States are used to illustrate the influence of Traditional theories of student mobility explore issues of interna- such an ideology. These examples include the creation and pro- tional education from the country or regional level to explain tection of racially segregated schooling; desegregation policies; student flows within the context of political, economic, and and, the current use of school report cards. We conclude with the socio-cultural dimensions. A recent study exploring the experi- relevance of this discussion to educational discussions in Great ences of international students from Latin America in a Califor- Britain and South Africa, and recommendations to minimize the nia community college advances a grounded theory of compara- influence of this ideology on education policy and school reform tive opportunity to support analysis of student mobility from the efforts. perspective of the student’s experience and values based deci- Kinnear, Penny (Ontario Institute for Studies in Educa- sion-making. Contrasting these macro and micro invites discus- tion) sion of student mobility from multiple and comparative perspectives for the purpose of answering these questions: Why do in- Putting Assumptions Aside-Thinking about Identity as an ternational students elect to leave their country and choose to Interracial Child Growing up in Japan study in another? How do their actual experiences compare with This research is an attempt to understand the experience of indi- their expectations, including strategies for negotiating cultural viduals growing up as a child of one Japanese and one non- differences? What future consequences do they anticipate as a Japanese parent in Japan. My findings led me to question the ap- result of their study? An existing conditional matrix and dialecti- propriateness of interpreting their words using research done in cal model are combined to: (1) better explain the phenomenon of very different contexts. Much of the tension in their experience student mobility integrating macro level criteria and the stu- appears not to be between the two cultures but between the indi- dent’s decision-making process and (2) place greater emphasis vidual’s own experience and the stereotypical experience he or on the student’s role in constructing actions and strategies for she is supposed to undergo as a mixed individual. Identity was success through international study. not a question of either/or for any of these participants, but took Kim, Irene (Harvard University), June Shin (Harvard shape from dialogues that reflected a complex relationship be- University) , tween community, individual, language, and culture. One factor determining the tenor of the dialogue is its grounding in com- What Role does National Education Policy Play in Socio- monalities or in differences. The experience was profoundly dif- economic Inequality in Indonesia? ferent for individuals who attended international schools or How do national educational policies shaped by a modernization Japanese public or private schools. The difficulty that the inter- agenda address or promote inequalities based on socio-economic national school attendees articulated, in contrast to those attend- class, geographic location, or linguistic background? This paper ing Japanese schools, appears as a clash of boundaries, not val- assesses specific educational policies in Indonesia, and their im- ues. This is reflected particularly where “Japaneseness” fits in pact on different socio-economic and ethnic groups. An analysis the hierarchy and the degree of rigidity or permeability of those of primary data as relevant literature will be used as the basis of boundaries. the paper’s findings. Through an examination of current educa- Kirchmeier, Andrew (Ripon College) tion policies and equity issues, this discussion may help to ex- Two Heroes of Resistance in the Past Teach Children of plain the existing disparities within the population of Indonesia. the Present to Transform the Future: The Tales of Jose’ Kim, Kiseok (Korea National University) Marti’ and Euclides da Cunh The Korean Teachers and Educational Workers Union Jose’ Marti’ (Cuba) and Euclides da Cunha (Brazil) were late (KTU) in Korea 19th century contemporaries who participated in significant Until 1999, teachers’ unions were outlawed in Korea. There are events in their respective countries (the Cuban-Spanish- now two teachers’ labor unions, the KTU and the Korean Union American War and social conflict in the Brazilian backlands). of Teaching and Educational Workers (KUTW). The KTU set Each man critically analyzed the causes, consequences and his- up with a membership of 31,000 in 1989 was legalized in 1999 torical meanings of those events. Their analyses may be more while the government was implementing educational reform relevant for the 21st century than for the late 19th 20th centuries. drive. Although teachers’ devotion were the keys to the devel- This paper will explore and compare the ideas of these two he- opment, they have been suffered under recent social develop- roes who resisted social domination and inequality, and worked ments and policy changes. The KTU was set up for the better to transform their countries and the hemisphere. It will discuss treatment and the improvement of working conditions of teach- how each man and his ideas can be infused into a school curricu- ers. It also wants authorization to participate in educational poli- lum to speak to children now about the very same issues and cymaking through a consultative body and allocation of 6 per- what it means (and what they did) to construct a more humane cent of the nation’s gross domestic product for education. Hun- future. dreds of unionized teachers from across Korea are calling for

42 CIES 2001 Annual Meeting

Kirk, Jackie (McGill University) Postmodernism and Research Methodology: A Challenge The field of practice is broken and uneven: Teaching for to Empty Empiricism transformation and democratization in South African The methodology of traditional positivist science underlies al- schools today. most all research that enters discussions about educational and Spivak’s quote, “The field of practice is broken and uneven” de- other social policies. While “qualitative” methods have made scribes well the very diverse and complex educational context of some in-roads in the last two decades, these in-roads have been South Africa today, and points to the challenge it provides for relatively minor (much smaller than has been indicated by stud- those who work within it. At the same time, however, there is a ies categorizing research in comparative education). Moreover, powerful spirit of optimism, a sense of empowerment, and many those qualitative studies that do enter the policy arena are usu- teachers are rising to the challenge of creating positive change. ally as positivist and as captured by the development metanarra- Objectives of democratization and transformation underpin offi- tive as any regression analysis done at the World Bank. In a cial policy and programming, and the notion of teachers working postmodern age, is there something new to offer? The answer is as ‘agents of change’ is very powerful; and is used by the De- yes and the paper discusses how postmodern perspectives, draw- partments of Education, and the media, for example, to promote ing on interpretive and critical theories, can provide alternative, different aspects of ‘Democratic Schooling’. Teacher voices are, practical, and useful research methods to improve educational however, rarely heard in discussions based on policy and cur- policy and practice. riculum implementation. This presentation draws on recent ex- Klemperer, Anne (University of Twente), Frans Kaiser periences at the University of the Witwatersrand, Johannesburg, (University of Twente), Henno Theisens (University of where Jackie Kirk was involved in an exploratory, participatory Twente) study of the notion of teachers as ‘agents of change’. She shares Dancing in the Dark: The Relationship between Policy some of the drawings, reflections and perceptions of the partici- Research and Policy Making in Dutch Higher Education pants, supported by extracts from the popular TV docudrama The relationship between research and policy making is ana- show, Yizo-Yizo, and considers some of the tensions between lyzed by examining three cases of international comparative re- the official rhetoric and the realities of the lived experiences of search commissioned by various Dutch governmental organiza- educators and learners. tions. Based on the work of Weiss and Hoogerwerf, a simple, Kissane, Carolyn (Columbia University) heuristic model is drawn up and used as a first step toward being Imposed History and Transfer- Educational Policy in Ka- able to classify different uses of research. This model is then ex- zakhstan amined in the light of discussions about the complex nature of This presentation examines the terrain of educational policy and the policy process. Some additions to the simple model used are classroom practice in the subject area of history in Kazakhstan. proposed Prior to Kazakhstan gaining independence from the Soviet Un- Kochan, Anna (University of Toronto, Canada) ion in 1991, the teaching of history was controlled and designed Transformation of the Education System in Poland- by the policy-decisions that came out of the Ministry of Educa- educational reform in a transitional state. tion in Moscow. Policies were transferred to the republics with- This is the case study of the education system in a country un- out consideration of cultural and ethnic differences and little at- dergoing profound social, political, and economic changes. The tention was placed on individual republic histories. Today, the presentation focuses on the transformation processes in Polish situation is radically different. Content and practices that were education. Major systemic changes are analyzed in a historical once transferred and implemented are today being re-evaluated perspective of the last 10 years. The conference paper is based and removed from the history program. I propose to present my on the field study conducted in Poland in 2000. The major goal findings from an analysis of teachers’ responses to changes in of the study is to develop an in-depth understanding of educa- the history program, governmental standards, teacher instructional change in the period of rapid systemic transition from tions and new pedagogical initiatives that have been initiated as communism to parliamentary democracy, from planned to mar- a result of the revision of the imposed past. ket economy. The Polish case is presented against the backdrop Kissane, Carolyn (Columbia University) of similar developments in Central Europe, and in the broader Transitionary Shifts in the Teaching of History: An Ex- context of national and global economy and politics. amination of Change and Adaptation in Kazakhastan Kolenda, Pauline (University of Houston) This paper explores the terrain of educational policy and class- Female Education in a North Indian Village room practice in the subject area of history in Kazakhstan. I am The cultural factors that influence girls’ school attendance in investigate teachers’ responses to changes in the history pro- Khalapur, Uttar Pradesh, India, where I did ethnographic field- gram, governmental standards and instructions and new peda- work over 44 years-caste, purdah, arranged marriage, asymmet- gogical initiatives that teachers are being asked to implement rical relation between bride’s side and groom’s, dowry-differ into their pedagogical practice. My presentation will sketch from those influencing American girls’ school attendance. Yet changes in educational policy related to the teaching and content the dilemmas turn out to be familiar: to send a girl to school or of history since 1986, and in addition, will present two school not? Can the family afford the expense? How many years should case studies of how history teachers and the schools within she study? Given the marriage market, what female product is which they work have implemented new educational policies most likely to attract an optimally desirable bridegroom? Will within the transition period. In exploring the educational transi- education make her unfit for housework? Should she work out- tion in Kazakhstan, I focus on the current de-Russification proc- side the home? ess in the post-Soviet school reform project in Kazakhstan. Since Kondo, Chiharu (University of Pittsburgh) independence in 1991, it has become clear that new emphasis Continuity of Learning: Educational Policies in Emer- has been placed on the question of Kazakh identity and the development of a national idea for the country. History education gency Situations is an excellent window from which to examine how states in Since 1994, the annual number of people of concern to the transition approach and or resist the nation-building project and UNHCR, a core international relief agency, has grown to over may also with careful analysis, reveal how educational policy twenty million (more than 27 million in 1995). This number in- works its way into the building of a new national identity for cludes refugees or internally displaced persons (IDPs) who were Kazakhstan. forced to leave their homes, communities or countries as a result Klees, Steven (University of Maryland) of war, political upheaval, or natural disasters. Inevitably, large numbers of children are also involved in these exoduses, which

Abstracts for Individual Papers 43

has a devastating impact on their education. As a result, we must icy? This paper attempts to look at how equitable the World answer the questions of how these children are able to continue Bank’s development education policy is in light of critical theory their education, and who must provide for it. using Nepal as a case study. This study is based on reviews of international, national, Kubow, Patricia (Bowling Green State University), Paul local and organizational policies concerning emergency educa- Fossum (Bowling Green State University) , tion assistance and education for refugees. The purpose of this Educator Professionalism: A Framework for Compari- study is to create an understanding of how local authorities and sons via Naturalistic Research organizations must adapt and implement international emer- Whether for personal growth or for making personnel decisions, gency education policies, and to what extent. the use of faculty evaluation among institutions of higher educa- Kong, Ailing (Saint Josephs University) tion is deemed important for showing accountability to various Quality Education and aesthetic reading in Chinese Lan- stakeholders. With increased efforts to recruit faculty members guage Arts Instruction from various parts of the world comes a need to understand how The current education reform focusing on quality education and institutions of higher education in other countries make use of the development of the whole child in China pushes its language faculty evaluation programs. This knowledge would help arts teachers not only to teach students the decoding and com- American institutions transform evaluation practices, which may prehending skills, but also to help them develop characters and ignore important cultural values, held by those faculty members humane dispositions. This paper explores what it takes for three recruited from abroad. This heightened awareness could also be Chinese elementary expert teachers to teach students as expected helpful in aiding recruited faculty members in making a transi- by the reformers. The data include the teachers’ position papers tion to serving in institutions that emphasize teaching, scholar- and lesson plans. I use Rosenblatt’s distinction between efferent ship, and service. Finally, understanding how faculty evaluation reading and aesthetic reading to guide my analysis (1978). The programs work in other countries could aid in the retention of efferent reading means “the reader’s attention is focused primar- faculty members recruited from various parts of the world by ily on what will remain as the residue after the reading,” (p. 23) exposing administrative decision-makers to alternative means of which is a frequent focus of traditional reading instruction in evaluating faculty members recruited from abroad. As a re- China. In aesthetic reading, “the reader’s attention is centered di- search strategy a review of the current research literature will be rectly on what he is living through during his relationship with conducted on faculty evaluation practices in the United States, that particular text,” (p.25) which aligns with the goals of the re- India, Japan, and South Africa. Interview and survey data will be form-minded teaching in this context. Two major findings used as primary sources for drawing conclusions. emerge from the analysis. First, though the three teachers focus Kuroda, Kazuo (Hiroshima University) on different aspects of language teaching: language develop- Role of Japanese University in Educational Assistance. ment, emotional development, and collaboration and participa- As a latecomer in educational assistance at basic education level, tion, they all believe that that language arts instruction should it is now an urgent task for Japan to mobilize Japanese expertise help develop students’ humane nature and create individuals in this area. To this end, Japanese universities are expected to with integrity and creativity. Students, thus, become the center play an important role. However a number of issues and prob- of their instruction. Second, all teachers try to engage students in lems have arisen; whether participation in such activities is a the aesthetic reading of texts. Identifying students’ zone of primary mission of university or a mere side business, what are proximal development (Vygotsky, 1978), they employed step- incentives for universities and professors, whether experts in by-step scaffolding and other instructional strategies to help stu- education are identical to specialists in educational assistance dents appreciate the beauty of the language, experience the feel- (quality of experts), how universities should respond to the ings associated with it, and construct the themes for themselves. growing demands for such expertise and so on. The study demonstrates that when expert teachers embrace the Landau, Anya (George Washington University) goals of quality education, it can transcend the teachers’ pedagogical and content knowledge into the pedagogical content Climate for Change: an Investigation of Study Abroad knowledge crucial for “educating for intelligent belief and unbe- Opportunities between the U.S. and Cuba lief” (Noddi). Though study abroad has increased significantly among U.S. Koriakina, Tanya (SUNY Buffalo) students in the past 50 years, notably to non-European destina- Cost Sharing for Some: The Experience with “Dual tions, there has been scant establishment of programs between the U.S. and its island neighbor, Cuba. The near absence of Track” Tuition. study abroad programs to Cuba is a direct result not only of the Free higher education remains a constitutional guarantee in Rus- political obstacles to creating such programs, but more impor- sia and many countries of the former Soviet Union. However, tantly, the lack of information and initiative in the U.S. academic extreme financial hardship, combined with the willingness of community concerning research and learning opportunities in many parents and students to pay when necessary, has lead to a Cuba. provision in Russia allowing the charging of tuition to students Recently, however, the climate for U.S. study abroad in who fall below the “cutoff” scores on entrance examinations, but Cuba has begun to change. A small number of universities have are willing to pay to study. The policy of “dual track” tuition has initiated programs in Cuba, even though the vast majority still controversial implications for fairness, access, equity and qual- fail to do so. This paper will explore opportunities for American ity. undergraduate and graduate study in Cuba and address the con- Krech, Robert (University of Toronto) tinuing obstacles to sending students to Cuba. The paper will World Bank Educational Policy in the New Millennium: conclude by offering recommendations on how U.S. institutions Are the Voices of the Poor Really Heard? of higher education can begin to develop study abroad programs As the World Bank is a major source of both funding and devel- to the island that benefit their students, faculty, and the Cuban opment education policy, and has been for the last decade, and communities that host them. as multilateral aid for education is continually influenced by the Langager, Mark (Harvard University Graduate School) World Bank, this area represents an important concern for de- Japanese Children on the Move: Supplementary Educa- velopment education. Within recent years the World Bank has tion for Japanese Globe-trotters shown an openness to a more humane perspective of develop- This presentation qualitatively examines the educational experiment more often espoused by such UN bodies as the UNDP or ence of Japanese students living in the US, who attend local pub- UNICEF. To what degree does the World Bank’s new concern lic schools on weekdays and supplement their education with for equity demonstrate a change in development education pol-

44 CIES 2001 Annual Meeting

Japanese school on Saturdays as well as summertime enrollment cation more efficiently, effectively and with equal access. To visits to Japan. Using focus group, interview and class observa- maximize the respective strengths of public and private partner- tion data collected from 17 families (including my own) and ships in the education sector and minimize their weaknesses, their children's teachers and classes, I examine their experience policy makers need to understand better the possibilities and with supplementary Japanese schooling and the purposes for conditions for partnerships, including the optimal legal and regu- which they engage in it. Fourteen of the 17 families attended a latory frameworks, and some of the benefits and costs that a Japanese supplementary school (hoshuko) on Saturdays in Bos- partnership arrangement may involve. Various forms of partner- ton. Four of the families were embarking on summer enrollment ship obviously exist, but there is still arguably a lack of a com- visits to Japan when I gathered data. I look at differences be- mon analytical framework for understanding such partnerships. tween fully Japanese sojourning families, who have an urgent Clear understanding is still lacking as to how the respective sec- need to help their children maintain Japanese cultural capital for tors interact and how such interactions impact upon access to their upcoming return to Japan, and mixed-race or long term ex- education and on the quality and relevance of such services. This patriate families, for whom Japanese supplementary schooling is presentation aims to briefly address the following 4 questions in an enrichment activity. I discuss Japanese schools’ emphasis on the sphere of the developing world: 1. Why are partnerships de- learning in groups and the degree to which this emphasis can or sirable? 2. What legal, policy, and regulatory frameworks are cannot be maintained in the Japanese Saturday school in the US. necessary to involve the private sector effectively? 3. What do Larkin, June (Institute for Women’s Studies) specific countries experiences show us about the issues and Gender-based violence and HIV/AIDS prevention: Issues problems that arise from such partnerships? 4. What are the ap- and strategies for working with you. propriate roles for the government in the creation of suitable What are some of the issues and dilemmas in working with enabling environments? young women in relation to gender-based violence? In what Lauglo, Jon (The World Bank, AFTHD) ways can young men be involved in the process? To what extent Engaging with Adults are the challenges and approaches to working on gender-based Investing in Adult Basic Education (ABE) agrees with the pre- violence with young females and males relevant to HIV/AIDS sent emphasis in World Bank policy on the importance of civil education for youth. In this paper, Larkin draws on her experi- society for good governance and poverty reduction, and on pro- ence of working on gender-based violence with students in Ca- moting collaboration between government and civil society. nadian and South African schools to suggest strategies for de- ABE can be a means to empower the poor and their local com- veloping gender sensitive youth-centered HIV/AIDS prevention munities. It is recommended that the World Bank assigns high program priority to ABE in Sub-Saharan Africa. It needs to continue to LaRocque, Norman (Arthur Anderson), Veronica develop its own expertise in this sub-sector, and to proceed in Jacobsen (Arthur Andersen) , keeping with established principles of client-centeredness and A Redefined Role for The Government partnership with government and other development agencies. Government Intervention in the education sector is generally de- Layne, Anthony (University of West Indies) signed to increase access to education, maintain quality stan- Social Selection and meritocratic secondary school pol- dards and ensure that educational choices are made in the best icy in the Commonwealth Caribbean, with special refer- interests of children. Traditionally, governments have relied on ence to Barbados ownership of schools and higher education institutions as the The newly independent countries of the world inherited from the main instrument for achieving these policy objectives. Increas- former colonial powers educational systems which were bla- ingly, governments are making use of a wider range of policy in- tantly elitist. In the post colonial Commonwealth Caribbean, struments in the education sector, namely funding, regulation educational policy makers have seemingly rejected ascriptive and the provision of information. This paper examines the dif- practices in favor of meritocratic ideology. This paper critically ferent ways that governments can intervene in education and examines this ideology as it relates to secondary school policy in highlights a number of examples, from both developed and de- the region, using Barbados as a case study. The process of social veloping countries, of governments using instruments other than selection is examined at the point of transition from primary to ownership as a means of achieving their education policy objec- secondary school, at the level of the external secondary school tives. leaving examinations and at the level of the prestigious Barbados Larsen, Marianne (University of London) Scholarships for undergraduate studies. The paper argues that Reasserting the Historical into Comparative Education educational policy must move beyond the myth of meritocracy Research and seek to create genuine equality of educational opportunity. Contemporary comparative education research as a tool of ex- Lee, Changhyun (Korea National University of Educa- planation for ‘reading the world’ has neglected the role of his- tion) torical analysis. Kazamias has called for reinventing the histori- A New Concept for Educational Leadership cal in comparative education. Current shifts towards a more Education is now facing the crisis of lack of effective leaders post-modern approach have corresponded with a move away who will redirect teachers and children back toward the basics, from historical analysis in the field of comparative education re- the essentials and foundations of life. Current social conditions search. Historical approaches are now viewed as inappropriate in and educational reform movements reveal a splintering of inter- a post-modern world. I would argue however, that we need to go ests, each calling for attention, with no consensus as to who shall back to history to illuminate and contextualize our understand- lead or what direction must be taken. The concept of Educational ings of contemporary educational phenomena. This presentation leadership has been deteriorated into the concept against democ- will elaborate upon this general theme as a method for under- racy or school autonomy. Historically, leadership has been standing contemporary educational policies and practices. My viewed as traits of character, behavior, and function of culture or research on the social construction and social regulation of the climate. However, a new concept of Educational Leadership teacher in mid-nineteenth century Canada and England presents should be to be developed to cope with challenges and to im- an alternative approach for challenging and transforming current prove the 21st education. modes of control and regulation of teachers. Lee, Chung Mei (Harvard GSE) Latham, Michael (CfBt Education Services) Transformation of the Four Little Dragons: An Alterna- Public -Private Partnerships in the Education Sector tive Education Policy In applying the concept of public private partnerships, we look The last half century witnessed the successful transformation of for public and private sector collaboration that can provide edu-

Abstracts for Individual Papers 45

the Four Little Dragons: Taiwan, South Korea, Singapore, and Lelei, Macrina (University of Pittsburgh) Hong Kong into small industrial powerhouses. They were able Grassroots Provision of Education in Rural Kenya: to accomplish this by skipping over stages of development set Voices from the Village. out by the traditional model. As such, they presented alternatives The purpose of this study is to explore student participation in to the conventional paradigm of development. A large part of schooling at secondary level in the village of Emgoin in Western their success can be traced back to their education systems. Al- Kenya. It examines the role played by members of the village though the governments of these four countries shared Western community at the grassroots level in expanding and improving goals of industrialization and modernization, they also imple- provision of secondary education. Critical to the sustainable de- mented educational systems that emphasized non-Western val- velopment literature is the view that rural communities should be ues of community, the importance of self-improvement, a strict involved in development initiatives, by responding to their pri- definition of merit, and a stringent examination process. How- orities and needs at the grassroots level, helping them articulate ever, despite the success of achieving the goal of becoming in- their needs and debating constraints and opportunities. In this dustrialized, the pressure exerted by telescopic industrialization study, the voices of the rural people, the teachers, and the stu- has brought into question issues of equity, efficiency, and lack of dents who daily experience the effects of decisions usually taken humanity in the education system. Using data from government at a distance and by individuals removed from the rural reality reports, international organizations, and other available literature will be heard. Their stories will be used to identify problems that reviews, I will look at the problems of equity and inhumanity in can affect the improvement of the education sector as well as na- the current education systems, concentrating especially on Tai- tional policy directions for change. The study will also contrib- wan, so as to map out the effect these systems have had on soci- ute to our knowledge of rural educational development. ety and the possible implications for other undeveloped and un- Lerda, Daniela (Basic Education and Policy Reform Pro- derdeveloped countries in the region. ject) Leherr, Kay (EDC Community School Alliances, Accra), Educational Practices That Address Barriers of Social, Akwasi Addae-Boahene (EDC/Community Schools Ethnic, and Economic Discrimination in Developing Alliances/Accra), Kingsley Arkorful (EDC/ Commu- Countries nity School Alliances/Accra) Working children make up the majority of children who are not Best Practices’ in Community Participation in Educa- attending or performing well in school. These children are usu- tion: Impact and Sustainability ally from resource-poor families and disadvantaged populations The community component of the QUIPS program uses an inno- with few economic options but to have their children work. Eco- vation configurations methodology, in conjunction with other nomic barriers can prevent these children from completing their monitoring tools, to measure progress and impact on ‘best prac- education. But some formal education system practices also pre- tices’ in community participation in education. These ‘best prac- vent working children from completing their education. This tices’ are encouraged through participatory techniques, linkages, discussion explores the nature of some of these often invisible and collaboration with local partners, especially community and attitudinal barriers that exclude working children from the leaders. Presented are the observed impacts of the CSA commu- educational system and identifies strategies that can create more nity mobilization intervention model on community participa- inclusive educational practices. tion, the sustainability potential of these impacts, as measured by LeTendre, Gerald (The Pennsylvania State University), the five factors of empowerment, participation, partnerships, re- Darcy Gustafson (Pennsylvania State University) , sources, and transparency, and the role of local change facilitators in promoting action in support of school improvement. Refugees in Croatia and India: A comparison of educa- Lehmann, Rainer (Humbolt University of Berlin) tion policies Civic Knowledge and Skills among 14-year-Olds in In this paper, we review the literature and research on educational policies for refugee and displaced people, summarizing Twenty-eight Countries current statistics, projected future problems and analyzing trends The 38 knowledge and skills items form a high quality measure in how governments make educational policies that affect these which scaled well across countries, using Rasch scaling. The people. Using case studies of Croatia and India (Tibetan Refu- items were selected from an initial pool of 140 items and se- gees) we show how issues of third-country resettlement, dis- lected after careful review and pre-pilot and pilot testing in 20 placed person status, international passports, control of educa- countries. Countries will be compared separately on knowledge tion affect the social and intellectual development of adoles- (primarily of democratic principles) and on skills in interpreting cents. We show that certain schooling practices may acerbate political communication. We will also present differences in ethnic, religious or linguistic discord and identify regional hot- knowledge and skills by gender and some analysis of other cor- spots where refugee or displaced person education is likely to relates of achievement. generate intense political conflict. Many nation-states tend to re- Leisyte, Liudvika (Oslo University) act to influxes of non-citizens in emergency situations in ways Education Reform in Lithuania in Terms of the Change in similar to that used for long-term migrants of immigrants. We Structure and Curriculum argue that the psychological trauma experienced by refugees and Education being the basis of all progress was rather centralized displaced people (especially children and young adolescents) rein Lithuania during the Soviet period. There was no question quires distinct forms of education. Some of the key areas we about freedom of speech and choice, flexible programs, student identify are a focus on maintaining cultural transmission, build- mobility, accreditation and international standards. During the ing a sense of global citizen ship, and counseling/psychological last several years after regaining its independence, Lithuanian care to deal with significant traumas. Government started paying more attention to the importance of LeTendre, Gerald (The Pennsylvania State University), education and its decentralization. The changes in the curricula, Roger Gonzalez (The Pennsylvania State University), a question of education prestige and accreditation issues were Chie Nakajima , Kangmin Zeng (Stanford Univer- those landmarks that started the whole reform process. With the sity), Thomas Rohlen (Asia Pacific Cener/Stanford help of PHARE program, Educational Reform modified the system of education, methods and standards of evaluation, defined a University) new concept of student and professor’s mobility. This trend of The Role of Elite Feeder Schools in the U.S. and Japan development raised a new concept of life-long learning, which Using historical data, we document enrollment trends in both even further emphasized the importance of Education as such. countries for the last fifty years. In Japan, during this time period, private schools created a special market niche for them-

46 CIES 2001 Annual Meeting

selves and rapidly began to dominate entry into elite colleges and opportunities. Many educators argued that the complexity like Tokyo and Kyoto Universities. The large public schools that and the unpredictability of the future would render the current had been the major feeders at the end of World War II were re- higher education system in China inappropriate. There have been placed. In the U.S., we find a substantially different pattern that discussions on changes that should be made, but mostly on spe- suggests that private schools have had a more difficult time in cific policy issues such as structural adjustment, finance mobili- maintaining dominance of the elite sector of tertiary education. zation, management improvement, curriculum modification, We argue that the theories of status-group struggle forwarded program stratification, student assessment and teacher training. by Karabel (1984) to explain changes in admissions policies for Since policy addresses real-world problems and is about real- Harvard, Yale, and Princeton do not hold up in Japan. Rather world decisions, it is not made once and for all time; it is rather a than being a place for status-group struggle to occur, we argue repetitive process that is always subject to adjustment as changes that Japanese universities are the central mechanisms of status in reality occur and as people’s perception of reality alters. group identity. Cultural differences between the U.S. and Japan Based upon this understanding, the author of this paper thinks mean that universities largely control the distribution of cultural that for the moment, it is more important to reform the higher capital and social class status. This interpretation is consistent education policy mechanism in China than to deal with specific with previous work on educational reform in Japan (Schoppa, policy issues for the largely unknown future already. The author 1991; Roesgaard, 1998; LeTendre, Zeng & Rohlen, 1998) that believes that an improved, more effective policy mechanism is shows how attempts to reform tertiary education in Japan have more likely to turn out good policies. In the paper, the author ex- been blocked by powerful interest groups supporting universi- amines the existing higher education policy mechanism in China ties. and analyzes the implications of China’s coming entry into the Li, Wenli (Peking University) WTO for future policy formulation, implementation, monitoring Private Demand and Willingness to Pay for Higher Edu- and evaluation. The author concludes that more environment- cation in Chinese Urban Areas bound, client-oriented, stakeholder-driven, implementable, par- Private Demand and Willingness to Pay for Higher Education in ticipatory, research-based and sustainable approaches are needed Chinese Urban Areas has been analyzed empirically in this in future policy practice. study. All of higher education institutions in China have carried Linden, Tobias (World Bank, Africa Region) out cost-recovery policy since 1997. The major findings of this Knowledge and Skills for the Modern Economy: study are as follows: Implications for the Structure of Post-basic Education (1) Students’ willingness to pay for higher education declines Post-basic education has been a key area for the donor commu- with the increase of tuition level. (2) An analysis based on the nity for many years. New forces are changing the context in Household Survey data shows that the potential of demand for which such investment takes place. The emergence of commu- higher education in China has not been fully explored yet and nication technologies, the rapidly increasing number of youth urban households demonstrate strong willingness to pay for completing basic education, the competition among various lev- higher education. However, since the survey doesn’t cover rural els of education for scarce resources, and an evolving 21st cen- areas, caution is needed when interpreting and generalizing the tury economy impact how governments and donors address post- findings. (3) The cost elasticity of demand for higher education basic education policy reform and related investment. This pres- varies among different income groups. The poor are much more entation will look at the operational experience of the World sensitive to changes in private cost than the rich. (4) In view of Bank and other donors regarding labor market issues and inter- social equity, tuition increase must be supplemented by policies ventions that can help countries strengthen their informed deci- of student financial aid. Increase in tuition and boarding charges sion making capacity. should be consistent with increase in GDP per capita and house- Lindsay, Beverly (The Pennsylvania State University) hold disposal income. (5) Developing private or “Minban” Playing it Forward: Future Lessons from the Current higher education is one of the important alternatives for higher Crisis in the Middle East education expansion in China. The tense situation in the Middle East necessitated the Univer- Lin, Jing (University of Maryland) sity Office of International Programs (UOIP) at Penn State to Reconstructing femininity and masculinity: Toward Hu- cancel the option of studying in Israel for spring 2001. The crisis man and Global Sustainability in the Middle East necessitates that our students will not have This paper first traces the development of patriarchal domination the chance this year to observe ancient sites, participate in reli- in human history, critically examining how femininity is edged gious rituals or form lasting relationships with people in that re- out of the social economic realm and devalued. Then the paper gion of the world. Relationships between people, whether in the reviews the waves of feminist movements which challenge pa- United States or in international settings, are the heart of funda- triarchal domination and gender inequality. The paper argues mental ethical dimensions. Treating people with respect in all in- that the continuous use of a masculine model for social and eco- teractions ensures that both overt and covert manifestations of nomic development has led the human race and Mother earth to prejudice, intolerance, and racism do not occur. If we are able to the level of insustainabilty. The paper then calls for bringing into sustain positive interactions among international colleagues and our center a balanced development model for society and educa- in international relations, we will again witness our students tion, valuing femininity as vital for our survival. Eastern phi- studying in the Middle East and developing skills as budding losophy, especially key concepts articulating human- nature rela- diplomats to promote understanding and positive interactions tionship, will be discussed in details. among all people. Lin, Lin (University of Pittsburgh) Lingens, Hans (California Lutheran University) Implications of China’s Entry into the WTO Multicultural Teaching and Multicultural Learning: for Future Higher Education Policy Making and Imple- Learning Together for Unity in Europe. mentation in China If Europe is to be united, people in all countries need to under- As China is entering the World Trade Organization (WTO), the stand and embrace the many differences of culture and language. general direction for the national development in the 21st cen- This goal is very elusive, and much work needs to be done. tury has been set: further market-orientation and internationali- Teaching and learning in schools seem to be the key to achieve zation, following the global trends. Higher education, the closest this goal. The many countries that make up the European conti- level of education to the market and the international commu- nent, each with their cultures and numerous languages constitute nity, will undoubtedly be affected by this engagement. Further a tremendous challenge in diversity. Minority populations are integration into the global course brings forth both challenges found in all countries that want to be recognized as culturally

Abstracts for Individual Papers 47

different, with specific and unique rights. Yet all have to work Liu, Judith (University of San Diego) together for common goals based on their background as Euro- The Scholars at Risk Network and Global Issues Regard- peans and a common life together for future prosperity. With this ing Scholarly Exchange complexity as background, many attempts have been made to In her presentation, Dr. Liu will discuss the creation and opera- achieve multicultural competencies in students and teachers tion of a Scholars at Risk Network within a global framework. throughout Europe, but success seems to be marginal. This paper How does one conceive of scholarly exchange in a decentered analyzes various attempts towards multicultural learning and global environment where relationships between individuals and teaching in schools throughout Europe, especially in light of the institutions are fluid and changeable? How do we reconcile is- proposals and suggestions from the European Union and the sues of social responsibility with self interest when examining Council of Europe. the role of North American higher education institutions in the Linse, Caroline (University of North Carolina, Charlotte) SRN? Are notions of academic freedom foundational or are they Comparative Education: An Unmet Need in ESL/EFL culturally specific, and how does one work against imposing an Teacher Preparation Programs “imperialist” notion of academic freedom upon prospective par- As the number of immigrant children learning English as a Sec- ticipants. ond Language (ESL) and entering schools increases in the Lockheed, Marlaine (World Bank) United States, the number of teachers enrolled in ESL teacher Targeting in getting toward Education for All preparation programs also continues to grow. The ESL teacher This presentation will address strategies for targeting resources preparation courses generally focus on children’s home or fam- toward countries and regions within countries where the EFA ily culture, and children’s linguistics backgrounds. Although gap is greatest. It will draw on experience derived from HIPC teachers are told to build on children’s prior schooling and edu- and PRSP activities, targeting for increasing access to education cational background, currently the University of North Carolina for girls, and other poverty-related targeting, including innova- at Charlotte is the only teacher preparation program in the tions in financing through partnerships with bilateral and multi- United States that includes a comparative education course lateral donor agencies. aimed at helping future ESL teachers learn how to build on their Lockheed, Marlaine (World Bank) ESL students’ schooling. The search for knowledge in a Knowledge Organization: The purpose of this paper is to argue the need for a course in Comparative or International Education for all ESL teachers. The utilization of evaluation results at the World Bank The authors believe that all teachers working with ESL immi- As the World Bank gives increased emphasis to its consultative grants must have a thorough knowledge of education in other role and seeks to become a “Knowledge Organization,” the role countries so that they can build on their ESL students’ educa- of program evaluation takes out even greater significance. This tional backgrounds. The authors will also discuss how the Com- panelist will discuss how the World Bank has operated to en- parative Education course at the University of North Carolina, courage the development of evaluation capacity within World Charlotte has better prepared ESL teachers to teach ESL stu- Bank projects and how it distills lessons from across those dents. evaluation efforts, (b) how one of the largest development assis- Liu, Bing (Stockholm University) tance agencies in the world utilizes evaluation results in the identification and design of new projects and how that process Students’ Perceptions of Parental Child Rearing and has changed over the last several years. School Achievement in China: gender differences and Loera-Varela, Armando (Instituto Interamericano para il school differences Desarrollo Social) Chinese parents, like parents everywhere, wish their children to School improvement and decentralization. have a better life in future. How do they raise their only child Armando Loera will present the results of a study of a large who experiences both Eastern and Western cultures due to glob- qualitative study of the dynamics of school improvement at the alization? How do the parental rearing practices influence upon local level in Mexico. He and his colleague selected an inten- academic success of their children? This study reports on pre- tional sample of schools that changed levels of student achieve- liminary findings from the project, entitled Equality and Gender ment over time and those that did not, and went into those in the Context of Chinese Market Socialism. The data come schools to investigate the dynamics of school management and from 500 students’ (9th Grade) questionnaires of five different instruction. They identify distinctive patterns of school im- Beijing lower secondary schools, collected in the autumn of provement which will be discussed from the perspective of so- 1999. The findings show that parental warmth tends to be asso- cial capital. ciated with student achievement, especially in respective to girls, while parental control appears to hinder study results. Logan, John (Ryerson Polytechnic University) Liu, Hsiao (George Washington University), Jane Shore Educating the global manager-A comparative view of (George Washington University) , contemporary business programs. Eyes on Culture: Cultural Adjustments of International Leaders of today’s multinational corporations are faced with the challenges of working in a business environment characterized Students in Rural & Urban Settings in U.S. Universities by a culturally diverse workforce, almost instantaneous commu- Total international student enrollment in higher education has nication, and the need to adjust business practices to different increased sharply over the past year (Open Doors: societal contexts. Over the last decade, the traditional toolbox of http://www.iie.org). 514,723 international students are currently knowledge, skills and attitudes which business students acquired studying in the United States; a 4.8% increase in enrollment over as part of their management education had to be significantly last year’s total (ibid). More so than ever, programming efforts expanded and enhanced in order to prepare students for the new must address the needs of the international student population. realities of the global marketplace. This research project was conducted to uncover cultural adjust- This presentation will compare and contrast what the ment needs international students face when attending universi- world’s leading business schools perceive to be the core compe- ties in the United States. Through surveys and interviews of fifty tencies of the global manager. It will showcase the similarities international and fifty native students, the researchers identified and differences between and among business schools in terms of seven major themes of cultural adjustment. The findings will be their educational objectives, curriculum content and pedagogy. used to create a video and handbook of student voices and ac- Key questions to be addressed in the presentation will include: companying professional advice that tell the story of cultural ad- What do business leaders of tomorrow need to know?; Do dif- justment/adaptation. ferent business schools agree with each other on what knowl-

48 CIES 2001 Annual Meeting

edge and skills constitute the core competencies of a global strong need to create a consistency among the four colleges of manager?; What are the best ways of teaching the necessary education, and the program developed by TERP to accomplish skills?; How can current business programs be improved to stay this at the preservice level was the three year Basic Education in touch with the rapid and revolutionary changes in information Teacher Diploma (BETD), introduced to the colleges in 1993. technology? Using the perspectives of teachers, teacher educators, and stu- Lopez, Violeta (Academy for Educational Development) dent teachers, this paper will evaluate the successes and failures Untitled of the BETD after eight years, and make recommendations for Violeta Malespín López is the BASE II project Community Par- strengthening the program. ticipation Advisor. Lic. Malespín was Nicaragua’s Academic Di- Lummer, Lewis (Northern Illinois University) rector General of Education from 1994 to 1998. She will de- Comparative Views of Deaf and Hearing Teachers’ Per- scribe the Community Participation component of the BASE ceptions towards Academic and Language Needs of Deaf project, including the involvement of non-governmental organi- Immigrant Students zations (NGO’s) in the implementation of the project’s commu- A descriptive exploratory study was designed to determine what nity participation services. She will also provide the perspective 50 deaf and hearing teachers perceived as the academic and lan- of a senior Nicaraguan educator and educational administrator guage needs of 147 Deaf immigrant students. Most teachers on decentralization and school reform in Nicaragua in light of supported bilingual instruction using American Sign Language the BASE project experience. (ASL) plus English, additional workshops on multiculturalism, Lopez-Sanders, Laura (Harvard University) the use of adult deaf immigrant role models, using families as Untitled aides in the classroom and the need for culturally related teach- Expanding Educational Opportunities: Alternatives for ing materials. Responses of both Deaf and hearing teachers School Management ranged across these variables: school placement (residential vs. School management at the local level represents, in the view of mainstream programs) and hearing status of teachers (deaf vs. many theorists, an affirmative alternative for educational policy hearing. More than half of the deaf immigrant students served in and practice. This study will present an overview of the literature schools were high school age and were two to six years behind available on the subject of school management at the local level. in academic achievement compared to their deaf peers. Sugges- The focus will be on the theories and the experiences that illus- tions were made to improve the instruction of deaf immigrants in trate to what extent decentralized models of school management school based on teacher survey data. improve educational opportunities for the poor and marginal- Maamouri, Mohamed (University of Pennsylvania) ized. The presentation will derive from various Latin American University and Technology-for-Literacy/Basic Education experiences, but it will focus on the difficulties of the Mexican Partnership in Developing Countries educational system to transform the traditional paradigm of cen- The University and Technology-for-Literacy/Basic Education tralized school administration. Partnership in Developing Countries (UTLP) is a project de- Lucas, Sarah (Columbia University) signed to be a catalyst for efforts to effectively and appropriately Innovative Solutions for Global Inclusion: The Use of harness the benefits of information and communications tech- Mobile Resource Centers to Bring Information to Dispa- nologies (ITs) for the advancement of literacy and basic educa- rate Populations tion in the world’s poorest and least developed countries One of the biggest challenges facing communities all over the (LDCs). This presentation will describe the rationale and princi- world is the increasing gap between those with access to educa- ples underlying the UTLP concept. It will analyze selected re- tion and information, and those without. With the changes occur- gional case studies and identify some key factors that help de- ring in the global marketplace, the ability to access and use in- termine successful ways of linking ITs with teacher training and formation is quickly replacing the ability to master a skill or vo- capacity building in literacy and basic education in LDCs. Fi- cation as the most important part of education that one can re- nally, the presentation will introduce some guidelines as to how ceive. However, access to information – be it in the form of for- institutions of higher education could play a more active and mal or informal schooling, or availability of books, newspapers, substantive role in the national educational development of their or the Internet – is still a barrier for many remote or impover- respective countries through the use of the comparative advan- ished communities. However, from New York to Mongolia, tage they have in trained know-how, teacher training, R & D communities all over the world are discovering that if a student structure, students, and IT infrastructure. can not go to school, then the school shall go to the student, in MacDonald, Lary (University of Maryland, College Park) the form of trucks or vans loaded with books and information Classroom Breakdown in Japan’s Elementary Schools. available for loan. Recent national statistics have revealed a significant increase in This paper will present several cases where “Mobile Re- the amount of elementary classrooms experiencing Gakkyu source Centers” (the term used in the Mongolian project) were Hokkai or classroom breakdown. In an educational system ac- used to bring information to populations in need. Another varia- customed to attentive students who are eager to learn, this phe- tion of this model is to connect computers in the vans to the nomenon has caused great alarm in the education community Internet through satellite connections, creating entirely new op- and society at-large. This paper reviews the literature on elemen- portunities for access to global information, locally. Drawing on tary education settings in Japan which describe exceptional examples from Malaysia and Nigeria which have experimented learning environments inclusive of all students. This is con- with the mobile “cyber café” approach, we will describe the ma- trasted with the recent Gakkyu Houkai phenomenon, bringing jor successes and barriers associated with such an endeavor, and into question socialization and educational practices in Japan. present key issues to keep in mind. The goal of this research is to Maclure, Richard (University of Ottawa) discover potential alternatives for educational systems, in order Rapid Educational Intervention for Child War Victims: to reduce the gap between global information and local access. The Challenges and Dilemmas of an NGO-Sponsored Ini- Luecke, Julie (University of Wisconsin-Madison) tiative in Sierra Leone Pre-Service Teacher Education in Namibia: The BETD In Sierra Leone savage civil strife has resulted in the displace- After Eight Years ment and traumatization of vast numbers of children. All are in After independence in 1990, teacher education in Namibia dire need of learning environments that will help to begin the evolved from the exile-era collaboration with Swedish educators process of normalizing their lives. This paper offers a critical as- into the Teacher Education Reform Project (TERP). There was a sessment of an NGO-sponsored program for internally displaced

Abstracts for Individual Papers 49

children in three refugee camps in the Freetown area. Designed Maile, Simeon as a rapid educational response engaging mainly volunteer Untitled teachers in an emergency situation, the program combined the My research examines the ways in which principals understand content and structure of primary school learning with measures and implement new labor legislation within their schools. The aimed at reducing children’s psychological trauma. The paper context for this research is rural schools in the Northern Prov- will highlight the achievements of the program, as well as the di- ince of South Africa where the politics of unions, government lemmas arising from the juxtaposition of short-term educational departments and local school conditions intersect to give particu- interventions for children in transient situations alongside efforts lar expressions to the school based understandings of legislation. to enhance children’s longer term educational needs through the The extensive data from this project provides grounds for new reconstruction of a shattered school system. The paper will con- theorizing about the possibilities for educational reform within clude by offering insights into the increasingly complex institu- rural development contexts. tional role of NGOs in contributing to the reconstitution and re- Majdzadeh, Mojgan (Loyola University, Chicago) form of children’s education in war-torn countries. Cultural Features That Affect Japanese Students Per- Magadan, Cecilia (Columbia University) formance in ESL Classrooms in the United States From the Global to the Regional: An Analysis of the Lit- The study of education systems in other countries indicates that eracy Practices and Policies in the “Ley Federal de Edu- ESL students with some valued cultural features challenge per- cación” (Argentina—1993) forming the English language in ESL classrooms. For example, This paper will analyze the redefinition/restructuring of the no- Korean and Japanese students do not voluntarily answer teach- tion of “literacy” in the school reform program implemented in ers’ questions in the classrooms. Or students from Iran and Japan Argentina since 1995. From the in depth study of the “Ley Fed- do not look directly at their teachers face-to-face and maintain eral de Educación” (Federal Law of Education), and its concrete eye contact in conversation. The focus of this study is on some application in the “Contenidos Básicos Comunes” (Basic Com- of the cultural values in Japan, which influence Japanese stu- mon Contents)-developed for each area of expertise and educa- dents’ language learning (English) and their performance of the tional level-, this work will discuss the theoretical background language. The question is, “Why are the Japanese educational (its strengths and its weaknesses) conveyed in this redefinition of and social arrangements in English as a second/foreign language “literacy.” Following the theoretical perspectives on Interna- so different that the Japanese students in the United States chal- tional Educational Development presented throughout our lenge performing English communicatively?” course, this study, within a qualitative approach, will also ana- This paper, first, provides data regarding the Japanese lyze the dichotomy between globalization and regionalization in education system and the second language in Japan. Second, it this “federal” educational reform program. To this end, this term explains: paper will also investigate the conceptual framework that guided - The Japanese students’ cultural and educational background, the reform effort in the Argentinean educational system in 1993. and how it effects their performance in ESL classrooms in the These insights will help us explore how the notion of “literacy” United States, is also affected by this tension between the “global” and the “lo- - The differences Japanese students encounter in the education cal;” i.e., the common basic contents (CBC) will provide our system in the United States; hence, these students face educa- work with concrete examples of how literacy practices are fur- tional cultural shocks while attending their classrooms. ther extended beyond the traditional notion of “reading and writ- Third, this study provides several literature reviews to show ing skills.” In these CBC, “to read” and “to write” become de- how similarly valued cultures in different countries affect the veloping technologies (“efficient” practices) that allow students ESL student’s learning, and especially their performance in the to live “efficiently” in a “global cultural economy” (Appadurai, classroom. 1994). After introducing a concise review of the literature on this Majhanovich, Suzanne (The University of Western On- educational reform, and of the literature written about globaliza- tario) tion and Education (Popkewitz, 1995; Stambach, 2000; Clayton, Conflicting Visions, Competing Expectations, Control 1998; Appadurai, 1994; Hobsbawn, 1996), this paper will present an in-depth analysis of the notion of ‘literacy’ that emerges and Deskilling of education: A Perspective from Ontario, from the common basic contents in the area of language. By Canada comparing and contrasting policies stated in the “Ley Federal de This paper reviews recent regulations which have had an impact Educación”-and prescriptive practices-through the CBC in the on the working conditions and job expectations of teachers. She area of Language, this work will analyze how educational poli- also traces restructuring initiatives carried out in Ontario over cies may concretely intervene in literacy practices, as literacy the past five years. The changes have been promoted in the name events that have to be considered in relation to larger sociocul- of excellence and quality enhancement, but have, in fact, desta- tural patterns (Gee, 1998). Sections on problems and questions bilized the public school system and left teachers demoralized. for further research will be followed by concluding comments on The paper questions the agenda of the government suggesting why the particular reform was implemented by Argentina since that the underlying goal may actually entail the destruction of 1995. the public system to facilitate inroads into education by the pri- Magno, Cathryn (Columbia University) vate sector. Linking Education and Politics through Political Capital Malakolunthu, Suseela (Institut Aminuddin Baki) How do NGOs act as sites of change through the generation of Tension Between Policy and Practice: A View Through political capital? For women as well as other politically disad- the Practice of Two Malaysian Principals and the Con- vantaged groups, the opportunity to combine education, net- texts in Which They Work works and action is essential to their ability to impact decision- In response to global development, Malaysia in the recent years making in formal political structures. This paper demonstrates has introduced a number of educational reforms. Among the why women join NGOs in great numbers and discusses the non- numerous factors influencing the success of curricular and informal and informal educational processes they experience while structional reforms, teacher learning and teacher change remain there. Political capital is a term conceptualized specifically in as key factors. One source that could help create supportive order to analyze the kind of learning taking place in NGOs and work climates enabling teachers improve their practices is the to deliberate the political and social implications of these “alter- principal. But the principals’ work is complex and is influenced native” public spaces. The term is introduced here as a contribu- by the larger contexts in which they work. tion to education, sociology and political science literature. This case study explored the perspectives of two Malay-

50 CIES 2001 Annual Meeting

sian principals with regard to their part in creating work climates in education and strengthen partnerships and networks with the that would support teachers’ instructional practices in line with Ghana Education Service. This paper explores the benefits, chal- the reform efforts. Data was collected through semi-structured lenges and constraints to integrating this type of program with a interviews, observations, and policy and school documents. Data school quality program, which focuses on improving the quality was analyzed using the qualitative method of constant compara- of the learning environment through improved teaching and in- tive analysis. The findings indicate that the principals’ are not creased community participation. successful in creating work climates that would support teacher Marchelli, Helga (Columbia University) learning and teacher change because they are influenced by the Decentralization and Privatization of Education in El larger policy, and organizational contexts in which they func- Salvador: Assessing the Experience tion. Powerful forces from the top affect local practice by focus- In the 1990’s, the government of El Salvador began transforming on a limited set of expectations and providing limited re- ing the role of the state in the delivery of education services by sources to principals for helping teachers develop. Therefore, decentralizing the education system and giving the private sector understanding how principals might contribute to teacher learn- greater participation in the management of public education in- ing and change requires an understanding of how contextual fac- stitutions. This initiative is now part of an education reform ef- tors shape and constrain principals’ thinking and practices. fort aimed at expanding access, improving quality, and enhanc- Mang, Emily (Comparative Education Research Centre) ing efficiency in service provision and financing. Based on exist- Institutional Contributions and the Development of Com- ing evidence, this paper assesses the successes and limitations of parative Education: The Evolution and Roles of the a specific decentralization strategy, contracting the private sector Comparative Education Research Centre of the Univer- to administer primary schools in rural areas. sity of Hong Kong Marie, OSF, Victoria (University of British Columbia) The Comparative Education Research Centre (CERC) of the Community Directions: An Assessment University of Hong Kong was established in 1994, with the goal Mental illness, substance abuse and poverty in Vancouver’s of fostering and disseminating research throughout the region Downtown Eaststside a are conditions that weigh heavily in ob- and wider afield. This paper analyzes the nature of CERC’s structing access to post-secondary y education. Where such dis- work during the first seven years of its existence. It comments advantages exist, education must be looked at in a broader sense. on the types of publications produced by CERC, on training and The purpose of this case study is twofold. The first is to examine professional-development functions, and on the impact of Hong Community Directions, a grassroots organization in the Down- Kong’s special circumstances as a bridge between East and town Eastside of Vancouver, using community development as a West. The analysis includes consideration of the respective roles theoretical framework. The second is to look at Community Di- of English and Chinese, and of CERC’s links with both rections as a site and process where both learning and teaching mainland China and other parts of the world. occur. C Community Directions is in its infancy , limiting this Mantilla, Martha (University of Pittsburgh) examination to the current point or stage of the group’s evolu- Teachers’ Perception of their Participation in Educa- tion and progress. Meetings, fliers, other print materials of tional Policy and Practice: The case of the “Nueva Es- Community Directions, personal conversations, and participation cuela Unitaria” (NEU) in Guatemala are data sources for this qualitative study. The findings show Community Directions, thus far , appears to have the characteris- This study investigates the perception of rural teachers in rela- tics of a true exercise in the participatory citizenship. Education tion to their participation in educational policy and practice for citizenship has transforming potential because there is power within the context of the “Nueva Escuela Unitaria” in Guate- in learning: learning you have assets; learning to appreciate and mala. Using an interpretative approach, I examine the meaning respect others; learning about the issues that affect your life and of participation from the perspective of the participants. The that of the community; learning you can do something; learning teachers’ perception of their involvement or lack of involvement you don’t have to do it all alone. Creating fully participating are the bases from which participation acquires meaning. Rural citizens is community development. teachers, who have traditionally been left out of the policy formulation, were key players in NEU. The perceived themselves Marphatia, Akanksha (Women in Development Technical as a cohesive group that worked together with parents, children, Assistance Program) government officials, and project administrators. In so doing, the Becoming a dynamic and visible partner in promoting all shared the responsibilities and commitments involved in the equity issues for girls’ education in Guinea, West Africa. project. Teachers no longer saw themselves as passive recipients How can one be a dynamic and visible partner in promoting eq- of an educational reform that was handed down to them, from uity issues for girls’ education? This presentation will raise dis- the top, by policy makers or “experts.” On the contrary, they cussion on various intervention strategies utilized to enhance one perceived themselves as viable contributors to the formation and organizations’ [a Government entity in this case] approach to implementation of the reform. I use a nascent bottom-up ap- strengthening its role and activities in promoting girls’ educa- proach presented here as a critique and replacement of the tradition. Given the flurry of programs in support of equity in tional top-to-bottom approach that focuses on the perspective of Guinea, what are the best ways to collaborate with the numerous experts, government officials and national elite. Using the NEU initiatives among donor agencies, international and national case I present a serious contending alternative to mainstream NGOs and Cobs? What local capacity must be present for coor- policy discourse. This discourse views the problem of educa- dinating these approaches? tional reform form the perspective of critical thinking in terms of In the Guinean context, the Ministry of Pre-University the need for effective inclusion of actors that have traditionally and Civic Education’s Equity Committee has initiated various been outside the decision-making process. efforts, ranging from information campaigns to raise awareness Manu, Steve (Center for International Research/Accra) and promote girls education to implementing small-scale pro- Integrating a School-Feeding Program with a Holistic grams and lately, decentralization efforts to link local level con- School Quality Improvement Program: Challenges, Con- cerns to national education policies. straints and Benefits The presentation will illustrate (a) monitoring mechanisms established to evaluate planning and organizational ca- In the rural area of northern Ghana the QUIPS program is being pacities; (b) a framework for conducting feasibility studies on implemented by an NGO which since 1996 has used a school- partnerships within the decentralization effort; and (c) capacity feeding program (PL-480) as a strategy to increase enrolment building approaches to strengthen local counterparts’ abilities to and attendance, mobilize parents and communities around issues effectively and efficiently plan, manage and implement pro-

Abstracts for Individual Papers 51

grams. of public expenditure, decentralization of the national govern- Martin, Don (University of Pittsburgh), Yasumi Moroishi ment and an opened economy looking forward to the interna- (University of Pittsburgh) , tional system as the only way for progress. This led to the defini- Women in Higher Education in Post WWII Occupied Ja- tion of education as a tool for shaping individuals into the sys- pan: The Effect of Democratic Reforms tem, the way to cope with it and understand the international trend as the only way possible to survive. The purpose of this This paper deals with postwar educational reform in Japan from paper is to analyze the impact of these reforms in the educational 1945 to 1952, and focuses on issues related to women’s higher system through the educational reform that took place in 1993, education. It describes the transformation of the educational sys- under the government of former president, Carlos Saul Menem. tem, and the effect of the US Occupation of Japan. In addition, it will discuss the reactions of the Japanese government, to the Masemann, Vandra (University of Pittsburgh) educational reform efforts and the conflicts between the Occupa- Comparative Education in the Anthropological Mode tion Forces’ policies and those of the Japanese government dur- The history of my involvement in the CIES dates back to 1976 ing that time period. Women’s higher education faced a massive when I presented a paper with a title similar to this. It seems to transformation during this period as Japanese higher education have guided all my future work in the society. I have spent con- was compelled to accept and adopt new ideologies and ethics. It siderable time and effort promoting ethnographic methodology is important to examine women’s higher education in post WWII in comparative education, and more recently an epistemological occupied Japan because educational reform for women during approach which is seen by some as inherently pluralistic and this period establishes the very foundation upon which the con- relativistic, and by others as tied to neo-Marxist conceptions of temporary educational system in Japan is about. the global order. My interest in Indigenous Peoples also led to Martin, Timothy (Loyola University) the formation of the commissions organized at the two World Converging Epistemologies in the Analysis of Conflicting Congresses at Sydney in 1996 and Cape Town in 1998. The counter-hegemonic implications of this work become more and Ideologies Joseph Farrell‘s Chile and Jonathan Jansen‘s more evident as the years go by. Zimbabwe Masemann, Vandra (University of Pittsburgh) This paper has two distinct but convergent purposes, one epis- Exploring the Collective Memory of the WCCES: The temological and the second ideological. The first is to analyze how two comparativists, while investigating two very dissimilar Papers of Raymond Ryba cultural and historical contexts (1973 Chile and 1988 Zim- The late Raymond Ryba played an active role in the World babwe) utilizing completely different epistemological perspec- Council of Comparative Education Societies during the period tives (Farrell a cultural interpreter and Jansen a structural ana- from 1970 to 1999, most notably as its Secretary General. His lyst), arrive at strikingly similar and even complimentary con- collected papers, which will be deposited in the Kent State Uni- clusions. The second purpose is to investigate the content at con- versity Archives, constitute a rich record of the history of this flict in each of these studies: the clashing of two global ideolo- organization. An overview is presented of this record, and sug- gies (one political and one religious) within two distinct cultural gestions are made for how organizations may keep an active ar- contexts. In both 1973 Chile and 1988 Zimbabwe, two ambitious chival file for successive office holders to preserve their institu- socialist educational proposals were put forward by socialist po- tional memory. litical regimes only to be defeated by the religious forces of the Mashabane, Eubert (Harvard GSE) Roman Catholic Church. Both authors argue that the socialist Transformation in Higher Education Institutions of South educational proposal in each context ultimately conflicted with Africa: a review of progress and challenges. cultural values of family and religion. Because each religiopoli- This paper focuses on transformation initiatives in institutions tical conflict is so similar to the other, both cases provide an op- of higher education in South Africa. Transformation in these in- timal opportunity for analysis of the relationship between these stitutions has proceeded in two directions towards the same goal. two global ideologies. First, transformation in the previously white institutions of This paper will argue that, though context and epistemo- higher education has been towards disengaging from exclusive logical perspective may have differed, the reason for the similar policies of the past and moving towards more inclusive ones that conclusion of both authors is because both local contexts shared serve the needs of the new democratic society. Second, tradi- similar enough conditions in which these two global ideologies tionally black universities have faced the challenge of shedding came into conflict. These conditions were: 1) an impeded politi- the mediocre image of the past and to rise to new challenges cal context in which the socialist regime came to power, 2) in- posed by a new democratic society. The paper will review lit- ternal disputes within each Ministry of Education, 3) hard-line erature on the progress achieved thus far and the highlighted socialist rhetoric and symbolism inherent in each proposal,, and challenges. Secondary data sources (conference papers, commis- 4) a strong Roman Catholic culture. The paper concludes with sion reports, reports from policy units) will be used and re- the assertion that if the religio-political conditions of two distinct analyzed against a different framework to explain challenges contexts are similar enough, comparativists utilizing different faced. Notable sources of data are the Center for Higher Educa- epistemological perspectives can indeed arrive at similar conclu- tion Transformation (CHET) and Commission for Higher Educa- sions that can be helpful for both in their efforts toward theory- tion. Literature suggests that progress has been achieved on the building and further comparative analysis. transformation level and that challenges still lie ahead. My re- Martinelli, Rosana (Harvard University) view attempts to provide a different framework to examine the The International Monetary Fund influences in Argen- challenges in the hope of better informing dialogue on transfor- tina’s educational reform of 1993 mation Through the last decade, Argentina’s policy has undergone a Maslak, Mary Ann (St. John’s University) profound structural change, imbedded in the neoliberal ideas Self Identity and Social Interaction: What can Ethnicity also expressed through international organizations such as the tell us about Girls’ Educational Participation in Nepal? International Monetary Fund. This has led to a shift towards The study of educational participation has provides us with a policies intended to respond to their demands and the people breadth of factors that influence primary school-aged girls’ they represent. The impact was perceived in all aspects of the enrollment in and graduate from school (see Ashby, 1985; Ilon governmental planning, including not only economic “recon- & Moock, 1991; King & Hill, 1993; Shrestha, et al. 1986; struction”, but also affecting the political scenario, social needs, Smock, 1981; Stromquist, 1989). Many of these studies identify cultural changes and of course educational policies. The main ethnic affiliation ( a descriptive device) as one factor that recommend-ations of the IMF focused on the drastic reduction influences girls’ educational participation. In other words, studies of educational participation by ethnic group examine the

52 CIES 2001 Annual Meeting

tional participation by ethnic group examine the extent to which munity practice intervention in a predominantly low- children from a particular group participate in school. However, income community. these studies fall short. By utilizing ethnicity as a categorical This paper intends to discuss the impact of a non-profit variable, we have limited our investigation of the ways in which organization’s effort to empower a local low-income community culture influences educational participation. Specifically, we in its fight against poverty. The paper will report on a case study have failed to examine how individuals’ perceptions of their own of “Women’s Leadership and Organization Project” (WLOP) ethnicity, and their socialization with peoples from other ethnic which uses participatory education as a method for development groups contribute to educational participation for children. and implementation of community practice intervention. The Drawing on recent fieldwork conducted with the Tharu (an in- project’s target is to mobilize and help groups of people to learn digenous people in Nepal) that illustrated the Tharus’ percep- to use their everyday reflections and experiences to analyze tions of their own ethnicity and their interactions with high-, socio-political problems directly affecting them and further as- middle- and low-caste Hindus, this paper examines how ethnic- sist them to effectively change and redress the problems. Partici- ity theory broadens our understanding of the individual’s ethnic patory education, as defined by Castelloe et al (1999), ties up identity with regard to educational decision-making for girls. It well with Paul Freire’s education for collective action and social also builds upon ethnicity theory to explain the ways in which change. Because of the recent transfer of decision-making pow- social interactions create power differentials that influence a per- ers from federal to state and county levels, Jamble and Weil ceived need for girls’ education in the Tharu indigenous com- (1995), supported by Weil (1996) in Castelloe (ibid), allude to munity. how participatory education has become instrumental in structur- Masterson, Julia (CEDPA), Christine Skerry (CEDPA - ing change in communities. Participatory education is based on Nepal) the premise that people learn most effectively from their daily Women on the Move: Literacy and Leadership and Ac- experiences to develop critical consciousness, group empower- tion ment, collective action and improve their quality of life which This presentation will describe the Nepali Women on the Move best sums what the WLOP as an advocacy project in a predomi- (WOM) program as a successful example of using literacy as a nantly low-income community hopes to achieve. means to encourage women’s leadership and to bring about Matsuda, Ryohei (Knox College) community action and social change. Studies point to an inter- English as the First Language in Economics in Africa dependence between women’s literacy and the overall quality of This study investigates how U.S. economic development models their lives. Possessing basic literacy skills has a positive and of- have been created at U.S. agricultural universities and dissemi- ten dramatic effect on enhancing women’s self esteem, voca- nated to Africa through CRSPs (USAID-led research and educational prospects and participation in family and community deci- tional aid programs). Midwestern University (MU, pseudonym) sion-making. CEDPA has worked for the past six years with provides the case study. This study found that MU has attempted neo-literate women in Nepal to improve their reading and writ- to promote U.S. economic models based on “positive” econom- ing skills and to assist them in the application of those skills. The ics (which is believed to be value-free) as opposed to “norma- innovative WOM program began with the establishment of 315 tive” economics common in Europe. English is used as a major mobile, community libraries and the training of new-literate linguistic means in creating U.S. economic models. Most CRSP women as librarians, followed by the creation of reading groups student/scholar participants from francophone Africa showed a and the production of the “Women on the Move” booklet, a strong preference for U.S. economics over French economics. compilation of autobiographical stories written by the newly lit- Maxwell, William (University of Southern California) erate women. Now in its third phase, WOM has resulted in net- Urbanization And Equity Of Access To Higher Education worked or women leaders that have mobilized to raise awareness In Thailand And The United States During Early Devel- on the importance of girls’ education and have catalyzed a na- opment tional reading campaign. This paper compares the equity of access to universities in Thai- Masuhama, Makiko (University of Pittsburgh) land and the United States during somewhat comparable periods Educational Support for Street Children in Thailand-the of urbanization, social and economic development. Two thirty role of non-formal educational institutes as a bridge be- year trend analyses of stratified random samples are examined tween streets and society. for American students during 1870-1900 and students in Thai- The number of street children in Thailand has been increasing land for the period of 1935-1965. In both countries complex sys- though the country has rapidly grown economically and socially. tems of higher education emerged and expanded during these Leaving them out of society could have negative impacts on the eras. Quite different origins characterized the students entering country’s development. Education is one of the traditional means the various kinds of institutions. Though the American state uni- of reintegrating street children into society by helping them cog- versities have been characterized as fostering a high degree of nitively, emotionally and socially. Non-governmental organiza- social mobility from less affluent classes, social mobility of tion institutes are actively engaged in and contributing to provid- various kinds was more likely in the Thai universities. The ing educational support for the children as well as protecting analysis examines the circumstances associated with increasing them from the streets’ danger. Many of the institutes have equity of access, and conversely, the maintenance of status bar- adopted the “Open House (Shelter) Concept”, providing the riers. children with as much freedom as possible with few rules and Mayo, Peter (University of Malta), Carmel Borg (Univer- regulations in order to let the children willingly move out of the sity of Malta) streets back to society. In contrast, most of the governmental in- Gramsci and the Unitarian School: Paradoxes and Pos- stitutes keep the children within the institutes, isolated from so- sibilities (co-authored and co-presented with Carmel ciety and control their lives strictly with lots of rules, regulations and punishments and little freedom. This paper discusses, based Borg) on my interview, the way the NGO institutes reintegrate street This presentation, drawing on English and Italian texts, will deal children into society in Thailand, applying Maslow’s theory of with Gramsci’s controversial writings on the School, particularly the hierarchy of needs as a conceptual framework. the piece containing his advocacy of a Unitarian School, which Matambanadzo, Annamore (University of Pittsburgh) has hitherto lent itself to different interpretations, including very conservative interpretations. This presentation aims to provide Non-profit organizations and poverty alleviation: A case an alternative interpretation of Gramsci’s writings on the school, study on the impact of participatory education as a com- one which is consistent with Gramsci’s broader vision of social

Abstracts for Individual Papers 53

transformation and the process of ‘intellectual and moral’ reform Chile. Both countries have novel arrangements for public financ- on which this vision is contingent. It underlines, through textual ing of private schools, In 1980, Chile implemented a national evidence, the misinterpretations in the best known conservative voucher plan, by which public and most private schools are readings of Gramsci. It is argued, again through textual evi- given equivalent per pupil voucher payments on a monthly basis. dence, that what Gramsci seems to be doing, in the piece on the The non-religious and for-profit institutions , as well as the ‘Unitarian School’, is highlighting the qualities which the ‘old Catholic Church, operate private voucher schools. In Argentina, school’ managed to instill and which, he felt, one should not private schools also receive extensive public subsidies, but they overlook when restructuring the schooling system, if such re- are calculated according to the number of teachers employed by structuring is to be carried out with the interests of subaltern the school. In both counties, extensive surveys of student groups in mind. Critically appropriating elements of the old in achievements at the junior secondary level are used to assess order to create that which is new constitutes a recurring theme in whether private schools are relatively more effective at produc- Gramsci’s writings. But the old humanistic school, in its en- ing academic achievement. To do so, the study carries out exten- tirety, has to be replaced since it no longer serves present reali- sive statistical controls for the varying socioeconomic status of ties. It will be argued that, before rushing to advocate a conser- students and statistical tests for selection bias. vative schooling for a radical politics (Entwistle, 1979), one Mebratu, Belete Kebede (University at Buffalo) should read Gramsci’s piece carefully and accurately, paying Challenges to Reforming Curriculum Practice in Ethio- due attention to his choice of words. Following Mario Alighiero pia Manacorda’s essay in Italian, the paper argues that what Gram- Mebratu analyzes some of the constraints on reforming curricu- sci has provided, in the piece on the ‘Unitarian School,’ is an lum practice in school classrooms once national curriculum pol- “epitaph” which celebrates what the humanistic school was and icy has been revised. His analysis highlights the advisability of what it cannot be any longer, since the social reality has changed recognizing and addressing the constraints stemming from con- (Manacorda, in Gramsci, 1972, p. XX1X). The presentation ends nections and interdependencies among various components of with the raising of a set of questions concerning the relevance of the education system and between schooling and society at large. this piece by Gramsci to the contemporary situation concerning He puts the recent policy change in language of instruction at the schooling in various contexts. center of his study and considers its relation to teacher educa- Maziouglu, Handan (SUNY Buffalo) tion, examinations, parents and the public, as well as 7th and Cost Sharing and Student Employment 10th grade students. Working one’s way through college” has been a part of Ameri- Mehta, Sonia (University at Buffalo) can folklore, although there is increasing opinion that especially Teaching Comparative Education: Positioning Possibili- heavy employment obligations may be a contributor toward pro- ties. longed time-to-degree and even toward diminished academic Aspects and issues of pedagogy have occupied a fairly central performance. This study is an examination of experiences in the place in comparative education, especially regarding how one UK and Canada, both of which seem to be moving toward an applies what is learnt in the discipline, and how it could be “American model” of part- (or even full-) time employment as taught. This paper asks how poststructuralist thought comes to an official part of “cost sharing,” or the total financial assistance bear on the teaching of comparative education. To do so, spe- package. In particular, the study looks at the degree to which cifically, it examines a cross section of the critiques of postmod- “more-than-incidental” employment is a trade-off for incurring ernity and poststructuralism in comparative education discourse, indebtedness. their interpretations, assumptions, enclosures and openings. In so McCurry, David (Monmouth University) doing, this paper hopes to further the discussion around issues of Primary Pathways: Getting training, teachers and in- practicing comparative education at the level of being educated structional materials into primary schools in the discipline. It will reflect on praxis and pedagogical debates This second panel presentation begins by addressing the chal- raised within the discipline over the past decade in the light of lenges noted by the first panel member as they relate to primary various strands of poststructuralist thought, such as the relativity education in the country. It provides information and critical re- of knowledge, constructing the Other and the concept of plural flections on a USAID funded Basic Education Support Project as identities. implemented by IIR that was responsible for the development of Menon, Mohan (Indira Gandhi National Open Univer- instructional materials and teacher training in historically under- sity) served primary schools. Reflecting on 5 years of project imple- New developments in distance education teacher training mentation by IIR, the panel member identifies accomplishments while raising critical concerns regarding limitations and imposed and IT in the DPEP in India barriers. The District Primary Education Program (DPEP) is the most im- McEneaney, Elizabeth (University of Notre Dame) portant educational innovation program in India, and is funded in part by the World Bank and other agencies. In the past several Scientific Literacy’s Worldwide cachet and its impact on years, the DPEP has cooperated closely with IGNOU to create a textbooks distance education program for primary school teachers, using Sociologists working from a world polity perspective suggest television, satellite videoconferencing, and (more recently) the that certain kinds of educational innovations are likely to diffuse Internet. Problems in the use of IT in teacher training are re- rapidly through a transnational milieu. Scientific literacy, for ex- viewed, along with opportunities for the future. ample, has become central to primary level curricula across a Metzger, Christoph (University of St. Gallen) range of nations with vastly different material conditions and Different Paths, Similar Pursuits: the economic and per- science infrastructures. This paper will document the worldwide diffusion of scientific literacy as an approach to the teaching of sonal potential of vocational training and education in an science. The second part of the paper traces ways in which pri- international context. mary science textbooks from several countries manifest this ori- Acting as participant observers, researchers form Japan, Singa- entation toward scientific literacy. pore, Switzerland and the United States visited each others’ McEwen, Patrick (University of Illinois) countries and VTE systems, interviewing school officials, stu- The Relative Effectiveness of Private and Public School- dents, representatives form industry and government officials. The paper reports the main trends and challenges evident in each ing in Argentina and Chile country’s VTE system, and discusses how the collaborative This paper presents quantitative comparisons of academic process affected research. achievement in Public and private schools in Argentina and

54 CIES 2001 Annual Meeting

Mfum-Mensah, Obed (OISE/University of Toronto) training for over 300 professions. The paper suggests that the The Changing Nature of Bilateral Aid and Its Implica- German apprenticeship system, once a clear strength of the tions on Primary Education in Sub-Saharan Africa at the German economic model, has not responded well to the rapid Dawn of the Twenty-First Century-A Case of Ghana economic changes of the past decade, characterized by widespread flexibility and mobility among the labor force, a decrease The paper will highlight the changing nature of Bilateral Aid in traditional labor structures and increase in temporary and con- over the last decade and its implications on educational systems tractual work, and enormous and rapidly-changing advances in in sub-Saharan countries. Taking four of the major bilateral do- communication and technology, among others. The paper reports nors of Ghana’s educational assistance (JODA, USAID, DFID, on discussions and interviews with teachers, school administra- and CIDA) the paper will provide analysis of the changing tors, policy makers, and vocational education reformers, and de- trends in the policies and/or programs of bilateral aid to sub- scribes the nature of recent reforms, which have expanded the Saharan Africa. The paper will then analyze implications of traditional ‘dual system’ in ways that are intended to make the these trends in bilateral aid on three main educational practices system more flexible, as well as to provide training for students including equality of access, equality of survival, and equality of who do not find apprenticeships on their own. The paper con- output in the primary educational system. Finally the paper pro- cludes with implications for future reform in the German voca- vides synopsis of how educational practices of Ghana, a low- tional system as well as a discussion of how current challenges income country that relies heavily on bilateral aid for a greater in the German system may affect school-to-work reforms in part of its educational programs, will continue to depend on bi- other countries, which are often modeled on the German system. lateral aid in its efforts to achieve universal basic education in the 21st century. Miller, Vachel (University of Massachusetts, Amherst) Mickelson, Roslyn (University of North Carolina at Char- Approaches to education in post-conflict settings lotte), Moemi Kuroiwa (City of Sapporo School Sys- Educational interventions in post-conflict settings can help reestablish social continuity through the familiar institution of the tem) school. Yet how does schooling fit within larger efforts to regen- The Social and Academic Uses of a Japanese Language erate social support networks and community well-being? Be- Saturday School yond schooling, what is the role of learning in post conflict set- This qualitative study focuses on the social and academic uses of tings? What have communities already learned from the violence a Japanese Language School (JLS) in an urban area of the south- they have suffered, and how might learning become a transfor- eastern U.S. Even though this school was established by parents mative dimension of community reconstruction? This paper will who want to provide Saturday Japanese language for their chil- provide an overview of current educational interventions in post- dren, adolescent students are not highly motivated toward learn- conflict settings and suggest considerations for further innova- ing the language . In fact, adolescent students are often inatten- tion. tive and disruptive during class. This study examines the sources Milliken, Phoebe (George Washington University) of the inattentive and disruptive behavior. It explores whether The Picture that Emerges: Teacher Professionalism in adolescents and their parents share similar or divergent goals for Nigeria and Cameroon their JLS attendance, if there is a culture clash between the or- The concept of professionalism has been widely researched and ganization of JLS and students who attend U.S. schools during written about by education scholars from the Northern, devel- the week and if the timing of students return to Japan has any ef- oped world. However, African educators, through African profects on their JLS behavior. Findings indicate that there are three fessional development associations, are using the concepts of types of students who can be distinguished by the timing of their professionalism to address problems in African education. This return to Japan—early returners, late returners, and stayers. presentation will begin by breaking down (1) the concept of pro- There is a serious conflict between the goals of JLS educational fessionalism and (2) the problems of education in West Africa. It system and those of late returners and stayers. The behavior of will then look at how the Northern components of professional- adolescents in the JLS is influenced to a large degree by their ism are being reconfigured by Nigerian and Cameroonian pro- expectations of the future opportunity structure they will en- fessional development associations to address specific education counter either upon returning to Japan or by remaining in the issues in those two countries. United States. Only early returners shared the formal academic goals of JLS and are will behaved and motivated students. There Mintrop, Heinrich (UCLA) is also a cultural clash evident in teacher-student interactions. Teachers and Civic Education Instruction in Cross Na- Teachers are expected to respond to students in accord with tional Comparison Japanese norms, while students’ behavior and parents’ expecta- The proposed paper presents data from the Second IEA Civic tions are guided by US cultural norms. Parental contradictory Education Study. The study was organized into two phases, a expectations for teachers and their children reinforce the cultural case study phase based on national educational systems and a clash. Findings shed light on broader issues of schools as organi- survey phase across countries. In an earlier conference, data zations, youth culture and resistance, the larger purposes of from the case study phase was presented. In a nutshell, I con- schooling for students and their parents, and the relationship be- cluded: the analysis of case study data uncovers surprising simi- tween students’ achievement and their perceptions of future op- larities across seven selected societies. If one would construct a portunities that await them. modal classroom across the seven countries, it might look like Miller, Cynthia (University of Michigan) this: students would be fairly uninterested in the content, the Transformations in the German vocational system since teacher would be fairly ill-trained, and the civic education class, 1990: structural responses to the “new economy” if at all distinguished from history, would be of secondary concern for him or her. This type of knowledge dispensed would This paper discusses transformations in the German vocational heavily consist of facts and the common every day wisdom of system since 1990, reporting on the results of research carried the instructor. With the exception of a few more ambitious ac- out in Germany in 1993-94 and 1999-2001. In addition to tracing tivities, the instructional format would be thoroughly teacher national structural change, the paper takes Berlin as an example centered. The atmosphere in the class would be rather dull due to of local urban reform, drawing on case studies of three clusters students’ disinterest and teachers’ avoidance of lively and con- of professions (construction and building, information technol- troversial topics. The case studies were largely based on expert ogy, and hospitality) to illustrate structural changes at the local views. The new paper (CIES 2001) will test these expert views level. Nearly two-thirds of German youth receive their post- from a small selection of countries against teachers’ responses secondary education and training through the vocational system, on the phase II teacher questionnaires from all participating (28)

Abstracts for Individual Papers 55

countries. Preliminary statistical analysis suggests that experts Nicaraguan reform program and civic education teachers agree on many points, but disagree Oscar Mogollón is the BASE II project long-term international on the issues of effectiveness of civic education instruction and technical advisor on school reform. Sr. Mogollón was one of the teachers’ willingness to engage in critical and controversial dis- founders of Colombia’s Escuela Nueva. Sr. Mogollón will pre- cussions. sent an overview of the Nicaraguan reform program with refer- Mitchell, Claudia (McGill University), Jacqui Walsh ence to Escuela Nueva and other international reform experi- (McGill University) ences, including the Nueva Escuela Unitaria program in Guate- Youth Cultures, Media and HIV/AIDS Prevention mala, to which he was also the principal international advisor. In this presentation Mitchell and Reid-Walsh focus on participa- Monard, Kathia (University of Pittsburgh) tory approaches to HIV/AIDS prevention which position young Ayni in the Global Village: Building Relationships of Re- people as experts of their own popular culture. The value-added ciprocity of drawing on these participatory approaches to working with This paper highlights the indigenous Andean concept of “ayni” young people in order to develop an understanding of sexuality as a means to integrate core dimensions of reciprocity into a rests on the fact that media/popular culture is, in and of itself, more holistic philosophy of service-learning . Ayni is an ex- something that is very much linked to how and what it is that change of comparable work and goods as part of an ongoing cy- young people know about HIV/AIDS and sexuality. Kelly, for cle of reciprocity. Elements of ayni help underscore key prac- example, in the Beyond Awareness Campaign Study in South tices in service-learning. They also raise questions about the Africa found that 80 per cent of South African youth polled na- challenges of fostering mutual exchanges when implementing tionally on information about HIV/AIDS received it through service-learning programs. The philosophy and applications of television and radio. Thus an important contribution of this study ayni provide the foundation for building relationships of recip- to the understanding of HIV/AIDS will be the consideration of rocity and mutual interdependence. This concept plays a key part IEC in HIV/AIDS prevention programs. in understanding our interdependence as human beings and our Miwa, Chiaki (University of Toronto) role as citizens of the global village. Chile’s P900 Program: Comparisons of Successful and Monkman, Karen (Florida State University), Florence Less Successful Participating Schools. Delimon (Florida State University), Margaret Ronald Positive discrimination programs targeting low-performance pri- (Florida State University) mary schools have been an increasingly popular strategy for Teachers in and Beyond the Classroom: Brokering Social improving educational equity in developing countries. It is im- and Cultural Capital for Bicultural School Success portant to see whether the state can use such programs to allevi- Urban schooling with language minority students and families ate the inequities that market-driven education policies may has been the focus of an impressive amount of research, but little cause. The presenter thus considers the case of P900 in Chile has been done in looking at social capital, cultural capital, and and gives a preliminary view of findings from a comparative linguistic capital and how they operate outside a Euro-American analysis of successful and unsuccessful participating schools. A middle-class setting. This study examines what symbolic capital brief summary of my earlier findings on factors limiting the sus- is—how it is defined by the various social actors in a specific tainability of Colombia’s Escuela Nueva program will contextu- context—and how one operates in this particular school setting. alize the P900 analysis. Teachers act as brokers of social and cultural capital, particularly Mochizuki, Yoko (Columbia University) for children and families who do not otherwise have access to a Post-colonial Rereading of the Contemporary Interna- broad range of social and cultural capital. This study contributes tionalization Movement of Japanese Education: The to the small but growing literature on the contextualized proc- Construction of “Japaneseness” in a Globalized World esses of using social and cultural capital in school settings In Japan, the issue of globalization and the restructuring of edu- (Lareau and Horvat, 1999; Farkas, 1996; Lareau, 1989), by ex- cation is discussed in terms not of how education can serve to amining a Latino school community with its unique contexts in maintain national identity but of how education should be “in- which social and cultural capital, and also linguistic capital, are ternationalized” to redress the “insularity” of Japanese people. negotiated. We also expand the work on the relationship be- Most educational literatures on the internationalization of Japa- tween social and cultural capital (Fernandez Kelly, 1995) into an nese education adopt the view that modern Japanese identity or educational context. Data was gathered in an urban public school “Japaneseness” is constructed in a self-conscious opposition to in California, in the students’ homes, and in the community sur- Western modernity. However, the binary oppositions of rounding the school, through the use of observations, interviews, self/other, Japanese/non-Japanese, insider/outsider, and tradi- and focus groups. tion/modernity cannot explain why in the late 1980s “kikoku- Monkman, Karen (Florida State University), Jody Clarke shijo” or “returnees” (Japanese-born foreign-educated children) (Harvard Graduate School of Education), Elena were transformed into a “positive” minority group under the Patino (Harvard Graduate School of Education) banner of internationalization while Japanese-Brazilians and Engendering Technology? Exploring the Gender Gap in Japanese-Peruvians, who self-consciously retained their Japa- Technology Education nese identity, became “negative” minorities when they returned This paper utilizes secondary research and feminist epistemolo- migrating to Japan as immigrant workers. By bracketing the gies to elucidate the issues surrounding the gender gap in tech- “non-white Otherness” with the “white Otherness” for non- nology education. We explore gender biases in the design of Japaneseness, the dichotomy of Japanese/non-Japanese masks computer programs/software, girl’s ‘virtual’ and ‘real’ learning the way in which the Japanese have defined their raciocultural spaces, pedagogy, and curriculum. The presentation will high- status in the world. This paper offers a post-colonial rereading of light the challenges that educators and policy-makers face in the policy measures designed to internationalize Japanese education design and implementation of technology programs. The di- developed by Monbusho (the Ministry of Education) and uncov- chotomies of (1) students as consumers versus producers of ers the Japanese raciocultural paradigm (an “indigenized” form technology and (2) single-sex versus integrated approaches to of the Western colonial discourse on the theme of race and dif- technology education are examined. A multi-media case study ference) underlying the internationalization movement of Japa- will illustrate the issues and engage the participant in the task of nese education. engendering technology education through the application of Mogollon, Oscar (Academy for Educational Develop- feminist epistemological principles. ment) Moosabhoy, Laila (OISE/UT CIDEC/Teacher Develop-

56 CIES 2001 Annual Meeting

ment) come more apparent in some immigrant communities. The edu- Teacher Development in the 3rd World: A Comparative cational problems of the second generation of Latin Americans study of Initial Teacher Education in three South Asian have already become central issues in their communities. In this countries study, I will examine a private school, which has recently opened in Nagano for Brazilian immigrant children. In this paper, major indicators are explored to provide a broad understanding of the unique issues faced by developing coun- Morrison, Harriet (University of Virginia), Beverly Epps tries in the area of initial teacher education. A broad overview of (University of Virginia) the general history, economic, political and social situation that America’s Forgotten Children: Educating Children of the exists in each of three countries (i.e., Bangladesh, India and Poor Pakistan) is followed by a more in-depth look at the indicators Lost in the discussion of technological advance and global mar- which provide some insight into policy making and the limita- ketplaces, are the lives of America’s poor children and their right tions faced with respect to the access and delivery of teacher to equal educational opportunities. This paper provides detailed education in these countries. A comparison is also made to South analyses of poor children in rural and urban America, examining Asia, as a whole, and to the world. Indicators also cover a broad the mounting institutional barriers which preclude equal access, spectrum of time periods to provide greater insight into how the based on one’s socioeconomic status and other ascriptive vari- efforts to provide teacher education has changed over time. ables, from pre-school through post-secondary education. Issues Morales, Sofialeticia (Secretaria de Educacion Publica) of high stakes testing, school reform, the influence of alternative The National Agreement for the Modernization of Educa- schools, school re-segregation, school funding formula, among tion. Issues in Policy Formation and Adjustment. others provide rich bases for analysis. The presentation by Sofialeticia Morales will provide an over- Morrow, Raymond (University of Alberta), Carlos Al- view of the policy objectives and the key strategies of the berto Torres (UCLA) Agreement. She will discuss what forces shaped policy reform, Antonio Gramsci and Popular Education in Latin Amer- what negotiations and transactions took place that lead to policy ica shifts. She will then review how the agreement evolved over This presentation will center, in the main, around adult education time and will highlight existing information about effects and and more specifically Popular Education, an area in which likely scenarios as a new government has taken office. Gramsci is a much cited figure. It is argued that the intellectual Moran, Patricia (Florida State University) contribution of Antonio Gramsci has been central in the work- Women’s Volunteer Associations: Counter Hegemony in ings of intellectuals, NGO practitioners, teachers and social ac- Action tivists in the context of popular education in Latin America. Though local volunteer associations are waging a war of attrition Popular education is defined as a theoretical and methodological with all kinds global, technological, and other cultural phenom- educational-political paradigm which emerged in the region with ena, a hard core of unpaid workers continues to function surpris- notable strength in the sixties and through the work of Brazilian ingly well. The National Federation of Women’s Institutes, Gen- philosopher of education, Paulo Freire (1921-1997). It has eral Federation of Women’s Clubs, National Association of Col- reached and constituted an international following. With a focus ored Women’s Clubs, American Association of University on political activism in the organization of the poor and under- Women, and other volunteer associations provide local, provin- classes in Latin America, its goals of promoting issues of social cial, state, national, and international structures through which justice to overcome poverty and oppression, and its methodo- volunteers are able to counteract knowledge loss and to build logical orientation close to what is now known as ‘constructiv- self-esteem in association members. ism,’ popular education has always been associated with forms Members of volunteer associations participate in action of nonformal education rather than schooling. After providing a research, and execute and evaluate problematic programs in their background on the historical experience of Gramsci and its im- communities. Though their domestic duties continue to be a plications for education per se, in its conclusion, this presenta- primary concern, they build and transmit new knowledge infor- tion focuses on the insights provided by the debate about popular mally. They pass on traditional skills to younger women, but en- education in Brazil, and particularly how this theoretical and courage them to develop their leadership abilities and strike out methodological paradigm has been considered for implementa- into nontraditional areas as well. Because they dedicate them- tion in school settings. selves to self-improvement, yet aid family members in adjusting Mosa, Ali (College of Education, Saudi Arabia) to the constantly-changing economic and technological scene, National or Global Perspective in Teacher Education? they challenge governmental organizations and long-established After WWII, many independent nations experienced massive patriarchies. Because they are able to do these things in such a expansion in the area of teacher education to meet the national way that their husbands and elected representatives accept their need for local teachers as part of their national development help, they may be seen as a counter-hegemonic force. plans, which were aimed at achieving de-colonization and socio- Morimoto, Toyotomi (Waseda University) economic development of the society as a whole. In contrast Education of Japanese Brazilian Children in Japan with the 1960s and 1970s the debate of the 1990s is focused on Japan has long been considered to be culturally and racially ho- the concept of globalization and how teacher education could mogenous without substantial immigrants and minority popula- contribute to the expansion of global awareness. Based on these tion. This widely held belief is not totally wrong in relative developments, there are two points of view. One is represented terms when one compares the situation with that of the United by those who advocate the national interest and diversity which States. And yet, a closer investigation reveals that homogeneity are threatened by a globalization agenda, and the other by the in Japan is in many ways a myth. The ratio of the minority popu- globalists who favor the global orientations in teacher education lation is much smaller than that in the US, but Japan too is home despite the challenges facing their thesis. Both sides have strong to diverse population. Recently, Latin Americans of Japanese and weak arguments that will be presented as evenly as possible descent , mainly from Brazil and Peru, have emerged as a con- in this paper. To discuss the mission of teacher education n rela- spicuous minority population. If newly arrived foreign workers tion to this issue, this paper will define nationalism and global- are allowed to reside in Japan more than one generation, educa- ization and extend its investigation to the role of the teacher at tional issues will soon arise as a vital concern of not only the the national and global levels in order to show his or her real workers themselves but also the majority population. In fact, the function in both settings. The outcome of this paper should con- educational and language problems of their children have be- tribute to a sincere dialogue and discussion based on respect and appreciation among world citizens.

Abstracts for Individual Papers 57

Mosselson, Jacqi (Teachers College, Columbia Univer- Western secular mode of education and acculturation. Arabiza- sity) tion, the process of changing the existing French fingerprints in Pragmatic Integration: Bosnian Refugee Girls in New terms of administration, curriculum, and language instruction York City High Schools and replace them with Arabized blue-prints, is considered one of the most important educational reforms Morocco has conceived This paper uses Ogbu’s theory of situational identity and Gib- and implemented. In the last decade however, a new trend son’s discussion of accommodation without assimilation as con- “Globalization” invaded all sectors of nations states in the world, ceptual centers in exploring the pragmatic integration processes and educational reforms have began to take a thoroughly differ- of Bosnian adolescent girls in New York City. Refugees are a ent direction. If we accept the definition of Globalization as “a resilient and hard-working population (Jones and Rutter, 1989). process of systematic elimination of institutional and technologi- Schools can act as a mitigating factor in the psychosocial effects cal obstacles to the movement and profitability of financial capi- of violence on children. The potentials of schools and formal tal” (Carton 1999), then educators are to reckon with the impli- education as key socializing agents in cultural reproduction are cation of this process for educational reforms. In the wake of discussed, as are the basics of developmental psychology and Globalization, one is more likely to wonder how the Arabization identity formation. Through a qualitative study of ten adolescent reform is faring with the forces of this new trend. This study this girls, Gilligan’s work on the importance of giving subjects their seeks to investigate qualitatively how the dynamics of globaliza- individual voices is emphasized. Their experiences are exam- tion are impacting the language policy reforms of Morocco, with ined, their adaptation to their new environments considered and special focus on the reform of Arabization. the impact of spending their childhood in two different cultures, discussed. Focus groups with refugee populations from other Mueller, Christine (American University), Jessica Bowen age, regional and temporal groups are used as comparisons and (American University) , contextualizers. Evaluating Costs and Benefits of Privatizing Tertiary Mosselson, Jacqi (Teachers College, Columbia Univer- Education in Developing Countries sity) The purpose of this study is to examine the current trends in de- Fitting In: Bosnian Refugee Adolescent Girls in the New veloping countries. Through the exploration of the cost and York City Schools benefits of privatization, we will determine if the trends toward privatization can be applicable to other developing countries’ This paper uses Ogbu’s theory of situational identity and Gib- education policies. This article will promote the idea that reallo- son’s discussion of accommodation without assimilation as con- cated public tertiary educational funds should be focused toward ceptual centers in exploring the pragmatic integration of Bosnian the primary education level. In conclusion, taking into account adolescent girls in New York City. Refugees are a resilient and the costs and benefits of privatizing tertiary education, along hardworking population (Jones & Rutter, 1989). Schools can act with the suggestion that these funds be allocated to the primary as a mitigating factor in the psycho-social effects of violence on sector, we will provide a framework on which developing coun- children. The potential of schools and formal education as key tries can model their educational policy reforms. socializing agents in cultural reproduction are discussed, as are the basics of developmental psychology and identity formation. Mukhopadhyay, Carol (San Jose University) Gilligan’s work on the importance of giving subjects their indi- Gender, Family, Schooling Linkages in India: The Case vidual voices is emphasized. of Science Motola, Shirleen (University of Witwatersrand) How can an anthropological, cross cultural, cultural models ap- School reform in South Africa-Surviving or Subverting proach help us understand the scientific gender gap? My re- the System? sponse draws upon my field research in India, including ethnographic data and intensive interviews with Indian female college School reform in South Africa has been influenced by interna- students and expert consultants; and questionnaires and short tional shifts from school effectiveness and school improvement narratives from over 1600 pre-college students in 12 linguisti- to quality assurance. This aligns with the increasing emphasis on cally, socioeconomically and regionally diverse Indian schools. I efficiency, accountability and standards in the broader quality briefly summarize how Indian cultural models of family, gender, discourse. schooling, and science interact with macro structural features of School Reform in South Africa - surviving or subverting Indian society (educational, socioeconomic and occupational) to the system? Both the national project of school reform in South frame academic choices, producing a class and hinder-stratified Africa and the imperatives of the global era emphasize the im- scientific community. portance of providing quality education for all. The paper begins by theorizing systemic reform with specific reference to school Mukundun, M.V. (The University of Hong Kong) reform processes in South Africa. Through the lens of quality Decentralization and Community Participation in Educa- improvement initiatives at both a macro systemic and micro lo- tion: An Indian Role Model cal level it examines the tension in the shift from discourse of Kerala is a state in southwestern India that has long been consid- quality and school reform to actual implementation of strategies ered a unique model of development due to the way in which the for quality improvement. comparatively tiny political entity was able to show exceptional The paper argues that global influences are reflected in social achievements in the areas of education, health care and different aspects of school reform, which takes insufficient cog- demographic transitions. The “People’s Campaign for Decentral- nizance of the specific contextual realities in South Africa. ized Planning” launched in Kerala in 1996 stands out as a bold While equity is often regarded as the primary social aim of and comprehensive decentralization initiative. It is part of the school reform, it continues to be difficult to achieve. Finally im- “Kerala Model of Development” which is characterized by the proving pedagogical practice in order to achieve a basic quality apparent contradictory relationship between low economic education for all continues to be a major challenge to meaningful growth and high human resource development and quality of life school reform in South Africa. pursued in Kerala. The outstanding role that education has Mourchid, Younes (University of Southern California, played in the development of Kerala society during the past cen- Los Angeles) tury has to be recognized. This paper describes the culture of Effect of Globalization on Education public intervention in the field of education which has revolu- tionized the relationships between various stakeholders. After a Morocco is one of the countries that deemed it necessary to in- short profile of Kerala, the paper describes the overall perform- troduce many educational reforms out of a sense of nationalism, ance of education in Kerala. Following this will be a discussion and thus out of the need the rid the country of the fingerprints of about the new trends in the field of education with examples

58 CIES 2001 Annual Meeting

about community participation in education. The paper analyzes How can we model for product oriented teachers the reality that the problems in introducing the new programs and presents an process is where the richest, most effective learning takes place? organizational perspective on the achievements and constraints. How can we empower teachers in the high need schools to meet Mull, Diane (Basic Education and Policy Reform Project) the needs of their students while enjoying the teaching experi- Child Labor: Defining the Problem and Overview ence? Child labor is a serious and complex global issue. In its most This was the question confronting us as we prepare for the col- harmful forms, child labor means work performed by children laboration efforts between Universities and high-needs School under the age of 15 that restricts or harms their physical, emo- Districts. tional, intellectual, social or spiritual growth. But definitions of This paper examines the characteristics of elementary school child labor vary from country to country. This presentation will teacher teams as communities learning together about curricu- focus on identifying the elements that constitute harmful, ex- lum design and new teaching practices and how they implement ploitative and abusive child labor in the United States and inter- the new knowledge in their classrooms. By looking at in-service nationally. teacher workshops as a context for learning, the study explores Mull, Elizabeth (George Washington University) how “goo/effective” teachers transfer the knowledge acquired in Re-examining the Approach of Girls’ Education the workshops to their classroom. The paper focuses on eight elementary teachers from three high need school district. The The push towards educating the girl child through girls’ educa- conceptual framework for the study brings together experience tion programs has been a prescriptive solution. In the male- and socio-cultural based theories of learning to describe and ana- dominated-governments and communities of the South or De- lyze what teachers learn in collaboration with their colleagues veloping Nations, this approach has only alienated the girls by and how the external and internal interactions support such applying Western norms without accounting for the culture and learning. the strong social infrastructure that exists. The Girls’ Education Program in Guatemala, the USAID Basic Education Strengthen- Murase, Tsutomu (Polytechnic University , Japan) ing (BEST) project, from 1991- 1997, was largely an incentive- A Comparison of Perceptions in Japan and the US on the based program to enroll more girls into school. As I explore the Value of Education and Training Subjects. disadvantages to this girls’- only education project, I will ex- The English word “education” is generally considered a syno- plore alternative approaches towards strengthening the well- nym or exact translation for the Japanese word “kyo-iku.” How- being of the girl child and her community. ever, the etymology and concepts of these words reveals a sig- Mullinix, Bonnie (Monmouth University) nificant difference that impacts each country in its own peculiar Alternative Pathways: Reaching out with education to way. “Education” came from Europe, through the United States, adults for development to Japan while “Kyo-iku” was imported from China. The two had their most critical and controversial encounter in Japan. This This panel presentation provides information and critical reflec- paper focuses on a study of the chronology of these words and tions on integrated strategies designed to assist Namibian NGOs their concepts and presents the results of their having collided in to construct sustainable support for the nonformal education of Japan. adults. Noting the relationship to previous panel presentations, the panel member summarizes the 5 years of experiences of Murphy, Lynn (Stanford University/Save the Children), World Education in working with local NGOs (in coordination Karen Mundy (Stanford University) , with government and USAID) to address the educational needs Transnational Advocacy, Global Civil Society: Emerging of adults in the country. Highlighting some of the approaches Evidence in the Field of Education used to foster organizational capacity building (multiple/flexible This paper looks at the emergence and evolution of nongovern- support options: training, technical assistance and grants; part- mental actors and organizational forms engaged in transnational nership strategies, etc.), increased and embedded participatory advocacy in the field of education. It asks whether or not there training skills and sustainable service delivery. has been a deep, qualitative change in the involvement of non- Mullinix, Bonnie (Monmouth University) governmental actors in the field of international educational co- Nurturing Partnership: A Southern African Model of operation over the past decade, parallel to trends described in the Flexible Stages in Partnership Development burgeoning literature on transnational advocacy networks, inter- This paper explores a model of partnership development that national nongovernmental organizations, and global civil soci- emerges from five years of experience grounded in the Southern ety. To answer this question, the paper begins by comparing and African context. The model incorporates a continuum of con- assessing the historical participation of nongovernmental actors figurations that span three primary phases (pre-partnership, part- in international educational fora. It then turns to look more nership and Partnership) and are linked to 9 critical dimensions: closely at the recent genesis of an NGO-led “Global Campaign Focus of Interaction, Activities/ Projects/ Programs, Time and for Education;” and concludes with an analysis of nongovern- Orientation, Benefit, Trust and Respect, Organizational Struc- mental activism at the most recent international meeting on edu- tures, Organizational Strategies and Information Access, Locus cation, the World Education Forum, which was held in April of Influence, and Written Agreements or Contracts. The pro- 2000 in Dakar as a ten year follow-up to the Jomtien World posed model is based on World Education’s practical experience Conference on Education for All. working in “partnership” arrangements with over 120 Nongov- Murphy-Graham, Erin (Harvard University), Lily Neye- ernmental Organizations (NGOs) in various parts of Africa. The stani (Harvard University) , paper will reflect on the importance of fostering partnership as a Rural Teacher Professional Development - Is SAT a tool for meaningful development and education policy and in- Transplantable Model for Remote Areas?: creased understanding on local, national and international levels. Using case studies, this paper argues that teacher professional In addition, composite partnerships will be described based on development is a critical component in ensuring the success of a the analysis of the case experiences that informed the develop- rural education program when it is “transplanted” into remote ment of the model. Ultimately, the possible use of this model of communities. We will begin by outlining the SAT (Tutorial partnership to inform international and domestic educational re- Learning System in Spanish) program’s philosophy of education form efforts is addressed. for rural development. We will then examine the SAT model of Mungai, Anne (Adelphi University) teacher training and the role of the SAT teachers as leaders and From the Workshop to the Classroom: What changes active participants in community development. Finally we will happen in the classroom. discuss some of the challenges and limitations of transplanting this model from its inception in Colombia to Honduras and Ec-

Abstracts for Individual Papers 59

uador. The research for this paper is drawn from literature re- Could Japan be a good math and science teacher for Af- views and on site observations. We conclude that professional rica? development is a key element in determining the successful Japan’s math and science education is highly rated internation- transplanting of the SAT model from Colombia to other rural ally. Japanese children consistently place high in international contexts. math and science achievement tests, and Japanese grown-up en- Muskin, Joshua (World Learning) gineers almost incessantly turn out highly competitive products Understanding how community participation supports for the global market. But does Japan qualify as a good, potential improved school quality.” source of technical assistance for developing countries intent This paper derives from a belief that it is a mistake to perceive upon improving their math and science education? The question community participation as an aim and indication of quality edu- is a real one, as Japan has started responding positively to in- cation. Rather, it is a strategy by which to influence direct increasing requests for such assistance especially from African puts, such as teacher performance and school and home envi- countries (e.g., Ghana, Kenya and South Africa). This presenta- ronment. The paper will include a description and discussion of tion tries to give an ‘yes, but’ answer, emphasizing the impor- a process for deconstructing how the process of community par- tance of the recipient’s learning efforts. ticipation influences the variables that are associated with raising Nakamura, Hiroko (University of Tokyo) school effectiveness and efficiency. The relationship between Meaning of Educational Choice in Japan and New Zea- community participation and school quality factors will be land: Resignation from Institutional, National and Public drawn from the monitoring and evaluation efforts of World Schooling Learning for its USAID-funded Community School Activities This paper aims to explore how the children’s educational form Project in Ethiopia. The discussion will cover equally the aims matters to the family’s well-being. Resignation from three as- of the research agenda, the factors and associations being meas- pects of schooling — institutional, national and public — are ex- ured, and the specific questions and mechanisms used to gather amined respectively through cases of homeschoolers in New the related information. Zealand, International School goers and “non-attendants” in Ja- Muskin, Joshua (World Learning) pan. In New Zealand, homeschooling forms part of public edu- Untitled cation system as one option among “diversity of schools” and is Dr. Muskin will present the case of the World Learning/USAID not constituted as “problem” and homeschoolers are not required Access to Bilingual Intercultural Education Project in Guate- to follow the national curriculum. In Japan, however, it is illegal mala. Focusing on the political imperative of the program, he for Japanese citizens to go to International Schools as these will review some of the major obstacles to achieving this objec- schools do not follow the national curriculum standard, therefore tive while also reviewing the overall nature of the initiative. He not approved by the Ministry of Education. On the other hand, will concentrate on the content of the in-service teacher training increasing number of “non-attendants” is recognized as one of program the project operates and draw conclusions related to the the biggest educational issues in contemporary Japan, as these implementation of such initiatives with majority indigenous children do not enjoy access to public education as the law re- populations. quires, and some of them are reported to end up retreating from Mutumbuka, Dzingai (World Bank, Africa Region and social contacts for several years. The qualitative data across HD network), Yoshiko Koda (World Bank, Africa three sets of cases suggest how the choice of the educational Region), Tobias Linden (World Bank, Africa Region), form is consciously made by the families and how it’s legiti- Helen Craig (World Bank, Africa Region) mately provided to them serve as key elements for the formation What is Africa Doing Now to Handle the Impact of of family identity and well-being. HIV/AIDS in Education: a Review of Current Activities. Napier, Diane (University of Georgia) The governments of Africa are facing the HIV/AIDS epidemic Implementing Educational Transformative Policies: Is- in different ways. Some are taking preventive methods and are sues of Ideal Versus Real in Developing Countries. looking for ways to mitigate the crisis on hand. This team of pre- There is need for macro-micro level research on educational re- senters explores various strategies, tactics and activities with form policies. Peculiarities of context in developing countries which governments in Africa are attempting to respond to the can augment, mediate, or even thwart reforms. Relationships be- impact AIDS on their education systems. Key issues include the tween political processes and educational outcomes emerge as response to losing more teachers through AIDS than they are implementation issues that might be misinterpreted as “success” producing from teacher training colleges and the special needs of or “failure” of reforms. Examples from research in South Afri- orphans whose access to education is constrained both in terms can former homeland, township, suburban, and inner city of resources and social factors. schools illustrate these relationships in a complex mosaic of im- Myers, William (Basic Education and Policy Reform Pro- plementation of South Africa’s sweeping reforms for ject) deracialization and democratization of education.. Universal issues in developing countries are represented alongside unique A Conceptual Framework for Education to Eliminate local contextual and ideological factors, underscoring the need Child Labor for comparative research. The discussion reviews the diverse frameworks used to under- Napier, Diane (University of Georgia), John Napier stand child labor, from a labor market perspective to a more ho- (University of Georgia) listic view integrating human and social capital, child rights, and human development perspectives. To inform practical ap- Transformation Issues and Challenges in South African proaches that use education to eliminate child labor , a new con- Education: A case study of two schools in QwaQwa ceptual framework is proposed to examine five elements: the re- The presenters report on research in two Qwa Qwa primary lationship between educational factors and child labor; the avail- schools, a former DET (Department of Education and Training) ability and quality of education for disadvantaged and working school staffed with African personnel and with African enroll- children; working children’s formal and non-formal education ments, and a formerly white government school that now has Af- participation and achievement; child and family perceptions and rican enrollments exclusively and whose staff is still largely evaluation of locally available education; and the comparative white Afrikaans personnel. At issue is the degree to which edu- economic benefits of school and work for disadvantaged chil- cational transformation and democratization have penetrated dren. such remote area schools in South Africa. Findings reveal the di- Nagao, Masafumi (Hiroshima University) lemmas inherent in implementing reforms for creating a quality

60 CIES 2001 Annual Meeting

non-racial education system when one is dealing with persistent wider international objectives, but argues there is more “disso- backlogs, devolution of authority to regional and local levels, nance” than unity between multilateral agencies and their varied new curriculum and instructional methods, teacher competence, contribution to a regional security agenda. The paper argues that school ethos, and local community needs. Examples highlight some agencies, despite professed intent of supporting security, factors that can frustrate or compromise transformation efforts in detract from or weaken it especially when their policies conflict such settings: tensions between centralized national/provincial or are compromised by the negative effects of globalization. It power versus authority devolved to local levels; conflict between suggests the need for multilateral reforms in response. persistent world views of teachers and administrators; tensions Ness, Erik (Loyola University of Chicago) between the needs of teachers and schools, and the training and Values Education in Senegal: a historical analysis of support delivery system in colleges and universities. The re- Léopold Sédar Senghor’s experience and influence search also sheds light on how the involvement by parents and This paper is a historical study of values education in Senegal community relates to the South African School’s Act (SASA). during the 20th century with particular concentration on the ex- The presenters offer their perspectives as insider, partial-insider, perience and influence of Senegal’s preeminent statesman and and outsider. scholar, Léopold Sédar Senghor. This study will examine the ba- Naseem, Muhammad (McGill University) sis for the values promoted in Senegalese schools and the impact The State, Education and Construction of Gender Identity of the nation’s competing cultures: native Senegalese, French in Pakistan imperialism, and broader African culture. During Senghor’s A major theme of the social studies texts and history texts from lifetime many competing cultures struggled for control of the grades 1 through 10 in Pakistan relates to the place of women in values being taught to Senegalese children. This study will ana- the society. These texts portray women as mothers, sisters and lyze the influence of these values on Senegal as a nation through wives whose primary duties include child bearing, child rearing Senghor’s education experience and resulting influence. Sen- and other house hold responsibilities. Their virtues include sacri- ghor’s influence on educational policy will then be analyzed fice, devotion, religiosity, and dedication to the family. They ex- through the exploration of how the lessons and values imbued in ist and operate exclusively in the private domain and totally out- him as a young man were later reflected in his educational plan- side the ‘practical’ domains of politics and economics. Even ning. As supporting evidence, this inquiry will explore specifi- their roles as educators are confined to the four walls of ‘home’. cally how values are transmitted in the classroom. A values In the recent years emphasis on religion and nationalism as male analysis will be conducted on textbooks used in Senegalese domains has also been added to the school texts. This paper pro- schools that will include a study of the direct moral lessons and vides a close examination of how education is used by a post- the tacit value systems upon which these lessons are based. Ad- colonial authoritarian state to construct gender identities that ditionally, this thesis will consider the concept of morality, spe- perpetuate patriarchy, and marginalize women. It argues that the cifically African morality as an inclusive yet distinct value sys- educational texts in Pakistan are designed to inculcate national- tem. The cultural influences on values education will be exist, militaristic and androcentric values in school children. These plored through the lens of the African concept of morality as il- values produce and are reproduced by a larger societal discourse lustrated through Léopold Sédar Senghor’s educational experi- that relegates women to the ‘private’ sphere while assigning the ence and influence. responsibility of the ‘public’ sphere to men. An attempt is made New, William (Beloit College) to link two dominant perspectives related to gender identity, From Ethnopolis to Cosmopolis: Alternative forms of structure and agency, to argue that the educational texts in Paki- citizenship education with Bosnian refugee youth in the stan produce a reaction that is visible in agency of women that US produces a counter discourse. While this discourse may not be at Since 1993, approximately 25,000 refugees, a large proportion a stage where it can produce alternative texts its presence must, of them school age youth, from Bosnia & Herzogovina have set- nevertheless be recognized. tled in Chicago. This immigrant population is small compared to Nderu, Evangeline (University of Minnesota) other immigrant/minority groups, but the issues confronting Parental involvement and immigrant families these ‘foreign-born’ , but American educated students with re- Much has been written about the relationship between student spect to achieving political and cultural identities resemble in in- performance and parental involvement in education. Current teresting ways those of their immigrant/minority peers who con- educational research offers varying definitions of parental institute increasingly large percentages of US classrooms. An ex- volvement, which include attending open house presentations amination of the experiences of being transformed from Bosnian and supervising their children’s homework assignments to plan- to American ‘citizens’ is instructive with respect to the whole is- ning the curriculum, running the school and influencing legisla- sues of citizenship education and the acquisition, willed and oth- tion. My paper is a literature review that explores the impact of erwise, of cultural/national identities. I want to consider citizen- parental involvement on student performance, within the context ship education from several perspectives, focusing on alternative of diversity, specifically, immigrant families and social- models of arts based education that provide immigrant youth economic status. with opportunities to construct life stories that can function as Nelles, Wayne (University of British Columbia) counter-narratives to those impressed upon them either in school Education for Asia Pacific Security: Policy Coherence, or at home. The goal of these educational experiences is to help Conflict or Compromise in Multilateral Organizations? youth construct pictures of themselves and their pasts, and of the This paper presents a new theoretical framework linking the worlds they inhabit, and then to move toward articulating what is Comparative and International Education field with the emerg- required to be a citizen in these worlds. This project can be ing paradigm of “human security” in the International Relations, placed in juxtaposition to normative notions of citizenship con- Development or Security Studies literature. To illustrate it exam- veyed in school lessons, the school environment, as well as in ines the role of education in multilateral organizations of the families and in immigrant communities. Toward this end, I will Asia Pacific region comparing and contrasting educational ob- review Chicago Public School policy document related to the jectives in the policy frameworks of major international confer- education of immigrants, and then to look at how these policies ences, as well as in the work of UNESCO, UNICEF, ASEAN, are actually expressed on the ground. I want to propose that APEC, ESCAP,IRRI, CSCAP, the ADB and other agencies. It these alternate approaches to citizenship education encourage specifically reviews various Asia Pacific educational policies students to reach for a level of moral and conceptual complexity and programs aimed at facilitating peace and security. It also dis- that is necessary for productive lives in transnational space. That cusses questions of educational “policy coherence” among wider is, lives in the cosmopolis. This can be contrasted with the forms

Abstracts for Individual Papers 61

of citizenship education-consisting mostly of behavior training cation in Japan and the Philippines respectively. The analysis re- and inculcation on national ‘truths’ which serve better the pur- volves on the assumption that the children must be equipped poses of the ethnopolis, the autonomous and impenetrable nation with the knowledge and values that will enable them to partake state. in the global community for the 21st century. It discusses, ana- Nieto, Carolina (Harvard University) lyzes, and compares national identity as reflected in the reading Decentralization and Democratization in Colombia: The materials of the two countries. Concomitantly, it will endeavor Experience of Escuela Nueva to know how the knowledge and values relevant to the issues of Decentralization reforms promise improvement in educational identification to a nation as well as to the community of nations quality and efficiency. Reformers assume that decentralization are manifested. It also highlights how the values reflective of na- enables local needs to guide curriculum and families to control tional identity pave the way for the understanding of global citi- efficient delivery. However, the assumption that scenarios and zenship. mechanisms for meaningful participation work well cannot be Nishio, Masako (University of Maryland, College Park) taken for granted. On the contrary, there is a need for a compre- Why do parents of public school students pay for private hensive policy on educational decentralization that includes a academic programs? An analysis supportive constitutional framework, an organized civil society, Popular newspapers such as Christian Science Monitor reports and accountable institutions. The Colombian model of the Es- that the use of private (for-profit) academic programs, such as cuela Nueva (New School) illustrates this argument since it has hiring a tutor, is becoming more widespread in the US. While it experienced the transition from a centralized to a decentralized is widely acknowledged that the use of private academic pro- state. grams is fairly common phenomenon both in industrialized and Ninnes, Peter (University of New England Australia) developing countries, and there is a potential impact on student Opening Comparative Education Research: Poststruc- learning from such programs, as noted by a TIMSS (Third Inter- turalist Possibilities national Mathematics and Science Study) report concerning the Various authors have charted the changing and intertwined em- use of cram schools by Japanese students, not many studies have phases in comparative education over the last four decades, in- been carried out to explore this phenomenon. My paper aims to cluding modernization and development, socially critical and address this relatively unexplored issue and examine its impor- neo-Marxist perspectives, and ethnography and henomenogra- tant aspect: who are using such programs, and what is the moti- phy. Ideas from postpositivist thinking - postmodernism, post- vation of parents of public school children to use them? More structuralism, and postcolonialism - have been particularly chal- specifically, the paper analyzes the relationship between the pa- lenging to comparative education, because they disrupt the rental satisfaction with public education their children receive power structures which imbue much of comparative education and the use of such programs, using the National Education and challenge the metanarratives of progress, modernity, domi- Longitudinal Study (NELS 88). This study is aimed to be a first nance and subordination which have been the life blood of the step in analyzing the effect of the use of private academic pro- major sets of ideas in the field. In order to examine in part the grams on student learning, which will be addressed by the fol- way in which comparative education is opening itself up to these lowing study. challenging paradigms, this paper examines the shifts, develop- Niyozov, Sarfaroz (University of Toronto, OISE) ments and omissions in the use of poststructural theoretical The Voices and Visions of the Teachers from the Moun- frameworks and methodologies in comparative education in the tains of Post-Soviet Tajikistan period 1991-1999 and provides a constructive contribution to the This presentation is based on the preliminary outcomes of a debates about the future direction of comparative education in a nine-month qualitative study on teachers’ life and work con- rapidly internationalizing and globalizing world. ducted in the remote rural mountainous areas of Tajikistan in Ninomiya, Akira (Hiroshima University) 1999.The study used observation, interviews and document How far can we teach something about moral and ethical analysis to explore the voices and visions of the teachers and education? other stakeholders on what it means to teach and to be a teacher In addition to transferring the technologies and techniques of in the conditions of rapid ideological, economic, social and edu- education for cognitive development, it seems to be quite cational transformations of post- Soviet Tajikistan. This presen- challenging to discuss how far we can talk and exchange of the tation will focus on a range of challenges that Tajik teachers face ideas and programs of education for moral and ethical as they negotiate between the rapidly changing realities, their development in order to reconceptualizing the technical and commitment to providing meaningful instruction to their stu- educational cooperation for developing countries. Does Japanese dents and contributing to their community development. This education have something valuable to share with those study contributes to understanding of the emerging educational developing countries or with other countries. This is again the and societal change in Soviet and post-Soviet Central Asia, the most updated issue in Comparative and International Education reciprocal relations between life and work, and what it means to for the 21st century. conduct qualitative study in an economically poor, politically Ninomiya, Akira (Hiroshima University), Sherlyne Al- unstable, ideologically uncertain and increasingly globalized context. The preliminary inferences illustrate a number of conti- monte (Hiroshima University) , nuities and changes in the life and work of the teachers, which National Identity in the midst of Globalization: A com- affect their visions, purposes, roles, status, practices and meth- parative study of national identity in moral education ods of teaching. The voices and visions of the participants raise a textbooks in Japan and the Philippines number of critical questions about the rhetoric and reality of the National identity should be construed in a perspective wherein nature, purpose, ethics, processes and outcomes of educational the unique characteristics of the constituents of a nation should change in this poorest country of the former Soviet Union. not serve as limitations but as integral components in the citi- Through their critique and voice these teachers resist imposition, zens’ participation in the affairs of the global community. In this indoctrination and intolerance. They practices reveal issues and regard, it is interesting to know how developed countries like Ja- alternatives of fundamental import to the future Central Asian pan and developing countries like the Philippines transmit to the societies, including alternatives to some of the post- Soviet prac- elementary pupils the knowledge and values that appertain to na- tices of educational and social changes. tional identity in the era of globalization. This paper focuses on Nonoyama, Yuko (Harvard University) the qualitative content analysis of national identity in the “sup- Participatory Approaches to Women in Development: the plementary readings” and “elementary textbooks” of moral edu- Case of Morocco

62 CIES 2001 Annual Meeting

This paper examines gender disparities in Morocco and innova- which both host (Thailand) and donor institutions (Illinois State tive efforts taken to address the issue using a participatory ap- University) can fulfill much of their original objectives. This proach. In the World Bank study, Morocco Women in Develop- study also makes recommendations and suggestions that might ment Sector Strategy, women were given the opportunity to ar- useful for designing and implementing higher education pro- ticulate their needs through a participatory rural appraisal proc- grams in the developing World. ess. I will analyze the steps taken to overcome the barrier of Nutravong, Runganapa (Indiana University) drawing women into the dialogue, the methodology of collecting Curriculum Reform: An Educational Policy for the 2000s data, and the consensus-building process. Then I will address the in Thailand. application of the study’s results in later project design in order The impact of globalization on Thai society, the need for eco- to explore the realm of possibilities for involving local women in nomic competition with other countries, and new technologies their own development. all suggest changes for schools in Thailand. The demand for Norfles, Nicole (George Washington University), Jeanita change dramatically increased after the economic crisis in 1997, Richardson (Hofstra University) which has affected the Thai society adversely since it is recog- How Wide The Divide Understanding Globalization And nized that Thailand’s weak human resource base has been one of Technological Interactions That Limit Education And the major contributors to economic downturn. As a consequence, Knowledge For All Thailand is now encountering the most far-reaching educational Globalization has many references. While citizens groups battle reform in the past 30 years. The first Education Act that was against globalization and university student study groups see this promulgated in mid 1999 is the catalyst for the complete change new phenomenon as an ideal context for studying the forces of in the mechanism for Thai curriculum development. The trans- change, organization and business interests in globalization have formation leads to less state dominance of education and more focused on interdisciplinary collaboration as well as how corpo- public and local participation. The model of curriculum is also rate and political leadership can restructure global politics and changing from discrete subject-based to standards-based curricu- economies (IFG, 2000; Institute on Globalization and the Human lum. However, since this type of curriculum is very new for Thai Condition, 2000; Corporate Watch, 2000; University of Colo- educational staff and teachers, it raises the question whether this rado at Boulder, 2000). Friedman (2000) defines globalization as curriculum model could be successfully implemented in the Thai “the inexorable integration of markets, nation-states and tech- educational context. This paper discusses the key issues pertain- nologies to a degree never witnessed before…farther, faster, ing to national curriculum reform in Thailand including the call deeper, cheaper” (p. 9). The advent of not only computer tech- for change, the reform process, the curriculum framework, and nology but the Internet made this possible. Yet Internet reach the plan for implementation. It also addresses the problems and among low-income populations is lacking. This paper discusses presents some viewpoints concerning the curriculum transforma- and compares the limited technological opportunities of low- tion in the Thai educational system. The political and implemen- income students in the United Stated and South Africa, and aptation dilemmas are also analyzed. propriately so within this years CIES conference theme –Global Nyirenda, Suzgo (Loyola University, Chicago) Resonance and Resistance, which is very much defined within The Ethics of Corruption in Education: A Review of ex- the technological and scientific realm of biology, physics, chem- periences form Tanzania istry and mechanical engineering. The dichotomy of technical In developing countries like Tanzania, corruption has been cited terms appropriately applies to the discussion of global access to as the major obstacle to socio-economic development. However, educational technologies. What is known about technology use literature on the ethical dimension of corruption, mainly deals in education, and who is provided with access to technology will with corruption in business, law, and politics. Thus the nature be addressed. and character of corruption in those sectors is well documented. Nur-Awaleh, Mohamed (Illinois State University), Dianne But corruption may be pervasive in areas thought traditionally Ashby (Illinois State University), not to be inclined to corruptive practices like education. We be- The Illinois State University-Thailand Doctoral Project: lieve that education theory and practice takes a different charac- A case study of Higher Education Administration. ter from the named sectors. Therefore, if we want to adequately The purpose of this study is to examine the status of a seven- address the problem of corruption in this sector, we need to ad- year doctoral higher education training program conducted by Il- dress it in the light of our knowledge about education. Attempts linois State University in collaboration with the Federation of to apply strategies identified to curb corruption in the other sec- Private Educational Associations in Thailand. This investigation tors may not work well in education. On the other hand, to be is a case study, using the Institution Building model developed able to develop workable strategies for education we need to by Esman and Blaise as the guiding theoretical framework. The know the nature and character of corruption in that sector. This methodology will consist of critical review of documents, struc- paper, using examples drawn from experiences in Tanzania and tured interviews, site-visitations (Thailand), questionnaires and other developing countries, attempts to clarify the nature, char- use of secondary sources at the libraries in the United States. acter, the forms, and incidences of corruption and examines the This study consists of two main parts: the first phase pro- proposals to curb corruption in other sectors and how these may vides a background information on Thailand’s education, man- apply to the problem in education. agement, and administrative systems (with special references to O’Dowd, Mina (Karolinska Institutet) their historical development); the second section focuses on the Family Medicine- The International Center for Research perceptions of the current doctoral students, doctoral graduates, on Migration, Medicine and Psychiatry staff/faculty members regarding doctoral program objectives, Mapping representations of knowledge as imagination? The pur- program curriculum, scope of course offerings, student recruit- pose of this paper is to visualize in social cartography mappings ment process, support services, program flexibility, and rele- changing representations of knowledge seen as the results of vance of program requirements to the Thai environments. The “constructive imagination”. The focus is two “world views’ or concluding section of the study describes Thailand project’s “forms of life” in this historical study in which the concept of most significant achievements: Exposing a great number of knowledge, the development of new kinds of knowledge and Thailand students to new administration/management concepts; their significance for policy and practice is emphasized. It is ar- training student in specific skills; teaching foreign languages; gued that historical and cultural perspectives are required for and producing 24 doctoral graduates. Appraisal of Thailand Pro- processes of transformation. ject shows that it is possible to engage in successful International O’Dowd, Mina (Karolinska Institutet) cooperative higher educational management training ventures in Knowledge Construction and “Knowledge” Communities

Abstracts for Individual Papers 63

Knowledge Construction and “Knowledge” Communities its educational policies. The president and the university senate This paper examines the construction of knowledge, such as it take the opinions of faculty members as well as the expectations has occurred in a selection of educational research texts, span- of student groups into account in the process of critical decision ning the period 1939-1995. The conceptualizations of knowl- making. We are planning to examine Selcuk University in terms edge embedded in these texts are discussed in relation to differ- of the criteria of learning organization model. ent “knowledge” constructing communities, i.e., the scientific Ohlms, Derek (Vanderbilt University) community, international organizations, and others. The discus- Adult Education and the World Bank sion focuses on the purposes and sources, used by these commu- This paper analyzes the role of adult education issues in terms of nities to justify and support their value-claims. It is argued that the neoliberal social policy reforms encouraged by the World the purposes and sources influence, not only the non-innocent Bank. Essential elements of the neoliberal approach include util- activities of interpreting, choosing and judging, but in extension izing the private sector in meeting the growing demand, while the kinds of knowledge of these communities construct. decentralizing governance in the public system. I examine the O’Gara, Chloe (Academy for Educational Development) likely impact of such reforms on the growing demand for adult Early Childhood Education and the AIDS Epidemic: education. Although much of adult education centers on literacy Case Studies from around the World programs, the diversity of adult students adds unique pressure to I will examine the effects of the AIDS epidemic on early child- expanding systems. (This concluding paper draws on particular hood education efforts in countries in Latin America, Africa, and examples from my fellow panelists) Southeast Asia. I argue that the effects of the disease are differ- Ohlms, Derek (Vanderbilt University), Ahmet Aypay ent on younger children--both because they are themselves more (Vanderbilt University) , likely to be infected than other primary school children, and be- Investigating Governance and Administration Structures cause there are indications that the nutritional, social, and health in Turkish Higher Education effects of losing parent(s) to AIDS at a young age differ from the Since the 1980 coup, the strong autonomy of higher education effects on older siblings. I will also examine the effects of pro- institutions in Turkey has given way to a highly political and bu- viding early childhood education on siblings’ ability to continue reaucratic governance system. In response to growing demand, their education, and on mortality rates. Social considerations re- government leadership has encouraged expansion of the public lated to orphan status and HIV status will also be discussed. as well as private system. Nevertheless, these initiatives have O’Sullivan, Mike (University of Toronto) failed to embrace significant administrative decentralization, a The Peace Process and Educational Reform in Guate- core element of privatization. This paper examines the state of mala governance in Turkey and evaluates reform efforts against con- This paper analyzes the role of ESIDIR, an activist Mayan temporary neoliberal models. We evaluate governance structures teacher training institution with deep roots in rural communities, from the classroom level to the elite leadership of the Higher in the struggle to achieve an inclusionary educational system that Education Council. Although governance clearly impacts vari- forms part of a national strategy to achieve full Mayan participa- ous educational issues and policies, this paper focuses on the or- tion in all aspects of life in Guatemala, in the context of the ganizational structures themselves. We examine particular cases “peace process” following the end of the civil war in 1996. The where the central government maintains strong control, includ- development and ‘results’ of ESIDIR are considered in the con- ing the undergraduate admissions process, centralized funding, text of a largely Mayan civil movement pressing for implemen- and the selection of university administrators. Specifically, we tation of a reform aiming to provide a curriculum for Mayan stu- discuss the possibility of developing a strong administrative dents, including Mayan history and values, taught by Mayans, in board or panel to mediate the gap between state, institution, their own language. business and local community. In sum, we consider Turkey as a Ogut, Adem (Selcuk University, College of Management), case study of privatization without decentralization, truly a per- Sakir Berber (Selcuk University, College of Educa- plexing process of implementing tertiary education reform. tion,) , Oka, Tomodo (Harvard GSE) Learning Organizations in the Information Age: The World Bank and IMF Programs in Ecuador: Turmoil in Case of Selcuk University, Turkey the Education Sector In this day of rapid organizational change via the overall techno- This paper will investigate the impact of World Bank and IMF logical improvement , learning has become a critically important structural adjustment policies on Ecuadorian education from concept for organizations. as much as for individuals. Learning 1997-2000. First, I will describe education issues in Ecuador in- is a crucial element especially for the higher education organiza- cluding public school teachers’ months-long strikes against un- tions, since their main objective is education. paid wages. Second, I will examine World Bank and IMF poli- A learning organization can be defined as an organization cies on public expenditure and education program. Third, I will that facilitates the learning of all its members, its teams, and con- detail recent turmoil in the education sector. Fourth, I will ex- tinually transforms itself. On the other hand, learning organiza- plore how the unrest in the education sector is part of the overall tions generally have an organic structure rather than a mechanic downfall in Ecuadorian politics in relation to the World Bank structure. Learning organization model contributes valuable and IMF structural adjustment policies, and alternatives for edu- ideas to the communication channels, institutional leadership, cational policies. and teamwork processes in the organizations. Oketch, Moses (University of Illinois) We do not approach to learning as a narrow concept. A learning Public Policy and the Management of Education Reforms process for an organization should include retrospective learn- in Sub-Saharan Africa: The Case of Kenya ing, learning from the current status, as well as prospective The main differences between education policies which were learning. In terms of educational organizations, such as colleges most widely advocated in the 1970’s and the 1980’s and those and universities, it is possible to reach organizational goals, in now widely proposed by international agencies and others to case the management integrates and coordinates the goals of stu- governments in Sub-Sahara Africa, arguably relate to the role of dents and faculty members with the vision of the institution. the ‘market’. Much of the reform is based on assumptions about Selcuk University is a public, comprehensive university ‘the market’, and how reducing the role of government can cre- based in Konya, Turkey, specializing in quality educational op- ate competition and hence efficiency. While the ‘market’ as- portunities and preparation for self-reliant, effective academic sumptions may be desirable in principle, the first challenge must service in Turkey. Selcuk University has been practicing a be to set up the mechanism that will enhance the capacity of the model of collaborative decision making in accordance with the

64 CIES 2001 Annual Meeting

governments to manage reforms. cluding Orlando Ortega, Director of the Ministry’s Aprende Pro- Okuma, Michiyo (Institute for International Education) ject, will present initial findings from an evaluation of Autono- Educational Choice of Immigrants in Sweden: A Case of mous Schools. Nicaragua’s Autonomous Schools Program, Gambian Parents which began in 1993, has allowed some 1900 schools to turn About 10 % of the Swedish population have immigrant’s back- over responsibility for the day-to-day management of schools to ground, and there are many people from Muslim countries. school councils, comprised of parents, teachers and students. Gambian immigrants generally have such a background (about The initial impact of this increase in autonomy on student out- 85% of the Gambian population are Muslims). Having relatively comes such as attendance and achievement (as measured by an a large number of Muslim immigrants, there emerged Islamic instrument developed in conjunction with the Educational Test- Schools in Sweden in 1993. This study investigates what type of ing Service) will be presented. Challenges to the Nicaraguan school (ordinary Swedish school or Islamic school) Gambian Autonomous experience, especially as relates to school man- parents choose for their children and why, as well as what is im- agement will also be discussed. portant and difficult about education for them, especially in the Ouane, Adama (Director, UIE) host country. This study looks into the Gambian immigrants’ Laying Foundations for Lifelong Learning at the Basic situation in the society, principle of Islam and its culture, and Level parents’ biography focusing on their educational background and Lifelong learning or learning throughout life is present in all ma- religious behavior. Specific interests in this study are: (1) Effects jor world education conferences as a guiding and organizing of Islamic principle and its culture on educational decision- principle of educational reforms. Which features and content making; (2) Goals of education (not schooling); (3) Meaning of should basic education programs have to be conducive to con- schooling for Gambian immigrants; and (4) Gender difference in tinuing and lifelong learning? What are the indicators of trans- educational choice (whether such thing exists). This study adopts formation towards lifelong learning? This paper will compare a combination of quantitative and qualitative methodologies. selected basic education programs and look at distinctive fea- This study is conducted based on several Gambian associations tures of those embedding learning skills. An analysis of such in Stockholm, not on schools, and compares different associa- learning environments will be carried out and implications for tions that would have slightly different Islamic orientation and policy reforms highlighted. culture from each other. Ozturk, Ali (University of Southern California) Okwany, Auma (University of Indiana) Mama I ain’t Coming Home. The Continuing Debate of Reaching the Unreached: Analyzing Undugu’s program ‘Brain Drain’: The Case of Turkey for street girls in Kenya The brain drain is not a phenomenon only for the developing The Kenyan case is a study of Undugu Basic Education Program countries. It occurs between the developed countries and be- (UBEP) specifically one of their four co-educational schools. tween the developed and the developing countries. Today, many The Kibera school provides non-formal basic education and countries experience the “problems” and the “gains” of brain skills training to deschooled children in Nairobi’s largest low- drain regardless of their development status and level or stage. income locales. UBEP enjoys strong support and a sound reputa- Despite the fact that nearly all industrialized host countries tion locally, nationally and internationally. However, data col- strongly emphasize that foreign students should return home lected from an evaluation of the school reveals that while the with their training, education, qualifications and skills acquired program is effectively providing for boys, there are serious abroad to contribute and help for their home countries’ social, doubts about the extent to which it is designed to serve girls’ political and economic development, most often an unnegligible specific needs. There are also questions raised about the level of number of foreign students do not return home and instead im- community input in planning and implementation. migrate, after graduation, to the country in which they pursued Orivel, Francois (University of Bourgogne) their education. The objective of education for all, the impact of interna- Most of the literature on brain drain reflects discussions, tional assistance, and the role of the NICT arguments and views from the 1960’s and 1970’s and partly The paper reviews the obstacles for achieving the Jomtien/Dakar from 1980’s. However, throughout the 1990’s and currently the of education for all, and shows the scope of the budgetary con- issue continues to be of critical importance. This research paper straints in countries where the illiterate population is concen- examines the case of Turkish students in the U.S. The Republic trated. It concludes that financial obstacles tend to be more se- of Turkey is no exception in experiencing of the problems re- vere than usually accepted, and that international conferences lated to brain drain. This paper will seek to share information dedicated to the issue tend to underestimate this constraint. In- and data collected from a research that examined Turkish stu- ternational aid has a limited impact, because it does not go pri- dents’ intentions to remain in the U.S. or return to Turkey upon marily to the eradication of illiteracy, but to other education ob- graduation. jectives. The potential role of NICT is similarly largely overes- Padavil, George (Illinois State University) timated, and can not constitute a viable solution for speeding up Minority Faculty retention in Higher Education: A Case the achievement of universal primary education. Study Ornelas, Carlos Although higher education institutions have successfully re- Decentralization of Educational Management. The Dia- cruited and hired faculty in order to diversify their institutions, lectics of National and Local Control. the retention of minority faculty has presented an additional At the core of the agreement was the transfer of educational re- problem. The purpose of this research is to determine factors sponsibility as a strategy to boost educational performance. Car- connected with minority faculty attrition due to the institutional los Ornelas will present results of work in progress of a major climate within institutions of higher education. It will specifi- study of the impact of decentralization at the State and School cally focus on factors that may be unintended or implicit but level. He will discuss what appears to have changed and what which nevertheless strike those faculty members as covert preju- has remained the same 8 years after the promulgation of the dice, an unfriendly atmosphere within which to conduct their 1992 reforms. teaching and research. It is critical to seek the perspectives of the Ortega, Orlando (Nicaraguan Ministry of Education, minority faculty who may have encountered covert prejudice . A key strategy used in this research is to listen to the authentic Aprende Project) voice of African American scholars at one such institution. Untitled Hence, interview data will be the primary source of information Representatives from the Nicaraguan Ministry of Education, in- to be used in this study. Additional data will be collected

Abstracts for Individual Papers 65

through surveys and observations to add internal validity to the ticularly on the interactions surrounding a visit by the specialist findings. The data will be analyzed following qualitative data and his College colleagues to a school and the teaching observa- analysis techniques. The research will provide information that tions and public critique of lessons that took place. Close analy- can be used to strengthen minority retention in higher education sis of the public conversations about teaching suggests that these institutions. Additionally, the research will contribute to existing district specialists stand as both insiders and outsiders to the lo- research by increasing our understanding of factors that qualify cal school community. They model approaches to practice and as covert prejudice. help teachers make connections beyond local practice, thereby Pae, Hye (Georgia State University) supporting the development of commonly shared norms, skills A Content Analysis of Homework Help for Math and and knowledge. Reading on the Internet: A Comparison of the U.S. and Papanastasiou, Elena (Michigan State University) South Korea Multicultural Transformation through the LATTICE The purpose of the study is to identify distinctive features of the group Internet aimed at the U.S. and Korean K-12 students relating to LATTICE, which stands for ‘Linking All Types of Teachers to “homework help” for math and reading. the research questions International Cross-Cultural Education’ is a project initiated in are: (1) Who are the major educational Web providers in the 1995 under the leadership of the Michigan State University’s U.S. and Korea? (2) Are the educational Webs significantly dif- College of Education. This project provided a unique opportu- ferent or similar across the countries? And (3) what are the con- nity for teachers, district and university personnel, and interna- spicuous characteristics of educational Internet in the area of tional students to examine global issues in education and culture “homework help” in the both countries? every month. LATTICE not only promotes cultural tolerance Since there is no existing sampling frame that lists all the educa- and awareness for the participants, but also encourages the re- tional Web pages, first, the search engine of AltaVista will be finement of multicultural models of teacher education. In addi- used to locate all possible Web pages containing the topic with a tion, these sessions allow for international professionals with ex- key word search of “+math+reading+homework.” Next, a multi- pertise in teacher education to develop a professional and per- stage sampling procedure will be employed as a sampling tech- sonal relationship with an understanding of issues confronting nique in order to perform a content analysis. Finally, the sample teachers as they seek to infuse international and inter-cultural Web pages will be examined on the basis of content variables, material into their teaching. The primary basis of the LATTICE such as major providers, general topic used, the type of informa- evaluation was a questionnaire administered to all the current tion contained, and a way of problem solving. and past LATTICE participants in April 2000. Pagano, Monica (University of Pittsburgh) The main research questions that will be discussed in this Participation and Reification: Essential Design Elements paper are: in a Community of Practice. a) What is the overall impact of the project on the various participating groups? Participation and reification are two of the triggering elements b) What aspects of the program account for its impact? that create a catharsis for the development and learning of indi- b) How has the participation of international students con- viduals and communities. This dynamic can lead to growth, contributed to the project? tinuity and interaction in human experiences. This article discusses the concepts of participation and reification as crucial Park, Jong-Kook (Korea National University of Educa- complementary aspects of the LINCS program in Pittsburgh and tion) in Peru. Through examples drawn from this setting we will dis- Reconceptualizing Aims for Elementary Education cuss the learning that takes place in and beyond the classroom Aims in education plays role in different aspects including pol- environment. Participants came to their own meanings of reified icy making, practice and evaluation. Above all, it’s major func- categories and concepts, and in the process, moved from simple tion is indication of path to schooling. So far today, aims in information transfer to the creation of personalized understand- education has been established on objectivism, thus conflicts ing. with new epistemology and social reality. There has been con- Pai, Seeta (Harvard University) tinuous efforts for educational transformation or reform in Ko- Family Structure, Schooling, and Demographic Histories rea. However, there is a little satisfactory effects. Government Among Nair Women in Kerala makes new policy and cast to practitioners in order to receive. Practitioners in field don’t understand why and what for and in- Kerala, a southern Indian state, is often used to exemplify how trinsically can’t implement government’s policy. In effect, there female schooling can reduce fertility and mortality without eco- is a educational dualism between policy for transformation and nomic development. While researchers sometimes link Kerala’s practice. What’s the cause of the phenomenon of educational matrilineality and unique political history to its rapid demo- dualism? I think that primary cause is little consensus about aims graphic transition, women’s perspectives are rarely heard. I con- of education among the subjects in education. I argue that in or- ducted ethnographic research with three generations of rural and der to serve subjects in education, aims in education should be urban Nair women and surveyed 400 of them for statistical event reconceptualized in aspects of children, society and epistemol- history analysis. From this work, I describe how cultural models ogy. Because these three aspects compromise all educational of family structure, schooling, marriage, and fertility are inter- practice. In order to save education in materialism, respond to connected, and involve both promotion and restriction of female social reality and influence on educational practice, aims in edu- schooling in the service of past and present culture specific cation should be reconceptualized on children, society and epis- goals. temology. Paine, Lynn (Michigan State University) Park, Namgi (Kwangju National University of Educa- Outside/insider Talk about Teaching: Supporting tion), James Mauch (Kwangju National University of Teacher Learning in Communities of Practice Education) , Jian Wang‘s case offers one portrait of a new teacher working in a school community to construct her practice, while this paper Comparison of University Faculty Members Performance situates the school within a broader community of practice. This Evaluation System of Seven Countries. case provides a portrait of one Shanghai district-level math spe- Reforming the faculty evaluation system is one of the hot issue cialist in his work at his College of Education (an institute of higher education in the world. The purposes of this study are chiefly involved in providing in-service professional develop- comparing the faculty evaluation system and finding a general ment) and with school administrators and teachers. I focus par- trend of the reform. The seven countries (Asia: Korea and Japan, America: U.S.A. and Canada, Europe: England and German, Af-

66 CIES 2001 Annual Meeting

rica: South Africa) are chosen for this study. National level pol- revision by comparing with the core curricular in the US col- icy(or a generally accepted practice) and cases of one or two leges. It intends to analyze the current curriculum structure in universities of each country will be analyzed. The comparison of Chinese universities, and understand how the knowledge and the cases will be made on 1) university faculty evaluation system learning are dispersed along the curriculum. With the compara- - history, policies, practices, procedures, and recent changes, 2) tive method, the study looks at the conceptual framework and common categories for evaluation, 3) the ways they are meas- practice of general/liberal education in American universities, ured, 4) the ways faculty evaluations are used - eg. promotion, and provides an applicable template of core curriculum of gen- the awarding tenure, extra salary or merit increases, and 5) ef- eral education for Chinese higher education community. fects of the faculty evaluation. This study will give a general Perry, Laura (Loyola University, Chicago) view on the faculty evaluation system and a new understanding Contrasting Perspectives on Post-communist Czech Edu- of it. cation Parker, Christine (Ohio State University) This presentation will examine Czech, Western European, and History textbook reform in post-socialist Poland: Poli- American perspectives on post-communist Czech education. tics, Pitfalls and Progress How do Czech educators view Czech education vis-à-vis West- When the socialist chapter in Poland’s history closed in 1989, ern Europe and the U.S.? How do Western European and work on developing new programs in history began almost im- American educators view Czech education? The presentation mediately. But the task was formidable, requiring enormous will compare and contrast the varying perspectives within the amounts of both time and money. In particular, history textbooks following conceptual framework: is there a vacuum in Czech proved resistant to rapid change due to a combination of political education due to the collapse of communism a decade ago? Do wrangling and economic limitations. As a result, until the mid- Czech educators look abroad for new models? Do Western 1990s, “new” textbooks were, for the most part, the same old European and American education specialists see Czech educa- books with only superficial cosmetic and content changes. Jump tion as different but equal, or just different? In answering these forward to the year 2000: history textbooks have suddenly un- questions, the presentation will detail the differences among the dergone radical changes in nearly every aspect. So what hap- varying perspectives, and examine what these differences say pened? This paper will show that these radical changes in the about each perspective’s values and assumptions about the pur- history textbooks in Poland were caused by a combination of pose of education and its role in democratization. economic and political factors that individually were not enough Peterson, Kenneth (American Council for Teachers of to bring about profound change, but when brought together ush- Russian) ered in a revolution in textbooks. Untitled Patrinos, Harry (Education Sector, World Bank) Kenneth Peterson, will describe a joint effort of the Inner Asian Mechanisms for Enhanced Equity: Demand Side Financ- and Uralic National Resource Center at Indiana University, the ing American Council of Teachers of Russian, the Satellite Commu- The provision of schooling is largely determined and financed nications for Learning (SCOLA), and the National Foreign Lan- by the government. The main product has been the immense ex- guage Center. This institution developed materials that utilize di- pansion of schooling. Yet, this expansion has not reached all rect-feed video and world-wide web technologies to improve the members of society equally. The supply-driven expansion of acquisition of Central Asian cultures and languages such as Az- schooling has run into further trouble, as governments are be- eri, Kazakh, Turkmen, and Uzbek. coming less able to bear the increasing costs. The relevant ques- Petronicolos, Loucas (University of Wisconsin, Oshkosh) tions relate to who should pay for schooling and whether public Libertarianism and Communitarianism in a modern de- subsidies should be given to educational institutions or to indi- mocracy: Implications for citizenship education in to- viduals in the form of voucher-type schemes. This paper reviews day’s legal framework: The U.S. Case recent experience with new ways of channeling available funds, This paper will explore the development of the notions “citizen” with a focus on demand-side financing schemes. and “citizenship education “ in the context of 20th Century U.S. Peacock, Alan (University of Exeter) Constitutional case law. Since its 1925 decision in Pierce v. So- Teachers Repertoires of Science Teaching Strategies: A ciety of Sisters, the United States Supreme Court ahs reasoned Cross National Look at the Use of Text Material with consistency that, in the name of democracy and society’s This paper considers the repertoire of science teaching strategies prosperity, government has a solid interest in the preparation of used in differing cultural contexts, and how these impact on the good citizens. Over time, the court has discussed what may be a use of materials and ideas of science implicit in such use. The proper, in a constitutional sense, citizenship education. The pa- paper will center on such questions as: what notions of science per will show that despite the appearance that the court has taken literacy are emerging from teachers’ and learners’ perceptions of various positions on what citizenship education should be, its ar- science? How do teachers’ choice and use of materials influence gument has always been based on the libertarian conception of pupils’ science literacy? How do cultural imperatives impact on citizen. In one of its most quoted decisions, for example, the science teaching and on the ability of teachers to foster a rele- court maintained that the reality that school boards “are educat- vant science literacy? ing the young for citizenship is reason for scrupulous protection Peng, Zhen (Baylor University), Xin Wang (Baylor Uni- of Constitutional freedoms of the individual, if we are not to versity) , strangle the fee mind at its source and teach youth to discount Strategies for Developing Core Curriculum in Chinese important principles of our government as mere platitudes”. The Higher Educational Institutions: A Comparative Analysis paper argues that the court’s libertarian conception of citizenship China is launching an all-out reform on its curriculum in higher is limited compared with a communitarian approach that empha- education. The old Soviet-style curriculum has been phased out. sizes the important dimension of citizen as an active participant Yet the challenge for curriculum to accommodate the new rising of the community. knowledge economy has been met. The concurrent large-scale Pickert, Sarah (Catholic University of America), Jun consolidation and restructure efforts in Chinese higher education Choi (Catholic University of America) , provide opportunities for developing a modern but China-fits International Initiatives in Teacher Education Programs curriculum mode. However, due to the lack of expertise and in the USA: 1970-2000 mentorship, no an applicable framework has been provided. This Governments around the world are demanding that higher edu- paper addresses the specific issues facing Chinese curriculum cation institutions be more accountable and competitive. Many

Abstracts for Individual Papers 67

programs, including teacher education, now use international ini- my experience as a scientific consultant of teachers’ qualifica- tiatives as a way to meet these challenges. This study investi- tion improvement in the region concerning the education mod- gated the historical change in international initiatives in teacher ernization oriented to the civilization cooperation. education institutions in the USA over the past 30 years. The Pitman, Allan (The University of Western Ontario) dimensions examined were: 1) an institution’s rationale (reasons Conflicting Visions, Competing Expectations: Control for having an international dimension); 2) organizational re- and Skilling of Education in Canada sources (e.g. international expertise of faculty); 3) outcomes The process that Western education systems have been undergo- (e.g. careers that graduates choose); and 4) strategies or means to ing is often associated with the notion of “deskilling” teachers, achieve an international perspective, including activities (e.g. in the sense that it removes from teachers their traditional auton- exchange programs), and policies (e.g. admissions, hiring, pro- omy to develop, interpret, and present the curriculum. In effect, motion, and cross-national institutional agreements). a deprofessionalization process is underway that forces instead A 34-item survey was compiled from earlier teacher edu- skilling of teachers; that is , changing the role of teachers to that cation surveys (Klassen 1972; Glenn 1992) as well as from other of providers of skills deemed necessary for the market economy. questionnaires on international higher education (Altbach 1996; Pitt, Jenny (University of Toronto) Knight 1996). It was sent in paper and e-mail form to all institutional members of the American Association of Colleges for Civic Education and Citizenship in Escuela Nueva Teacher Education and posted at the Association’s website Schools in Colombia (www.AACTE.org/globalint /htm). Results of the study high- This paper examines civic education in rural schools in Colom- light the historical changes in the rationale, resources and out- bia and its effect on student and high school graduates. Escuela comes for international education as well as the range of strate- Nueva became the strategy of choice for rural schools In Co- gies currently being employed. The paper discusses international lombia in 1989. Its method has been adapted in other countries policy implications for higher education institutions. and although only partially implemented in Colombia its poten- Pigozzi, Mary (UNICEF, Education Section) tial is recognized internationally. This study compares students Searching for common cause across disparate contexts: and graduate from Escuela Nueva and traditional school with regard to 1)the promotion of civic learning; 2) the demonstration A multi-country, multi-method evaluation of girls’ educa- of civic skills through student activity inside and outside the tion across Africa. school; 3)civic participation of graduates. The African Girls’ Education Initiative, sponsored by UNICEF, Plank, David (Michigan State University) is one of the largest multi-country efforts to improve female Reforming African Universities school access, retention, and achievement that has yet been un- Strategies to bring about long-term improvement in the perform- dertaken. While the activities underway in each of the 18 coun- ance of African universities confront an intractable problem: re- tries are tailored to the needs and circumstances of each country, form requires sacrifice, from one or more key constituencies. In one of the interests of UNICEF is in drawing generalizations the straitened and demoralized circumstances of most African about what works from across the entire set of country experi- universities, however, the capacity for sacrifice is limited, and ences. This session examines the process, utility, and impact of the willingness to sacrifice is even more so. The problem of uni- program evaluation as a means for drawing such generalizations. versity reform is thus a classic collective choice problem, which Pillai, Sharmila (Concordia University) fragile African states may be unable to solve. Reducing the de- Ye Gedel Mamitou: The old woman in a cave, or, the pendence of universities on the state is an essential first step to- echo ward their revitalization In Ethiopia, science text materials and instruction are in Am- Plut-Pregelj, Lea (University of Maryland) haric. Content analysis of the grade two science textbook shows Transformation of Educational Systems in Post- how indigenous knowledge can be drawn on to convey under- Communist Societies in the 1990s: the Case of Slovenia standing of concepts relating, for example, to the travel of sound. Although post-communist countries have been reforming their The study suggests that the use of traditional knowledge in the educational system along the same general trends, characteristic school curriculum, especially when communicated in a familiar for free market economies, e.g., privatization, choice, curriculum language, reduces the disjunction between the culture of the reform in civic education and social sciences, there seem to be home and the culture of the school, helping children to integrate differences as to how each country approached its reform. At the world-view they already possess with understanding of ideas the time of the collapse of the one-party system, Slovenia, a in science. small country, had a developed and all inclusive educational sys- Pimtchev, Sergey (Moscow Lyceum and college) tem. In the last decade, all levels of educational system went Sub-civilization under the local civilization umbrella: through, at least partial reform. The focus of this paper will be education as a mean of interaction. the reform of elementary education (grades 1-9) dealing with re- To some analysts’ opinions, the type of social processes in the vamping curriculum, setting the standards and organizational re- XI c. will depend on such dominants as partnership or conflicts sponses to pursue the goals. Some organizational responses (dif- among the local civilizations. The civilization component of so- ferentiation of students and curriculum)in Slovenia have been cial structure becomes priority. Among a lot of versions of the similar to the ones in the American educational reform in the term “civilization” (local civilization) I propose to define in with 1920s. There has been a decade long struggle of the Catholic the help of terms value and attitude and relation. Subcivilization Church to gain influence in public elementary education. The is the local social community which got under the influence of Church’s demands to include religious education as an elective the local civilization for different reasons. Education as the so- subject in curriculum, were met with strong opposition, and per- cial sphere, where values and attitudes are developing profes- ceived as a violation of the separation of Church and State. sionally, may be regarded as a mean of integration among and Poindexter, Maria (Pennsylvania State University) inside civilizations. I analyze the problem with reference to the The Spirit of Education North of the West Siberia and Russian region where for centu- Social gains of the post-apartheid era in South Africa are being ries the Russian civilization and the sub-civilization of the Sibe- threatened by the epidemic of HIV/AIDS. The potentially mas- rian native population are interacting. In the second half of the sive loss of young adults will dramatically cut into the economic XX c. the interaction was displayed in sharpening of contradic- activity of the region, and countries where labor forces have high tions between the industrial development of the state and the infection levels will find it difficult to attract foreign investment. tribal system of the native peoples (Khaties and Mansies_ in the To what extent can higher education support efforts to cope with conflict between the Oil and the Nature. I suppose to describe

68 CIES 2001 Annual Meeting

this looming catastrophe? Higher education plays a central role Partnerships in practice: resistance, resilience and ac- in the social, cultural, and economic development of modern so- commodation to global agendas for international human cieties. This paper will discuss the role of higher education in development meeting the challenge that the HIV/AIDS epidemic poses for the With reference to geo-political thinking about neo-liberal bu- developing nations in southern Africa. reaucracy, the paper draws on qualitative case studies of com- Postiglione, Gerald (Ford Foundation) munication in complex educational projects in different parts of The Transformation of Higher Education in China: the world. Among others they include a multi-lateral sector-wide Implications for Student/Scholar Flows program of educational reform in eastern Europe, bi-lateral sup- This paper examines China’s higher education system within the port to marginal communities in Sub-Saharan Africa and a six context of its current expansion and emerging role in the global country scheme to build environmental research capacities in economy. The paper considers how China may be affected by Latin America. Focusing on salient policy and organizational is- the globalization of higher education, especially as it affects stu- sues, the paper examines the development of a comparative dent flows. Special consideration will be given to the govern- analysis of the relationships that emerged between collaborating ment’s loosening of restrictions on joint degrees with overseas organizations and what this may imply for the alleviation of universities, including internet distance education, and how this poverty in low income states. is affecting student flows in and out of China. The paper argues Price Rom, Alison (American Councils for International that new forms of cooperation with foreign universities have the Education) potential to improve the quality of teaching and scholarship. Fi- From Classroom to Global Society: How New Educa- nally, the paper will consider the implications of WTO for stu- tional Practices Reflect a Changing Social Order in Rus- dent and scholar mobility. sia. Potter, Annie (Concordia University) This paper discusses reforms in Russian early childhood curric- Global Contradictions, Local Solutions: Children in Con- ula in recent years to the extent that they text. reflect current political and social changes in Russia. To what All human societies regard their new born as a mixture of ensur- extent do these changes mirror Russia’s new acceptance of in- ers of lineage and as securers of the future. Creating optimal lo- structional theories from Western Europe and the United States? cal learning conditions that guarantee the survival, health and To what extent does the curriculum retain traditional Russian education of our youngest children has gathered enormous mo- and Soviet educational values and priorities? What kinds of edu- mentum over the last two centuries, leaving very few communi- cational policies can preserve Russian tradition, and at the same ties around the globe, in one form or another, untouched. The time meet the needs of an increasingly open society, with an in- issues and motives that drive this now, virtually global, quest are terest in democracy building and a free-market economy. Fi- complex and varied. The idea of what is considered ‘best’ for nally, how can societies like Russia resist the homogeneity that young children and what is ‘best’ for the future vary vastly de- accompanies increasing globalization by preserving their educa- pending on the circumstances, values and world-views of the tional mandates. communities and societies in which children grow up. Currently, Prime, Tanya (Teachers College, Columbia University), the field of education in the North, that has for so long informed Gita Steiner-Khamsi (Columbia University) , and directed education in the South, is now beginning to acknowledge and learn from Educators’ and Community Develop- School 2001 ers’ experiences in the South. T. Prime and G. Steiner-Khamsi focus on psychological factors This paper will look at these more recent perspectives and of the School 2001 program design that have increased effec- discuss some ideas contained in the following questions: How tiveness and sustainability of the School 2001 Educational De- do we understand divergent views, when fundamentally all so- velopment Program. At school level, the Educational Develop- cieties wish their children to flourish? How can education best ment Program attempted to create a sense of ownership and do this? What are children telling us about their experiences? identification with the project and generate responsibility for How can we as educators, teachers and researchers use this sharing the resources and experiences with non-participating sur- knowledge to move education forward locally? rounding schools. At the level of the individual participant (high Potts, Laura (University of the West Cape) school teachers, assistant principals, and principals), the Educa- tional Development Program purposefully selected an anti- Interpreting the South African Employment Equity Act: hierarchical, grassroots and practice-oriented approach by The Case of the University of the Western Cape. strengthening practitioners (women) first, and administrators, The South African Employment Equity Act of 1998 requires that policy makers and stakeholders (men) second. How this ap- an Employment Equity Plan containing affirmative action meas- proach translated into practice and what psychological effects it ures be developed by all “designated” employers of 50 or more had on participating schools and individuals will be the focus of employees, including universities. As a university employs peo- this presentation. This extraordinary successful feature of the ple with highly specialized skills that take an extended amount project design is especially interesting to explore because it pur- of time to acquire, both in academic and technical or administra- posefully countered existing implementation strategies in Mon- tive sectors, employment equity presents a particular set of con- golian schools that tended to be hierarchical and gendered. In straints and challenges for the university as an employer. Uni- other words, from a broad perspective this particular feature was versities face certain fundamental constraints, such as the small originally not culturally sensitive. Nevertheless, this feature be- pool of applicants from the “designated groups”-Blacks, women came one of the most strategies to enhance effectiveness and and disabled people, lower salaries and competition from gov- sustainability of the Educational Development Program. A focus ernment and industry. In addition, because universities were cre- on psychological factors opens up a new perspective on cultural ated under apartheid as racially segregated institutions, universi- adaptation and Mongolization of imported educational reform: to ties must also confront this legacy when drafting their Employ- whom or to which groups within a school community should an ment Equity Plans. This paper examines the challenges and con- imported educational reform model be culturally adapted? With straints of developing an Employment Equity Plan for the uni- whom should a project culturally resonate? This method of in- versity as an employer in South Africa. It also examines the quiry acknowledges that there always are different, sometimes situation of the University of the Western Cape, in order to look conflicting constituencies within a school community. in depth at the issues facing universities regarding employment Prochner, Larry (Concordia University) equity. Reconceptualizing Preschool Education in a Global Con- Preston, Rosemary (University of Warwick,)

Abstracts for Individual Papers 69

text made. The field of ECCE has increasingly become a global enterprise Raby, Rosalind (California State University, Northridge) as nations––both majority and minority––look to the initial stage Education and Identity for Ethnic Minorities in the Sibe- of education as a means of educational and social reform. In rian Far East many majority world nations, the focus of humanitarian organi- Over the past decade, the region known as the Siberian Far East zations and local governments has shifted from child survival to underwent a transformation in regards to education and ethnicity child development. Preschool education, for example, was a key revitalization. Various minority ethnic groups, some of whom element of the Education for All movement. In minority world are indigenous to the region, initiated a struggle to preserve their nations, ECCE services have been a factor in major economic, language, culture, and religion from assimilation and repression. education, and welfare initiatives. In the United States, preschool Post 1991, revitalization efforts, while plentiful, were hampered programs were the foundation of the Goals 2000: Educate Amer- by the reality of post-Soviet multilingual/multicultural popula- ica Act, that had as a goal that all children would start school tions that forced indigenous ethnic groups to contend with their ready to learn. In Canada, a shift to full-day kindergarten in own revitalization efforts and the often conflicting agendas of Quebec schools was a key element in education and welfare re- other regional ethnic groups. Unlike other areas of the former forms. The unprecedented attention to ECCE has created a rush Soviet Union, minority groups in the Siberian Far East, were to ‘market’ pre-existing models. Yet, a one-size fits all approach hindered by underrepresentation of ethnic indigenous in educa- necessarily ignores local realities. The presentation will explore tion, making it a reality of the native Siberian being a minority in the tension between universalizing trends and local solutions in their own land. This paper will examine five stages of develop- ECCE drawing on examples from minority and majority world ment that underscored the relationship between cultural revitali- nations. zation, language acquisition and ethnic identity for various eth- Puchner, Laurel (Southern Illinois University- nic minorities in the Siberian Far East. These stages examine: 1) Edwardsville) limited socialization of linguistic/cultural knowledge; 2) vocali- Researching Women’s Literacy in Mali: A Case Study of zation and implementation of linguistic/cultural revitalization; 3) Dialogue among Researchers, Practitioners and Policy- reinforcement of altered minority/majority configurations via makers language/culture laws; 4) ethnic-based conflict based on rejec- This presentation examines the limited dialogue that occurred tion of radical social change; and 5) institutionalization of revi- between a researcher and practitioners/policymakers during a talization agendas. study that was carried out to assess the impact of literacy pro- Raby, Rosalind (California State University, Northridge) gram participation on women in rural Mali. Going beyond the Community College International Education Activities: popular notion that such dialogue problems exist due to cultural Alternatives for Adult Education. differences between researchers and practitioners-policymakers, As we enter into the next century, we face a need for community the case is used to illustrate a) the overlapping roles among those colleges to cultivate adults who are competent in dealing with involved in the project and b) the difficulty of untangling cul- the complexities of our world. Community College models are tural differences associated with researcher and practitio- the fastest growing post-secondary institutions in the world. In ner/policymaker perspectives from cultural differences associ- the U.S., community colleges educate more than 50 percent of ated with western and nonwestern country perspectives. adults and reflect the multicultural and multiethnic mixture of Punchi, Laksham (University of Oslo) the local community. Recent community college policy and mis- Globalization Effect on Education in Sri Lanka sion statement revisions in numerous countries are supporting This paper, with a brief introduction to globalization, examines the integration of these competencies in order to prepare students its effects on education in developing countries as a result of the for future political, economic and moral roles in society. This policies of the international monetary organizations such as the paper discusses the current status of international education in World Bank and the IMF and their financing of education in community colleges. general. It also, in particular, examines the vulnerability of Sri Raby, Rosalind (California State University, Northridge) Lanka in the face of such effects of globalization, making refer- Learning, Information Literacy and Alternative Ways of ence to its present education system in relation to the skilled la- Knowing bor force required to meet the demands of the new global econ- Epistemological explorations appraising alternative ways of omy which is highly knowledge intensive. Whilst presenting a knowledge representation, transmission and communication are description of the education policy in Sri Lanka with issues central to creating a humanistic theoretical framework for this ,which arose as a consequence of the mismatch between the cur- new information age. This paper examines the affect of informa- riculum and the workforce the country required, the paper goes tion literacy on the individual learner. What is learned, how it is on to show how it (the education system) is changing in the pre- learned and why are central to the building of new knowledge sent global context. Moreover, the paper focuses on the educa- representation theories. Three constructs will be highlighted: a) tional reforms applicable to the entire world, in this era of glob- nonverbal communication; b) social/cultural constructions of alization and notices how a country like Sri Lanka can be differ- knowledge; and c) alternative views of literacy. In conclusion, ent to these general changes. It concludes with recommendations an emphasis on the presuppositions that are associated with the for a balanced curriculum which would not marginalize certain way in which people learn will connect the individual with so- groups because of subject combinations determined by the pre- cietal and global levels. sent market needs.(202 words). Radcliffe, David (University of Western Ontario) Quinn, Robert (Scholars at Risk Program) Multiculturalism and Citizenship: Canadian dilemmas in The Formation and Operation of the Scholars at Risk a climate of globalization Network Since the days of prime ministers Lester Pearson and Pierre El- In his presentation, Mr. Quinn will review the historical chro- liot Trudeau, at both federal and provincial levels, Canada has nology leading to the formation of the SRN, will explain how had something of a love affair with multiculturalism. Indeed, the SRN currently operates, and will outline plans for its future past thirty years have seen some pioneering approaches in the growth and development. He will explain how scholars at risk development of Canada’s multicultural policies, in both social are identified, how their cases are reviewed, and how placements and educational programs. The promotion of multiculturalism, are made. He will further discuss plans to expand the Network however, has also been accompanied by a chorus of reservations, on short-term and long-term bases and will examine the level of some of which have now found encouragement in the new institutional commitment to the program that has already been

70 CIES 2001 Annual Meeting

thought of education between the individual, the communal, and logue, disclose painful issues, and provide insight into the lives the national, in the face of globalization. of the unknown. We examine how the FotoDialogo method Raghavji, Razia (Harvard University) could be applied as a research tool to investigate people’s per- Building Capacity in Schools - A Model of Teacher Pro- ceptions of social reality, and to help community service provid- fessional Development: ers better understand the sociocultural context in which their La- Professional development is a crucial component of improving tino client population is immersed in order to provide them with quality in schools. When we look at transplanted models of edu- more meaningful educational programs. This study was carried cation, we see that their successes are partly due to quality out within a community-based organization serving the Latino professional development. This case study focuses on a population in Western Massachusetts. The author took a leader- professional development institute whose aim is to improve the ship role in all phases of the study, as moderator of the Latino quality of education in schools through implementation of a Women’s Dialogue Group, and of a series of FotoDialogo work- school-based capacity building model with an in-house shops addressed to health and human service providers. Professional Development Teacher Trainer. Through Ramos, Flavia (George Washington University) observations and an exploratory study, comparisons of the model Gringos and Boricuas: Intercultural Interactions in in different schools in East Africa and Pakistan suggest that the American Public Schools school based capacity building model is more effective when People’s awareness of cultural identities becomes accentuated teachers have access to quality professional development when members of one cultural group interact with members of activities. A literature review is also used to sight examples that another cultural group. Intercultural interactions frequently occur support the assertion that professional development is pivotal in in multicultural environments such as city schools in the U.S. In facilitating the transplanting of models of education. this presentation, I will recount the different views Puerto Rican Rambaud, Marylee (Creative Associates International) students and their families hold regarding the way they are How can educational strategies using human capacity- treated by and how they interact with other cultural groups in building help to address the problem of child labor? public schools. The Puerto Ricans’ feelings about being Puerto The social capital framework is used to consider education as Rican in a predominantly white environment are illustrated in more than schooling and discuss how government can encourage stories collected from Puerto Rican elders and teens in a com- social capital formation, to mobilize local actions that will pro- munity-based research project in Western Massachusetts. vide access to education and eliminate abusive and exploitative Rapoport, Liora (University of Pittsburgh) child labor. The strategies discussed focus on policy dialogue at The four sensibilities of membership, connection, respon- local, state, a and national levels to identify crucial education sibility and purpose: Students and faculty struggling to system reforms and remove barriers that prevent working chil- find their place in the world dren from completing their education. Case examples illustrate One recurring concern among educators is how to make an edu- alternative educational policies and practices in specific policy cational experience a significant one; one that will endure in a areas such as scheduling, curricula relevance, and exam struc- student’s life and that will be generalized to other professional tures, and key processes that require partnership with other sec- and everyday life experiences. Service learning programs that tors. foster reciprocity can achieve profound changes in participants, Ramirez, Francisco (Stanford University) cultivating sensibilities that will extend into the future. Partici- Jones Symposium pants struggle to find the basis for legitimate membership and Sergio Ramírez is the BASE II Deputy Chief of Party and Insti- connection to fellow service-learners. Together, participants en- tutional Development Advisor. Mr. Ramírez has participated as gage in a search for identity and a sense of purpose in the future. the team leader in the organizational reform and modernization This paper explains and analyzes how service-learning programs of the Nicaraguan Ministry of Education. Mr. Ramírez success- are an alternative educational practice that creates learning fully led the effort to provide on-demand education statistics communities by shaping participants’ education and identities through a Web-based search tool on the Ministry network to all through local-global interactions. directors and technical staff. Together with the Evaluation advi- Rawley, Christina (Groundwork, Inc) sor, he has led the research studies of the Model Schools. The impact of the Asia Crisis on Girls’ and Women’s’ Ramirez, Francisco (Stanford University), Christine Education in Indonesia Wotipka (Stanford University School of Education) , The Asia Crisis, originally triggered by effects of economic ad- Constructing Women’s Studies Expertise justments throughout the region, has had an impact on every as- How do a set of knowledge claims get institutionalized as an pect of life in Indonesia. The effect of the crisis on girls and area of inquiry and teaching in universities? This paper explores women has been particularly negative and has contributed to an this question by focusing on the case of women’s studies. Spe- increase in violence, sexual exploitation and trafficking. This cial attention is paid to comparing the more taken for granted presentation will focus on policies and practices created in both and the more contested features of a variety of women’s studies formal and informal education to address the needs across sev- programs. eral sectors, including health and agriculture and civil society. Ramos, Flavia (George Washington University) Reddy, Jairam (Independent Researcher) Seeing Through Their Eyes: Could Pictures and Storytel- Institutional Mergers and their implications for the trans- ling Provide a View of People’s Lives, Issues, and Val- formation of higher education institutions ues? The massification of higher education institutions and the impact Many community development education programs fail to suc- of globalization have combined to exert pressures on higher edu- ceed because they do not take into account participants’ ways of cation systems worldwide. Thus the need to enroll increasing knowing, their values, needs, and resources when planning their numbers of students and to be accountable for the way they ex- strategies and designing their curricula. In this presentation we pend their resources and for the quality of their research and will describe and analyze a small-scale community-based educa- program offerings. It is in this climate that the merging of insti- tion program that aimed at building dialogue and shared mean- tutions is beginning to assume increasing importance as a strat- ing between two groups: a group of elderly Latinas, and a group egy to respond to these challenges. A survey of mergers in the of community-based health and human service providers. In this international context reveal that while mergers are difficult, con- study we examine the appropriateness of using pictures and sto- flictual, painstaking and time consuming they have potential rytelling—the FotoDialogo Method— to foster collective dia- benefits. Among these are an enhanced academic portfolio, im-

Abstracts for Individual Papers 71

provements in quality, unanticipated synergies, greater transpar- What did the reforms signify for the learning chances of low in- ency and improvement in governance and cost savings. Research come children? Fernando Reimers will present and discuss quan- shows that higher education mergers have been more successful titative evidence of the impact of the reforms aimed at improv- that mergers in the world of business. The Council on Higher ing equity in access to different levels of schooling, transition Education in South Africa in its recently released report “To- from primary to secondary school, and in the quality of instruc- wards a New Higher Education Landscape” proposes that in the tion. He will contrast the impact of reforms aimed at enhancing interests of a sustainable higher education landscape there is the quality of schools with those aimed at supporting the de- need to reduce the number of higher education institutions mand, through student scholarships. through the mechanisms of combinations/mergers. The proposal Rezai-Rashti, Goli (The University of Western Ontario) has evoked considerable controversy. The government is study- Globalization, Educational reform, and issues of Social ing responses to the report before it makes a decision on the pro- Justice and Equity in Ontario Schools. posals. The key question is whether combinations/mergers are an This paper focuses on the impact of the restructuring movement effective instrument to contribute to the transformation of the in education on teachers and curriculum leaders actively engaged higher education system that was conceived in the geopolitical in the teaching of equity and social justice in the Ontario school imagination of the Apartheid ideologists. This possibility will be system. She also argues that the current changes rearticulate explored in the presentation. education to an economic order that is no longer organized in- Redmon, Kent (Parkland Community College) ternally to a particular nation state. Faculty Evaluation in America and abroad: A cross- Rhodes, Rebecca (Education Development Center, Inc.) cultural comparison Teaching the World’s Teachers: IRI as a Training Tool Whether for personal growth or for making personnel decisions, for those on the Front Lines the use of faculty evaluation among institutions of higher educa- In developing countries, teachers face particularly daunting chal- tion is deemed important for showing accountability to various lenges in updating their professional skills and knowledge. They stakeholders. With increased efforts to recruit faculty members are often assigned to remote schools, provided with few peda- from various parts of the world comes a need to understand how gogical materials, and are offered few, if any, training opportuni- institutions of higher education in other countries make use of ties. Without access to advanced pedagogical methods, these faculty evaluation programs. This knowledge would help teachers often find it difficult to provide a quality education for American institutions transform evaluation practices, which may their students. Education Development Center has designed ignore important cultural values, held by those faculty members several techniques for using IRI to provide teachers with access recruited from abroad. This heightened awareness could also be to training and professional development on an ongoing basis. helpful in aiding recruited faculty members in making a transi- This session will introduce these hands-on methodologies, and tion to serving in institutions that emphasize teaching, scholar- will demonstrate how they equip teachers to manage their class- ship, and service. Finally, understanding how faculty evaluation rooms and facilitate the learning process. The presentation will programs work in other countries could aid in the retention of be based on experience in Nepal (where IRI was used to train faculty members recruited from various parts of the world by teachers in 5th grade EFL and 3rd grade mathematics), and in exposing administrative decision-makers to alternative means of Guinea (where IRI is being used to provide teachers with a rep- evaluating faculty members recruited from abroad. As a re- ertoire of basic techniques applicable to all primary school sub- search strategy a review of the current research literature will be jects). Approaches to evaluating the success of IRI teacher train- conducted on faculty evaluation practices in the United States, ing programs will also be discussed. India, Japan, and South Africa. Interview and survey data will be Richardson, Cheryl (Stanford University) used as primary sources for drawing conclusions. An Exploration of the Role of Individual Interpretation in Reed, Gay Garland (University of Hawaii-Honolulu) Making Meaning from Education and Societal Roles Multidimensional Citizenship, Confucian Humanism and In this paper I explore the interconnections among global and lo- the Imagined Community: Transforming the Educational cal understandings of women’s roles, teaching, and education. Agenda in South Korea and the PRC Using historical data collected from a small group of Kenyan Educational policy makers have traditionally looked to schools women teachers, I found that although ideas about women’s as sites for transmitting knowledge which will further the na- place constrained women’s choice of career and sphere of influ- tional agenda. Often the process of nation building through edu- ence, notions about the role of education encouraged some cation ignores or seeks to override traditional and indigenous women to make significant strides toward expanding imposed values in the name of progress. Whether a society tends toward limitations and, ultimately, to make tremendous impacts on soci- multiculturalism or monoculturalism, schools help societies to ety. build a unifying collective identity that can be accessed when Life histories collected from women who began teaching conditions demand. The common national identity which is near Kenyan’s independence in 1963 revealed areas of constraint promoted and nurtured through the curriculum of formal school- and evidence of resistance. Essentially, women entered teaching ing was described by Benedict Anderson as the “the imagined due to a convergence of local and global ideas about women’s community” (1991). This identity is often built around a com- place in society. At the same time, global and local notions of mon language, a common history or a common set of values. Es- formal education being a means to higher social status prompted tablishing and maintaining a collective national identity becomes the desire for high returns from educational credentials and the problematic when it is challenged by outside agendas and com- drive for influential careers. The small group of women teachers peting discourses of democratization or globalization. interviewed individually interpreted given conceptions of educa- This paper looks at the work of the Multidimensional tion and women’s roles and took advantage of opportunities Citizenship team in light of the Confucian legacy in South Korea available at that historical moment. Each woman created a mean- and the People’s Republic of China. Drawing on the work of Tu ingful and influential career in education as a teacher, adminis- Wei-Ming and the Confucian Humanists, it discusses the effi- trator, or researcher and ultimately made a positive impact on cacy of the Cogan, Derricott, et al citizenship model and ex- Kenya’s educational system. The paper adds a textured under- plores possible political and social implications of adapting this standing of the role that individual agency can play in creating model in the PRC and South Korea. opportunities in a largely limited space. It also reveals the poten- Reimers, Fernando (Harvard Graduate School of Educa- tial for significant improvements in society should those con- tion) straints be removed. Policy Change and Equality of opportunity. Richardson, Jeanita (Hofstra University)

72 CIES 2001 Annual Meeting

Distance Education in the Information Age: An Interna- Both, the direct implications for the developing countries curric- tional Policy Perspective ula and the consequences for regional economic development Distance education like many educational practices has evolved within the context of global production are analyzed in this pa- in light of the information age. While widespread availability of per. Firstly, this paper addresses the growing importance of sci- personal computers and the Internet have made it possible for ence and technology in economic development and the theoreti- students to take classes from virtually anywhere in the world, ex- cal foundations that have given rise to expectations of foreign tensive use of computer technology presents challenges to de- technology assimilation within the process of global production. veloped and developing nations. These technological barriers Secondly, it exposes México’s position in science and technol- widen rather than narrow the educational and technological gap ogy and the consequent need for the design of flexible policies among and between global populations. This paper evaluates for FDI in order to obtain technology. Thirdly, supported with distance education in several institutions around the world to de- data from an empirical research carried out between 1997 and termine how distance educational services are delivered and 1999, the major changes suffered by the electronic engineering whether they result in increasing access to higher curricula are described. Then the regional impact is analyzed education for traditionally underrepresented populations. from the point of view of the a) entrepreneur capacities created, Richardson, Jeanita (Hofstra University) b) the regional economic integration, and c) the transferred tech- Too Sick to Learn: Institutional Barriers to Child Health nology. On the basis of this empirical findings, this study shows the vulnerability of México’s position within the global produc- and Well-Being tion process. But also, this study informs the design of the Half of the world’s poor are children. Impoverished youngsters educational, scientific and technological policy, as well as the are more apt to be born underweight, be malnourished, suscepti- policy for foreign direct investment. ble to disease and to environmental toxins. The implications of Rodgers, Janet (University of Pittsburgh) these health indices do not disappear after birth or early childhood, but rather persist into adulthood. However, for many ba- Addressing Power Differentials in an American Educa- bies the paramount question is whether they will survive to tional Context: A Teacher Tells Three Stories adulthood. This paper discusses the complex interactions be- This paper will first examine three roles enacted in an American tween institutionalized hindrances to public health initiatives, public high school; a student, a parent and a principal. I will at- poverty and well-being in children and their attendant implica- tempt to articulate the inherent ‘power’ found in each role from tions for societal advance and educational institutions across the my perspective as a teacher practitioner/researcher. This analysis globe. will draw from traditional functionalist literature as well as pre- Richardson, Jeanita (Hofstra University) sent a brief historical genesis of the American school. The con- Bits and Bytes and Barriers and Barometers: Computers struction and positioning of ‘self’ in relation to these power arrangements will be addressed. My intent and method will draw as Social and Cultural Goods in Higher Education. from both postmodern and interpretivist discourses To further The paper examines the practice of offering distance learning contextualize this portrayal I will also present a brief look at the over the Internet, which by virtue of the medium, masks recur- local school district studied and my position with-in and with- rent patterns of exclusionary practices in global higher educa- out it. ‘Power’ divisions will be sharply presented providing the tion. Theories advanced by Bourdieu (1977), Bell, (1977), Kahn basis for the stories selected. Each story represents an encounter and Friedman (1998) and Gordon (1999) will frame modern I had with various actors during my work as a high school technology as a cultural good symbolizing economic, social and teacher. I will demonstrate how engagement with these power cultural capital which yield opportunity or unremarkably pro- differentials impacted and ultimately improved my teaching duce what has been termed the digital divide between the tech- practice. nological haves and have-nots. Rodriguez, Encarna (Saint Josephs University) Rideout, William (University of Southern California) Governmentality and neo-liberalism: the case of Spanish The Evolution of Educational Decentralization in Haiti: curriculum reform Two Potentially Competing Models. This presentation addresses the neo-liberal outcomes of the cur- Participants among Haiti’s donor community have, since the end riculum reform led by the socialist administration in Spain of the three year military regime, engaged in major efforts to (1982-1996). It argues that the official national curriculum support the educational system. In 1997, educational assistance adopted by this administration at the end of the 1980s functioned efforts were initiated which, over the following three to five year as a site of articulation of the neo-liberal agenda dictated by the period, have sought to provide roughly $100,000,000 in financial process of the country’s integration into the European Commu- support. While constituting a very impressive level of donor in- nity. Using Foucault’s notion of governmentality, this presenta- volvement, Haiti, one of the three most undernourished nations, tion illustrates some of the dynamics through which educators with one of the highest birth rates in the world, is faced with defined the notion of the individual contained in the new critical constraints especially poignant vis-à-vis children’s edu- curriculum as homo economicus and how this led to the cation. Within the context of a project jointly supported by hegemonic agenda of neo-liberalism and the disempowerment of USAID and UNICEF since 1997, it is proposed that by 2004, Roe,teachers. Erling (University of Pennsylvania) USAIDs component of Haiti’s Plan National d’Education 2004, is a “bottom-up” school site model which is empowering school Predictors of National Differences in Mathematics site populations. It presently includes 65 “Clusters” involving Achievement 365 primary schools which have competed to participate in the This paper presents the only known analysis of national differ- project. This model will be reviewed. Obviously influenced by ences in Mathematics achievement based on the TIMSS. Varia- the USAID model, the Haitian Government is presently prepared tions in national mathematics instruction standards, family em- to launch its own version of decentralized schooling. How these phasis on education and student beliefs are the main predictors two models of decentralization have evolved and their present of Math achievement controlling on other antecedent conditions. statuses will be the focus of this paper. The paper discusses how the Six Nation Education Research Rivera Vargas, Maria Isabel (Universidad de Guadala- Program affected the planning of this research jara) Ronald, Margaret (Florida State University) Global Production impact in the curricula and the impli- From survival to sustainability? Aquaculturalists and the cations for regional economic development: The case of creation of knowledge the electronic industry in México’s Silicon Valley At the end of the 20th century, a failing fishery, water pollution,

Abstracts for Individual Papers 73

and state intervention in the form of a net ban, resulted in the with bilingual education, for building local research capacity. near death of a Gulf of Mexico community. A group of con- The first research manual produced in a local language has also cerned townspeople turned to clam farming and began to look a been developed in this activity. how they could build a future for their children. Coupling their Ruiz, Guillermo (University of California, Los Angeles), local knowledge with that of university academicians and tech- German Alvarez (University of Buenos Aires) , nologists the region has become a success story . An in-depth The Institutional Organization and Government of the case study of the town and its return to prosperity is chronicled, Argentinean Non-University System. A Study from a with glimpses into the lives of varied stakeholders, revealing an emerging picture of neo-traditional knowledge production and a Comparative Perspective. new world view. We analyze the institutional organization and government of the Ross, Heidi (Colgate University) non-university system in Argentina, considering the transformation of the whole higher education system in the country initi- Grassroots Globalization: Strong Objectivity and Strong ated during the 90’s, which is functional to the global terms of Internationalization the agenda for higher education modernization. We draw out the The context for my reflections on looking forward is my col- present situation and prospects of the non-university sector. laborative fieldwork in China. My recent experiences with Chi- Then, we reconstruct the recent history of the educational poli- nese girls have shaped my interest in trying to understand cies and study the scheme for the distribution of power among “grassroots globalization,” the definition for which I borrow different levels of governance of higher education. Similarly, we from cultural anthropologist Arjun Appadurai. Working with analyze the impacts that the educational policy implemented by and listening two Chinese girls has directed me towards the pos- the national government has had. Our approach considers not sibility of establishing a transnational advocacy network in sup- only the normative dimension of the recent Argentinean educa- port of girls as young agents for grassroots globalization. I draw tional policy but also the dimension related to practices and ac- from a study in which Jing Lin and I have tried to understand so- tions implemented by different social actors and government’s cial capital from the Chinese context. In our case study commu- agencies involved into this scheme designed by this policy of nities we have found that “social capital” usually begins with transformation. Thus, we are particularly interested to see, using collective resistance to multiple and contradictory pressures of a comparative perspective, differences between several prov- the market, the state, and social inequality. Our interpretation of inces, in Argentina, regarding the institutional organization of social capital formation as intervention on behalf of equity and the non-university sector. Finally, we analyze how it contributes community resonates with feminist theories on schooling and to the conformation of an abandoned environment at the govern- community that are critical of rational choice perspectives on ance of the Argentina’s higher education, promoting -at the same human motivation and posit community-building as the result of time- social and educational disparities among the population of inclusive, multilateral, and generative approaches to power and different regions. respect. Ryser, Erika (Harvard University) Rossman, Gretchen (University of Massachusetts, Am- Quality of Rural Education in Chile herst) Having nearly achieved universal access to primary education, Training for Participatory Monitoring and Evaluation in Chile’s current educational reform plan recognizes the need to Azerbaijan further increase the quality of education that is available. During This paper will review a participatory monitoring and evalua- the 1990s, the government implemented several programs to ad- tion training conducted in August, 2000, for project officers in a dress this issue, with varying degrees of success. As part of this community mobilization program for displaced communities in reform, the central government relinquished some control of the Azerbaijan. In a context of competing organizational demands educational system to local municipalities. Decentralization of for accountability, the training attempted to illuminate existing administrative control has given rural communities power to de- evaluation practices and offer alternative evaluation tools that sign schools to meet local needs. However, opponents argue de- could better support community vitality. Theoretical and practi- centralization of financial responsibilities prevents rural com- cal issues involved in participatory monitoring and evaluation munities from providing basic schooling. Does decentralization will be discussed. Special attention will be given to the training provide or prevent access to quality education? approaches employed in Azerbaijan and insights gained from Sakurai, Riho (Penn State University) field visits with training participants to local communities. Globalization of Children’s Advocacy in Mexico: The Rowley, Dunham (World Learning) Case of Child Labor Progress and advances in the practice of Community Mexico, along with Brazil, has the greatest number of working Mobilization for School Improvement in Ethiopia. children in Latin America. With international legislation and This paper will review the progress of the World Learn- movements to remove child labor from factories, the number of ing/USAID Community School Activities Project and detail children in Mexico’s industrial sector has been reduced. How- some of the major advances that have been made in the areas of ever, in Mexico as throughout Latin America, 60% of male child improving school quality, equity, school governance and com- laborers are engaged in agricultural sector, while 60% of female munity participation. Issues of “going to scale” will be discussed child laborers are engaged in domestic and agricultural sectors. as well as the problems of phasing out and closing down of the The numbers and the proportions of Mexican children working project. in rural areas actually increased over the 1990s. The Mexican Rubio, Fernando (IEQ Guatemala Project Director) government has ratified most of the International Labour Or- Untitled ganization’s (ILO) legislation to fight child labor, but Mexico The 1997 Peace Accords, ending more than 30 years of armed has not yet ratified the legislation that regulates child laborers in conflict in Guatemala, brought an official recognition of the cul- agriculture. This paper uses the internal and international politics tural richness of the country and the need for trained bilingual in Mexico to illuminate more general dynamics in the geo- Mayan professionals. IEQ facilitates capacity building of Mayan political campaign against child labor. educators to accomplish and use strategies such as creating and Samoff, Joel (Stanford University) training networks of Mayan professionals , utilizing collabora- The Politics of Education Policy in Africa tive technical assistance with Mayan NGOs, jointly developing Burkina Faso is among the largest recipients of development aid instruments and techniques, and developing sustained profes- in West Africa. The new aid terminology emphasizes partnership sional relationships with Ministry of Education units dealing and sectoral approach. Yet, research on education aid suggests

74 CIES 2001 Annual Meeting

that little has changed in the aid relationship. Most funding and Sawamura, Nobuhide (Hiroshima University) technical assistance agencies adhere to their interests, priorities, What is the role of Japan in international development and procedures. Though rarely discussed explicitly, national and cooperation? institutional interests structure the aid relationship. Collectively, Japan has been keen in providing international aid and is one of agencies apparently continue to instruct more than listen and major donor countries today. Since the Jomtien Conference in thus to undermine the dialogue and partnership they claim to 1990 Japan has started the intention to increase aid for educa- construct. Heavy reliance on external funding makes it difficult tion, particularly basic education. Japanese policy and practice for the government to assert and maintain an independent pos- of educational aid are in the process of rapid change. Moreover, ture. Japan has the tentative desire to become a leading donor, not Sanborn, Joanna (Harvard University) merely attempting to provide aid following other donors’ ap- Boys in Belize: Following the Trend of the Caribbean proaches. This desire has created tensions between more inde- Men pendent approaches and the traditional role following Western Only 42 percent of eligible students in Belize attend secondary donors. If Japan can build its own aid capacity based on its own school and of these, only 64 percent graduate. Boys are less knowledge and experience, it will be able to exploit its great po- likely to enter secondary schools than girls, more likely to repeat tential in development cooperation. and more likely to drop out. With high unemployment rates, a Schofield, Andrew (University of British Columbia) lack of recreational facilities and high teenage pregnancy and State Making and Education Policy in Africa: Beyond the HIV infection rates, the future outlook is not good for these Impasse. Two Case Studies from South Africa boys. How do we begin to understand the declining participation The paper applies the new subjectivity of the state thesis to edu- of boys in schools in Belize? Why are they leaving the secon- cation reconstruction in South Africa. The argument, introduced dary school system in higher numbers than girls? This problem in section one, integrates modernist theories of the state with is a growing concern to a country that claims 50 percent of its pre- and post modern theories of individual subjectivity. It is on population as being under 18 years of age. Although located in the basis of these foundational identities/relations that educa- Central America, the small English-speaking country of Belize tional reconstruction needs to be addressed since Africa’s im- tends to have stronger connections to other Caribbean countries, passe is reflective of the breakdown of Western/Modernist mod- which are also facing this educational crisis with their boys. This els of administration and state construction (Dia, 1994; Deng, research will attempt to define the problem, highlighting differ- 1998). The “new subjectivity” thesis can assist education recon- ent perspectives, and examine factors contributing to the declin- struction by firstly, deconstructing the state and schools, and ing male participation in the secondary school system, with ref- secondly, showing concrete strategies of reconstruction. Section erence made to Caribbean trends. two, therefore, applies the ‘new subjectivity’ thesis (and the ar- Sangare’, Souleymane (Ministry of Pre University and guments introduced in section one) to two case study school Civic Education) communities in South Africa. A Regional Superintendent’s Perspective on the Per- Schreiner, William (University of Southern California) formance of Facilitators and Evaluators The World Bank Response to Women and the HIV/AIDS The second presenter is the regional inspector (roughly corre- Pandemic in Sub-Saharan Africa sponding to a superintendent of schools) for one of the eight re- Our knowledge of the deadly threat posed by HIV/AIDS to the gions of Guinea. Responsible for overseeing all elementary and peoples of sub-Saharan Africa, and in particular to women and secondary schools in his/her region as well as special projects girls in the region, has thus far been well in advance of the ef- and programs, the inspector will provide an assessment of the forts of the World Bank and others to plan, prepare and forestall capacity developed by the facilitators and evaluators to foster the most deadly threat to human life in modern times. The “wild- improvements in classroom teaching and learning. The inspector fire” that is burning Africa might have been fought back at the will also share experience gained as chairperson of the regional brushfire stage; the stage where this contagion turned on fe- jury in charge of making final decisions about proposals to be males, should never have been reached. The paper documents funded. the progression of the disease on the continent, the World Bank Savukova, Galina (Teachers College, Columbia Univer- responses to the disease, and the shift of the pandemic to ever- sity) greater numbers of women, and to a younger female population. College Admissions Tests in the United States and Rus- Schriewer, Juergen (Humbolt University Berlin) sia: Challenges and Concerns (Comparative Perspective) Towards a World-Level Educational Ideology? Transna- Both in the United States and Russia, admissions tests have be- tional Dissemination and Self Evaluation Potentials of come an issue of great debate lately. The educators discuss simi- Educational Knowledge lar questions, such as contestation over access to higher educa- The paper will focus on the role and the forms of educational tion, a wide gap between school curricula and the items included knowledge in processes of internationalization. More specifi- resulting in the necessity for applicants to take preparatory cally, it will present some of the findings of cross-cultural stud- courses or hire coaches, predictive validity of admissions tests, ies that are meant to re-examine theses contending the emer- standardized uniformity. However, the countries also have to gence of a world-level educational ideology. These studies solve their own unique problems, examples being the adverse largely draw on content-analyses of, one the one hand, major impact of standardized testing on culturally diverse applicants in educational journals from Western Europe (Spain), Eastern the States and heavy reliance solely on tests while taking admis- Europe (Russia), and East Asia (China) and, on the other hand, sions decisions in Russia. The area of concentration in the paper international encyclopedias. is a comparative analysis of the verbal section of the Scholastic Schubert, Jane (American Institutes for Research) Assessment Test (SAT) and the English Test administered by the The Path to Educational Quality: Aligning Political Will Testing Center of the Russian Ministry of Education. Though the former is designed for native speakers of English and the latter is (increased access) and Educational Reform (improved targeted at applicants for whom English is a foreign language, quality) it’s amazing to analyze how similar the problems arising from Political Will (increased access) and Educational Reform (im- ill-constructed and culturally-blind items are. The paper finishes proved quality) share a common goal: successful primary school with suggestions for improving both the SAT and the English completion of all pupils. A gap exists between these 2 impera- Test, which are the result of review of relevant literature and per- tives. The reasons for this nonalignment vary but the level of sonal experience as a test maker. human and financial investment required to construct new facili-

Abstracts for Individual Papers 75

ties which increase access is typically less than the level of in- analysis and interviews with experts and key informants the the- vestment required to change the human behaviors which result in sis seeks to identify the essential differences in the two systems improved educational systems. Aligning “quality and quantity” and the possibility for policy dialogue and borrowing between depends on behavioral change. This paper aims to provoke dis- the two countries. cussion about partnerships with in-country partners to strengthen Seeberg, Vilma (Kent State University) technical capacity of individuals and institutions. Second Generation International Scholarly Collabora- Schugurensky, Daniel (University of Toronto), John tion, a qualitative, micro-scale study of a North- Myers (University of Toronto) , American-Chinese case. Informal political learning through local governance: A A rich description of the second generation of scholarly ex- comparative analysis of urban participatory democracy changes generated by a single international development aid pro- in Canada and Brazil ject. The project was initiated by one professor in a single North This paper presents the main findings of an international, com- American institution to promote exchanges with several teacher parative research project on adult citizenship learning and local education colleges in the People’s Republic of China. Subse- governance. The case studies are two municipal experiments in quently scholars were referred and initiated collaborations with existence since 1989, both aimed at promoting the active returned Chinese scholars at the teacher-education colleges, put- participation of citizens in the processes of deliberation and ting into motion a “continuous circulation” of scholars and decision-making. The first one is the Participatory Budget of scholarship. The study posits that second-generation knowledge Porto Alegre, Brazil, and the second is the Healthy City model exchanges may be of much greater magnitude than could be an- of Toronto, Canada. Both experiments are based on the ticipated in the original project. In the description of the mani- principles of participatory democracy. Through interviews, fold collaborations, critical assets for multiplication and diversi- questionnaires and document analysis, this research examines fication of flows of people and knowledge will be highlighted. the educational dimension of participatory processes, with a Sehoole, Trevor (School of Education, University of Wit- focus on changes in knowledge, skills and attitudes. It also watersrand) examines the complementary and contradictory character of Untitled political learnings acquired in different social spaces. The first This paper develops a set of theoretical constructs for under- part consists of a theoretical discussion on citizenship learning standing the process of policymaking within the context of a and participatory democracy, and a review of the main findings transition society. The idea is to move beyond empirical work of previous studies. The second part describes the institutional that focuses on the identification of limitations in the policy en- and political context of citizen participation in municipal vironment to a mode of analysis that provides detailed under- governance in Toronto and Porto Alegre. The third part analyzes standings of the context for policymaking after apartheid. These the data comparatively. The last part outlines the main con- contexts have global resonance and expression with state poli- clusions and lessons for comparative studies on adult citizenship cies after 1994. The paper argues that new understandings on the education, as well as for curriculum development in non-formal nature of the state and bureaucracy provide deeper insights into Schwille,and informal Jack (Michiganprograms. State University) policy ambitions and outcomes after apartheid. A Comparative View of Schooling’s Influence on Civic Seymour, Susan (Pitzer College) Education across Countries from Case Study and Survey Family, Gender and Educational Achievement in Bhu- Data baneswar, India: A 35 year Perspective The role of schooling in civic education is a matter of debate. It India has large gender gaps with respect to literacy and school- appears from the IEA data in both Phase 1 (case studies) and ing. Nonetheless, in one generation a group of girls has per- Phase 2 (test and survey) that this role is often implicit rather formed as well or better than boys in a set of middle and upper than explicit. Through the linkage of these two types of data the status Indian families I have studied since 1965-67. Drawing issue of the processes by which schooling currently has an influ- upon 35 years of research with the same set of families, this pa- ence, as well as the possibilities for such impact will be address per will explore factors that contributed to these girls’ educa- from a comparative perspective. tional achievement and the familial crises around marriage and Scoppio, Grazia (University of Toronto) careers that then resulted. How do you find a suitable groom for Initial Findings of a Comparative Analysis of Policies a highly educated, “old”, employed woman? and Programs that Promote Newcomers’ Integration in Shaeffer, Sheldon (UNICEF, Education) Canada and Italy. Flagships in the achievement of Education for All The presentation will explore the initial findings of a research An important part of the follow-up to Dakar is a range of so- for a doctoral thesis. The thesis deals with integration of new- called flagship programs — concentrated, collaborative work comers in Canada and Italy. It is postulated on the assumption among EFA partners focused on particular challenges in the that countries such as Italy newly experiencing immigration may achievement of Education for All. These include programs re- learn from the experience of Canada in addressing the issue of lated to HIV/AIDS, education in emergency and instability, newcomers’ integration. The thesis will relate the topic of inte- school health, teachers and educational quality, early childhood gration to the wider field of Comparative and International Edu- care and girls’ education. cation. Education-related provisions, both formal and informal, Shanahan, Theresa (OISE/UT) are among the key elements to promote integration of newcom- Globalization and legal scholarship ers, within the societal pattern of the host nation: in the commu- This paper will consider if, and how globalization is manifested nity, in the school and in the work-field. The objective of the in the knowledge production of law professors as reflected by thesis is threefold. First, to compare and contrast the Canadian their research activities. The “local” focus of this paper will be model of multicultural state with the Italian model of nation- on the current context of academic legal research undertaken by state and their approach towards new immigrants. Second, to de- law professors in common law schools in Ontario. More specifi- sign a framework based on the key educational elements (educa- cally, the paper seeks to document and describe the intellectual tional provisions/services/programs) in the Canadian system that work of law professors in order to determine the influence of promote integration of newcomer adults and children, such as globalization on the shape of legal knowledge being generated settlement programs, ESL instruction and academic accreditation by law professors in their research activities. Data will be pre- services. Third, to compare the Canadian framework with the sented form an ongoing provincial study of Ontario law profes- Italian system of educational elements. Through document sors. The findings will be analyzed from a socio-critical perspec-

76 CIES 2001 Annual Meeting

tive using a theoretical framework that examines the nature of This is an enormous collection, well over 50 cubic feet of mate- professionalism and its relationship to professional knowledge. rial. The written records, moreover, are sometimes ambiguous, The findings and their significance for legal educators and the and the memories of participants in the recorded events do not law profession will be discussed. The paper will critically reflect always agree. This paper explores surprises, snares, and per- upon how the globalizing phenomenon is playing out in intellec- plexities in the chartering of history. tual work of a professional faculty in Canadian higher education Shikakura, Hisayo (The University of Chicago) and will consider the implications on the relationship between School Girls: An Ethnographic Study of Two Japanese legal professionals and society. High Schools Shanahan, Yvonne (University of Massachusetts, Am- This ethnographic study explores the gendered nature of the ur- herst) ban Japanese high school experience. I employed in-depth ob- Women building peace from the community to the negoti- servation and interviews at two high schools in Tokyo: a tradi- ating table tional girls’ school and a public coeducational school. In these More than 75% of people displaced by conflict are women and different school settings, I investigate pedagogical and social as- their dependent children. Women experience conflict differently pects of Japanese school life that influence values, behaviors, than men and yet there is little study of the impact of conflict on and future occupational prospects of female students. The girls- women or policies that address the gendered impact of conflict. only school tends to reinforce a stereotyped feminine culture that This paper will examine how policy is being influenced by the embraces so-called Japanese traditional values of “ryosai kenbo” efforts of an international coalition of affected women, NGO’s (good wife and wise mother). Parents count on schools to social- and other civil society groups to ensure that women are included ize and discipline their daughters into this elite tradition still in peace negotiations and social reconstruction. Case examples highly valued and rewarded in a society that also looks globally will be taken from conflicts in Azerbaijan, Kosovo, Guatemala for cultural inspiration. My observations suggest that girls are and Burundi. aware of how the social image of “good breeding” means con- Shapiro, Mindy (Tufts University) forming to these ideals, yet they are also keenly aware of the Building a Bridge between Culturally Disparate Envi- tensions and contradictions that face them in their educational ronments: Children’s Interpretations of their Photo- and occupational choices. Ironically, the coeducational school appears nominally to de-emphasize the gendered nature of soci- graphs ety, while still conveying subtle messages of gender socializa- This paper describes the main components of a photography pro- tion in the classroom. Thus, female students continue to be ject within a home-school mediation program. In keeping with tracked into feminine occupations, as schools remain the sites of the program’s overall purpose, this project’s main goal was to gendered social role reproduction. foster continuity between the often-disparate environments of Shimomura, Tomoko (Hiroshima University) home and school, thereby promoting school adaptation and educational possibilities for immigrant children. The focus is pri- Conceptualizing “Citizenship”: Past and Present marily on children’s own interpretations of their photographs, Terms such as “World Citizenship” or “Global Citizenship” are elicited though interviews and in-class assignments. The breadth frequently used and discussed by many researchers in education. of information yielded by this method is evidenced in selected In using these terms, most focus on a discussion of curriculums photographs and children’s descriptions of their work. Discus- or educational goals. Discussions in philosophy or political sci- sion will explore how such information fosters communication ence, on the other hand, focus on the concept of “citizenship” as between home and school and promotes educational success, as concerning the recognition of cultural diversity, and constitute well as implications for educational systems on local and global an approach neglected in discussions in the area of educational levels. research. Shenoy, Anuradha (University of Maryland) The purpose of this presentation is to examine the concept of “differentiated citizenship”, a controversial topic among po- The United States moves towards a National Policy on litical scientists of late. A review of the concept of “citizenship” International Education with respect to Aboriginal People in Canada serves to illustrate President William J. Clinton, of the United States of America, on how the concept is being treated in one area of the world, April 19th 2000, signed an Executive Memorandum on Interna- thereby providing a recent example which other societies might tional Education Policy. This policy is the first of its’ kind in the consider. In this presentation, I will first overview the discussion United States. This policy is designed to ensure the continuance of “differentiated citizenship” among political scientists. Then, of Federal Government support to all international education taking the Inuit in Canada as a case, I will review and examine programs. Also, the policy seeks to formally recognize the role the concept of “citizenship” from the Canadian federal govern- of international education in maintaining the United States’ eco- ment’s point of view as espoused throughout the 1950’s and nomic and political strength. In this paper, I accomplish three contrast it with the one from the Aboriginal People in Canada. purposes: First, I provide the reader with a brief history of the Through contrasting these two concepts of “citizenship”, I will evolution of international education Programs in the United examine the concept of “differentiated citizenship”. States. Second, I provide the reader with a description of the pol- Shin, June (Harvard University), Irene Kim (Harvard icy and the contextual factors contributing to the formulation of University) , the policy. Third, I analyze the policy using a multiple perspectives approach. Specifically, I use the Malen and Knapp (1997) What Role does National Education Policy Play in Socio- model and utilize the following five perspectives: rational, or- economic Inequality in Indonesia? ganizational, political, symbolic and normative. Finally, in the How do national educational policies shaped by a modernization concluding section, I discuss both the utility of the multiple per- agenda address or promote inequalities based on socio-economic spectives framework and the insights gleaned from utilizing it in class, geographic location, or linguistic background? This paper my analysis of America’s new policy on international education. assesses specific educational policies in Indonesia, and their im- Sherman Swing, Elizabeth (Saint Joseph’s University) pact on different socio-economic and ethnic groups. An analysis Archives and Memory: a Case Study of primary data as relevant literature will be used as the basis of the paper’s findings. Through an examination of current educa- The challenge for the researcher in exploring the CIES Collec- tion policies and equity issues, this discussion may help to ex- tion in Kent State University Archives is to navigate its inven- plain the existing disparities within the population of Indonesia. tory while respecting the difference between it and library index- ing for the retrieval of information, a labor intensive activity. Shroff-Mehta, Preeti (State University of NY at Buffalo) Knowledge Transformations in Civil Society: The Politics

Abstracts for Individual Papers 77

and Promise of Knowledge Mediation the presentation will be the following: (i) Accelerating primary The “development” paradigm shift is typically defined in terms schooling in the Lowest Enrolment Countries; (ii) Easing access of post-fordist, post-capitalist, post-modern and post-industrial to educational resources for all, (iii) Developing solid and dy- knowledge contexts. Historically, dominant knowledge systems namic partnership, and (iv) experiencing joint programming and that have informed and guided development theories and prac- action for EFA at the country level. tices have masked and ignored community context specific and Silander, Megan (Harvard University) locally rooted knowledge traditions. As a result recent theoreti- English-Medium Instruction in Countries with Non- cal formulations concerning “development” suffer from ‘binary Native English Speaking Populations oppositions’ syndrome, i.e. positivist and post-positivist inter- Research shows that students learn best in their native language. ventions, traditional and modern knowledge systems, scientific Furthermore, in recent years, the global dominance of English and traditional values, north and south divide etc. The has been controversial, particularly in the conflict between the (re)discovery of the ‘local’, the ‘marginal’ and the ‘post- role of English as a tool for participation in the world economy modern’, hence, has captured the imagination of global devel- and as a symbol of oppression and colonialism. What are the opment thinkers and practitioners. reasons behind governments’ use English-medium instruction The popular theoretical preoccupations with deconstruc- (EMI) in schools when few members of the population speak tionist approaches, however, ignore the dynamic nature of English as their native language? Through a comparative study knowledge system interactions that characterize community cul- of three countries, this research will outline the explicit and im- tures as well local transformations. Based on the field study of plicit rationales behind governments’ decisions to use EMI, as selected civil society organizations (CSOs) in India, this presen- well as the various political, economic, and pedagogical influ- tation will argue that there is a need to build learning environ- ences on the formulation of EMI language policy. Research ments that will capture knowledge mediation processes. The methods include a review of government documents that outline presentation will discuss context specific, traditional, historical, official language policy, as well as a literature review of cri- endangered and formal knowledge systems. tiques and discussions of language policies in various EMI coun- Shultz, Greta (University of Massachusetts) tries. Tilting the Comparative Turn: On Difference and Possi- Silova, Iveta (Columbia) bility in Comparative Education Towards Europeanization? De-territorializing interna- Poststructuralist theories and methods have been used in social tional references in education reform for minorities in science disciplines for decades, accepted in some arenas and de- post-Soviet Latvia nounced in others on charges of inaccessibility, nihilism and After the restoration of Latvian independence, formulation of pointless free play. Comparative education, however, animated education policies for Latvian minorities, particularly the Rus- in large part by humanist perspectives, has yet to exploit the ana- sian speaking population, has been accompanied by a fusion of lytical potential inherent in poststructuralist strategies. This pa- “collective memories” of the independence Latvia enjoyed be- per suggests that the value of poststructuralist theorizing lies in tween 1918-1940, Soviet institutional legacies, and more re- enhanced epistemological self-reflexivity: attention to the ways cently, international pressures for Europeanization. By focusing in which comparative education’s taken-for-granted rhetoric and on the politics of educational “borrowing,” this presentation dis- logic necessarily produce a particular, and limited, version of re- cusses how international references on multicultural education ality. Close readings of selected educational texts from the 1990s have been “de-territorialized” in an attempt to reconcile interna- destabilize the self-evidency of comparative education’s own ac- tional pressures with domestic politics. count of itself and make explicit the discourse’s tacit limits to Silova, Iveta (Columbia) theorizing and knowledge production. The paper shows that opening up these discursive limits permits enriched and ex- From symbols of occupation to signs of multiculturalism: panded intellectual debate within the comparative education Transfer of discourse and the metamorphosis of Russian community and in the public sphere. Schools in Latvia Sidibe, Ibrahim (UNESCO) One of the legacies of the Soviet Union, which manifests ethnic Undertaking and Succeeding in Implementing Basic Edu- fragmentation and the continuing ethnic tensions in Latvia, is the cation for All A Practical and Pragmatic Approach (2) existence of two parallel school structures-one using Russian language instruction the other using Latvian. Whereas the Basic Education for All: How to Make it work, How to dichotomous structure of the school system has not substantially Make it a Reality changed since the collapse of the Soviet Union, education dis- The right to education is one of the most fundamental human course about separate schools for Russian and Latvian students rights. Amongst the other human rights, it is the only one, if it is has undergone a great transformation. Russian schools moved exercised, allows a person to develop his full potential.. But the from being associated with “nests of Soviet occupants” in the implementation of the right to education is more challenging in beginning of the 1990s to “signs of multiculturalism” by the end practice. of the decade. This research examines how the “old” educational Even if some LDC countries have made progress since structures have been adopted and transformed by even more independence, it is noted that many, and particularly those in Af- general mechanisms and by forms of global pressure. I suggest rica, are experiencing stagnation or even regression in terms of that the transfer of discourse on multiculturalism has not neces- educational and training provision. This regression or stagnation sarily involved the transfer of practices associated with it. In- (especially in basic education) is due to causes of both an en- stead, projecting the new discourse on the old mechanisms of dogenous and exogenous nature. The reasons for this impedi- power has become politically useful in the context of a global- ment include the following: (i) the absence of clearly defined, ef- ization movement, which aims to ensure Latvia’s integration into fective and well-supported educational policies; (ii) insufficient the European Union, encourage international investment, and at- or unachievable educational reforms; (iii) the introduction of tract aid. costly, inappropriate and unsustainable strategies; (iv) the ab- Silverman, Michael (University of Southern California) sence of realistic policies and appropriate or effective structures Education for environmental transformation: Empower- and mechanisms capable of mobilizing resources; (v) constantly changing educational priorities. This panel will focus on con- ing Vietnam’s women to community organization and ac- crete ways and means at the country level which aim at provid- tion ing basic education for all, through strategies, alternatives and Internationally based NGOs (INGOs) have been leaders in non- modalities that are sustainable, and imply ownership. The axis of formal, environmental education in development contexts for the

78 CIES 2001 Annual Meeting

last quarter century. Recent programs efforts, however, have an integrated curriculum for Grades 7-9, offered in learning cen- shifted from Northern-centered to more Southern-centered edu- ters supported by various stakeholders in the public and private cation and training. A good example is the program relationship sector. Through written texts supplemented with audio (e.g., ra- between the World Wildlife Fund for Nature (WWF) and Viet- dio or cassette) , IEQ strives to improve the quality of learning nam’s Women’s Union. These types of partnerships are recent for an out of school population. The curriculum balances rigor phenomenon in non-formal international education and little re- and reinforcement to enable mastery of the material. search has investigated its structure and effects. This paper in- Smit, Brigitte vestigates the relationship of these two organizations in nonfor- Untitled mal training and program delivery in two environmental educa- The broad purpose of this inquiry is to describe and explain pri- tion campaigns in Vietnam. One point of this paper is to better mary school teachers’ experiences of education policy change in understand the two organizations ability to empower women and South Africa. The immediate objective is to obtain new, deeper the community. Findings suggest that these organizations not and more complex understandings of the less obvious issues that only have innate strengths, but also have structural weakness influence teacher roles as implementors of education policy that limit their abilities to provide transformational education change. From an interpretive or qualitative perspective of re- and training. Furthermore, this study investigates the unique role search, the following questions guided this investigation. Firstly, the Women’s Union plays in empowering women and local how do primary school teachers understand and experience edu- communities to not only react, but ‘pro-act’ to environmental is- cation policy change? Secondly, why do the meanings that sues effecting them and their families. The research reveals that teachers assign to education policy change differ form the offi- the Vietnamese Women’s Union is a unique social organization cial meanings for such intended change? I conducted semi- that can have an emancipatory effect, not only on Vietnamese structured interviews, focus group discussions and used open- women, but also on Vietnamese society. ended questionnaires. Furthermore I analyzed the data, used a Singh, Manjari (Indiana University) computer aided qualitative data software. The findings from this The Balika Shivir: An Educational Program for margin- inquiry revealed four important and interdependent themes, alized girls. Does it truly meet girls needs? which appear crucial in understanding education policy change The Balika Shivir, a six-month non-formal, residential education from the perspective of teachers. These include the affective program for illiterate adolescents girls is an important interven- domain, emotional responses and contestations, issues relating to tion strategy that reaches a traditionally underserved and mar- discipline and control, Outcomes Based education and lastly ginalized population in rural western India. The primary objec- matters of values, teacher roles and their view of professional- tive of the Balika Shivir is to impart literacy and numeracy skills ism. While the contributions of this inquiry are not original in to adolescent, out-of-school girls and to facilitate their entry (and the sense of a prototype, the findings will add important political hopefully continuation) in formal school with other children of and practical nuances to the complexities of education policy their age group. At the same time, considerable emphasis is change. In sum, policy may learn from teachers’ experiences and placed on structuring the Balika Shivir in a manner that facili- understandings. tates the girls’ development of a sense of self, their critical re- Smith, Sarah (Harvard University) flection on women’s role and status in local communities, as In-Service Teacher Education in Namibia: Pedagogy for well to empower them to function as change agents in their com- Lower Primary Teachers munities. Since independence in 1990, Namibia has focused on reorienting In this presentation I will use Activity Theory to reveal teacher education as part of its reconstruction of the education linkages between component features of the Balika Shivir, the system. With the aim of improving the delivery of primary edu- utility of these components within the shivir, and the larger pur- cation in Namibia, USAID, with the Ministry and Peace Corps, pose of the Shivir. Using data obtained from participating girls, developed the Basic Education Support (BES) Project as a program implementers and community members, I will then pre- mechanism for lower primary, in-service teacher development. sent the fit (or lack thereof) between the educational activities This case study analyzes the successes and shortcomings of this within the shivir and girls’ local realities. I will conclude by ana- model, paying particular attention to the interaction of USAID lyzing the significance of these findings in the context of the lit- and Peace Corps with local Ministry officials, principals and erature on girls’ education and empowerment in developing teachers. This analysis will be useful in identifying possible countries. shortcomings for future teacher education projects in similar Singh, Manjari (Indiana University) contexts. Redefining covered ground: The quagmire surrounding Sobe, Noah (University of Wisconsin, Madison) Urmul’s implementation of the Balika Shivir in India Fabricating nation and world in early 19thCentury Edu- The Balika Shivir, a six-month non-formal, residential education cational Comparisons: A Comparative History of the cir- program for illiterate adolescents girls is an important interven- culation of Marc Antoine Jullient’s work in America and tion strategy reaching an underserved and traditionally marginal- Poland ized population in rural western India. Despite strong support for Marc Antoine Jullien de Paris is generally considered as one of the program from local communities, donors, and implementing the pioneers of Comparative Education. Through a comparative NGOs, data obtained from participating girls, parents, local history of the circulation of his work in Poland and America in stakeholders and personnel of an implementing NGO (The Ur- the 1820s, this paper will elaborate on the relation between edu- mul Trust) raise significant issues about the Balika Shivir. cational comparison and a world education system. It argues that Namely, how effectively does the Shivir meet the practical and comparison as part of the enlightenment project helped to make strategic needs of adolescent girls. Also, is the program a reflec- both “national systems” and an “international system” epistemo- tion of active collaboration as well as the shared vision of local logically and materially possible. The paper also considers the communities and the implementing NGO. relationship between travel, comparative education, and na- Siri, Carmen (IEQ Chief of Party, Honduras) tional/cosmopolitan identity. Untitled Sorde-Marti, Tere (CREA, Center for Social and Educa- The devastation of Hurricane Mitch throughout Honduras led to tional Research), Lidia Puigvert-Mallart (University reforms designed to transform education so that children and young adults with no access to formal schooling have the oppor- of Barcelona) , tunity to learn basic skills and knowledge. IEQ collaborates with From Illiteracy to La Tertulia Literaria How Dialogue EDUCATODAS, a local parastatal education agency, to develop Transforms Inequalities

Abstracts for Individual Papers 79

In this paper, we present the theory and practice of dialogic be interpreted as strategies for innovation and resistance (Cerych learning. We have divided this paper into two parts. In the first & Sabatier 1986; El-Khawas 1998), linking our research to in- part, the theoretical seven principles of dialogic learning are pre- novation literature (Levine 1980) and conceptions of competitive sented; in the second, the pioneering experience of La Tertulia behavior (Porter 1991), next to neo-institutional approaches for Literaria will bring up a real transformational practice. As a re- the cross-national comparisons (e.g. Scott, Meyer, & associates sult of the increasing dialogic nature of our everyday lives (Gid- 1994). dens, Beck, Touraine), a communicative shift is taking place in Spratt, Jennifer (Research Triangle Institute) the Social Sciences terrain (Habermas, Freire). In education, this Strengthening resource management on the basis of fun- turn has been translated into Dialogic Learning. From CREA’s damental quality standards. research work, it has been synthesized into seven principles: Guinea is determining a range of fundamental educational qual- egalitarian dialogue, cultural intelligence, transformation, in- ity standards for her primary schools through a consultative strumental dimension, creation of meaning, solidarity, and process grounded in consensus-building from local to national equality of differences. The increasing presence and need for levels. In turn, using practical, systematic methods, educational dialogue make dialogic pedagogies become key factors in the managers and technical staff at regional, prefecture, and local learning experience of those who have been historically ex- levels have begun to apply these standards so as to assist in deci- cluded from education and culture. sions and action-planning regarding the deployment of new One of these experiences is La Tertulia Literaria. It is a teachers, the siting of new classroom construction, and the dis- type of reading circle held in several schools for adults in tribution of other critical resources for educational quality. The Europe. These reading circles target adult literacy learners with paper presents some of these methods and the evolution of no academic background (that is, those who attend adult basic teacher distribution over four years. education) and they focus on reading classic literature. Through Spreen, Carol Anne (Columbia University) this experience, adults who have never read a book come to read, discuss, and enjoy classic books by authors such as Franz Kafka, Borrowing OBE: Agency and Resistance to Educational James Joyce, Émile Zola, and Federico García Lorca. Transfer in South Africa Spaulding, Seth (University of Pittsburgh) This presentation looks at educational policy formulation in Educational Innovation and Reform in the Wake of the South Africa (SA) from the early stages of the liberation movement up through the post-apartheid curriculum that was imple- Hurricane Mitch Disaster in Honduras mented in 1998. It examines ‘outcomes-or performance-based In 1998, Hurricane Mitch destroyed much of the infrastructure education’ (OBE) as a concept that was originally introduced of Honduras, including many schools and the Ministry of Educa- through the trade unions and eventually evolved into a new nation building in Tegucigalpa. Since then, massive amounts of aid tional education and training model that was an amalgam of have been provided by both bilateral and multilateral sources to ideas from the US, Canada, Scotland, and New Zealand, as well not only rebuild the schools but to introduce innovations and to as a home-grown version. Building on theories of ‘cultural pro- reform the educational system. The author has been involved in duction’ and ‘agency’ the presentation shows that in the age of that effort as a consultant to the USAID-supported IEQ project, globalization and world information systems policy directions coordinated by a consortium that includes the American Insti- are (in addition to being influenced by international trends) tutes for Research (AIR) and others. This paper describes some adopted by charismatic local individuals who in turn indigenize of the efforts to assist the Hondurans to reform curriculum for or re-create them in response to local events and needs. the middle schools, to encourage centers to attract out-of-school Stacki, Sandra (Hofstra University) youth to return to school, and to develop a television-based middle-school system. Both apparent successes and unresolved Implementing a Gender Sensitive Teacher Inservice: A problems will be discussed, along with an assessment of the Woman Trainer and a Researcher Explore Policy and ways in which aid resources are managed in crisis situations. Practice Spiro, Jody (Education Development Center, Inc) Donor agencies that initiate inservice programs in partnership Multicultural Initiatives in New York City Schools with local government should insure that trainers are sensitive to This presentation will examine existing conditions and initiatives gender equity concerns and the ideological, patriarchal, and which seek to nurture cultural diversity within New York structural obstacles of the context. In the Teacher Empowerment schools as a strategy to improve educational quality and equity Program in India, UNICEF’s grassroots approach and gender Sporn, Barbara (Wirtschaftsuniversitat Wien), Jussi Vali- equity policy and goals supported a dialectic with trainers and teachers to design a curriculum that explicitly discusses gender maa (University of Jyvaskyla, Finland) , equity in a culturally sensitive manner and supports a gender and Think Global, Act Local-Higher Education Resis- development (GAD) approach. A woman trainer shares her tance/Reactions to Globalization in Europe “lived realities” in this program: her experiences, obstacles, and European higher education is increasingly influenced by forces successes help us to understand the importance of an empow- of globalization. This paper discusses the reactions of higher ered, gender sensitive role model for both women and men education establishments and systems in Western Europe to teachers. American public and private universities ‘invading’ European Stambach, Amy (University of Wisconsin-Madison) higher education and the tighter relationships between commer- Citizenship Education in Africa: Some Complicating cial funding and public higher education. The cases presented in Factors this paper highlight different aspects of the new relationships be- In this paper, I argue that African citizenship education embeds tween ‘traditional’ higher education institutions and new phe- at least three complications that point to tensions in the nomena resulting from ‘globalization’. First, American public contemporary world. One tension is between local-cultural and private universities ‘invading’ European higher education expressions of educated citizens and national objectives found in (one case focusing on reactions in a sector, i.e. business schools, civics education texts. Another tension has to do with what Joes the other on reactions in a country, i.e. the Netherlands). Second, Samoff has recently called the “institutionalization of the ever-closer relationships between commercial funding and international influence” the idea that citizenship education is public higher education, illustrated by a Finnish case. The main either an expression of authentic cultural ideas and politics or a issue is to investigate the actual reactions, i.e. organizational be- manifestation of international political influence. Yet another havior and policies, of (1) higher education institutions’ gover- tension points to an emerging phenomenon that characterizes nors and (2) national policy-makers to actual instances of these citizenship education globally: the growing role or religious developments. Theoretically, higher education’s responses will organizations in articulating “citizenship” in terms of religion

80 CIES 2001 Annual Meeting

ing “citizenship” in terms of religion and in injecting this vision other approaches. SAT was developed in the Cali region of Co- into policy. In discussing these tensions, I examine how the con- lombia by FUNDAEC (Fundación par la Applicacion y En- ceptual categories of schools themselves give rise to these com- senanza de las Ciencias) It features an integrated curriculum that plications: one, by positing a difference between “local cultures” takes into account the rural context of the learner and uses a sys- and “an educated citizenry”, two, by anticipating that schools tem of tutor training and detailed curriculum material to make will produce modern subjects who differentiate themselves cate- meaningful learning possible in a region that is suffering from gorically from their natal locality; and three, by advancing the teacher shortage and access to schools in particular at the secon- possibility of democratic representation, including religious plu- dary level. rality. I argue that policy makers who work on international edu- Stone, Kathleen (LaGrange School District 105) cation can use these complicating factors to broaden program- A Cross-Cultural Comparison of the Perceived Traits of ming by incorporating discussion of these tensions into policies Gifted Behavior and proposals on citizenship education. This dissertation research project addressed the overall research Steinbach, Marilyn (OISE/UT) question: “Is there a difference across cultures in the perceived Educational Discrimination in Canada: Ethnic stereo- traits of gifted behavior?” A survey was used to identify traits of types of Black and Asian students gifted behavior generally recognized within the United States, Despite Canada’s official policy of multiculturalism and our and to compare those traits with perceived indicators of gifted reputation as a pluralist cultural mosaic, an examination of the behavior implicitly found within the context of nine foreign cul- experiences and attitudes of Black and Asian students indicate tures. The survey was translated into eight languages, and ad- that we have a long way to go from a politic of “tolerance” to ministered to 1965 university students from the Western Euro- one of proactive anti-racist education. Looking beyond isolated pean countries of England, France, Germany, Italy and Spain, incidents of covert discrimination, the institutional racism em- and the Asian countries of Japan, Korea, Taiwan, and Thailand, bedded in educational institutions must be examined. This paper with the USA as control. Variables targeted for study included will look at the perceptions and experiences of students of Afri- individual gifted traits within six conceptual clusters (cognitive, can and West Indian origin, comparing them with those of stu- achievement, motivation, creativity, socio-emotional and exis- dents of Chinese and Korean origins. Beliefs of fellow students, tential). The data set also permitted comparison of gender, edu- teacher attitudes, and administrative policies will be examined, cation versus psychology, individualistic versus collectivist cul- as well as narratives from students in major Canadian cities. ture, religion, and the level of participation in gifted education. Stevenson, Robert (University at Buffalo) Quantitative and qualitative comparisons were made regarding Climates of Constraint on Professional Development of specific terms referring to the gifted, the relative importance of US Teachers multiple intelligences, and the general value placed on gifted In his paper, Stevenson examines the constraints and restraints education. Overall, the research findings confirmed that some that appear to be discouraging more meaningful teacher profes- traits of gifted behavior do cross cultures, and other traits are sional development practices in US schools. Why, he asks, has more culturally specific. the dominant workshop approach continued to enjoy extensive Stromquist, Nelly (University of Southern California), currency despite widespread criticism over many years from Karen Biraimah (University of Central Florida) both research studies and teachers themselves. For explanation, Feminist Activism and Achievements within CIES he turns to both relevant research and two studies in which he as Our joint presentation reviews the trajectory of work on gender co-researcher, one a nationwide sample of staff developers and in the Society, from the initiation of the Gender and Education the other involving focus groups of local teachers. In addition to Committee in 1989 to its becoming a standing committee in describing climates of constraint/restraint, he considers means of 2000. It examines the various objectives and strategies pursued climate change. by the G&E Committee, noting its initiatives in conducting stud- Stoicescu, Dan (Pennsylvania State University) ies about the professional conditions of women in the field, sur- Values and Valuation in the Resource Allocation Process veying coursework focusing on gender, and analyzing women in Post-Communist Education and men participation at CIES conferences and CER publica- The process of educational reform in post-communist countries tions. It also reviews the gender pre-conferences offered since does not lack values—democracy, equality, liberty, community, 1993, and the role of large-scale projects--such as the Women in excellence, and efficiency—but it tends to ignore the process of the Third World Encyclopedia (Garland 1998)--as a further valuation of these values. Consequently, the competition among means to advance the consideration of gender issues within the these values has significant repercussions, in terms of proper use Society and the field. Finally, it makes a balance of the efforts of available human and financial resources, on the process of re- and consequences thus far, situating our collective action in the source allocation in education. frame of resistance and critical theories. The process of valuation of values in education is the way Su, Justine (California State University, Northridge), to attend valued outcomes through resource allocation process, John Hawkins (University of California, Los Angeles) that is, to look first toward consequences and facts and not to- Choices and Commitment: A Comparison of Teacher ward supposed necessities. Intended outcomes in education are Candidates: Profiles and Perspectives in China and the not ends-in-themselves, and, for this reason, it must be a perma- United States nent connection between ends and means in the resource alloca- In this article, the researchers report findings from a recent nation process in education. To achieve the genuine goal of educational study of teacher education in China, in comparison to tion in post-communist countries—to foster young generation in similar data from national and case studies in the United States. a democracy as a way of life—the post-communism education The study aims at understanding and comparing the profiles and should start by redesigning its own institutions according to de- entry perspectives of Chinese versus American teacher candi- mocratic values. This is the first step toward a valued and valu- dates. Multiple methods have been adapted from American na- able resource allocation process in post-communism education. tional studies and used to gather data in China, including survey Stokes, Helga (Pennsylvania State University) questionnaire, interviews and observation. The researchers dem- The Spirit of Education onstrate that there are both similarities and differences in the The presentation will examine innovations in the delivery of demographic characteristics between the Chinese and American education at primary and secondary levels in settings with poor teacher candidates. In comparison, the Chinese education stu- access to quality schooling. It will highlight the “Sistema de dents come from less privileged backgrounds in socioeconomic Aprendizaje Tutorial” (SAT) in Columbia and compare it to status and academic preparation. Although they share some of

Abstracts for Individual Papers 81

the noble ideas about becoming teachers, the overwhelming ma- 3. providing students with more opportunities for overseas study; jority of the Chinese students, especially those from the minority 4. encouraging university professors to strengthen connections areas, do not intend to commit to teaching as a lifelong career. with scholars in other countries and to publish abroad; They cite the low status of the teaching profession and the poor 5. speeding the creation of virtual universities to facilitate the benefits for teachers as primary reasons for leaving teaching. transmission of information and to compete with foreign The researchers urge Chinese and American policy makers and universities for the market of distance education. teacher educators to reconsider, reevaluate and recreate their Taiber, Julie (International and Cultural Exchange) policies and practices in light of the study findings in order to Public and Private Sector Trends in International Student recruit qualified young people into teacher education programs Recruitment and more importantly to retain good teachers in the teaching pro- Motivated by an April 19 Executive Memorandum on Interna- fession as their lifelong careers. tional Education, several recent government initiatives and pri- Suspitsin, Dmitry (Penn State University) vate sector programs aim to increase the United States’ competi- Admissions Practices at a Russian University: A View tiveness in the drive to recruit more foreign students to U.S. from Rational, Open, and Natural System Perspectives” campuses. While mutual understanding and shared values are The transition to a market economy in the 1990s in Russia was increasingly recognized as positive outgrowths of international accompanied by a long-lasting economic recession, which nega- education, the nearly $13 billion generated by almost 500,000 tively impacted higher education. Confronted with extremely foreign students and their dependents in the U.S. resonates tight budgets, colleges and universities had to look for alterna- loudly with policymakers, communities, and institutions of tive funds to sustain their operations; at the beginning of the higher education alike. The economic benefits have spurred ag- 1990s, tuition became a principal source of financing public in- gressive and coordinated recruitment campaigns in countries stitutions of higher learning. This paper analyzes how a public such as Britain, Australia, and France. This session will examine university in Russia is currently navigating between two ex- and evaluate several recent policy pronouncements, government tremes: the provision of equitable access and the need to enroll initiatives, state efforts, and private sector organization re- the maximum number of tuition-paying students. The case study sponses to the government’s call to “encourage students from describes the complex, ambiguous, and conflicting environment other countries to study in the United States.” for higher education. It addresses the questions of what goals Talbani, Aziz (University of Memphis) (both formal and informal) and imperatives underlie the work- How did Stella Lose Her Groove in the First Place? ings of the admissions department, how the structure and func- Manufacturing Policy and Status Quo in Comparative tioning of the University are affected by the environment, and Education what student populations benefit from the current federal and in- The study is an analysis of the post-modern discourse of knowl- stitutional policies. edge. It seems that post-modernists are the last believers who Sutton, Margaret (Indiana University) still have faith in the assumed liberating qualities of ideological Is girls’ education impervious to feminism? Taking em- knowledge. The presentation will profile the chronicle of knowl- powerment seriously. edge from the oral to the digital era, and will argue that, whether The topic of educating girls and women in the Third World has sacred or profane, the power of knowledge to define, label, and generated an enormous amount of discourse over the past twenty control never diminished. In the form of educational policy, years, a large part of it emanating from international assistance knowledge is a mechanism to define and implement state institutions. An analysis of this discourse reveals that a limited agenda, therefore, the possibility of liberation is absent from the number of themes are expressed repeatedly, including, in recent discourse of knowledge. Furthermore, contemporary knowledge years, that education contributes to empowerment. What is miss- products are validated through marketing and consumption and ing from the “official” or agency-based literature, however, is there are no fixed ideological or ethical stars to be reached. The any attempt either to define or to analyze the relationship be- discourse of knowledge in comparative education is a mecha- tween education and empowerment. Rather, the implicit theory nism and specific academic construct for the production and dis- appears to be that more education means more empowerment, tribution of knowledge products. It yields knowledge products leaving empowerment undefined and education itself unscruti- for consumption by academia in conferences and journals, and it nized. This paper argues that the “official” discourse on girls and is an apparatus to construct policies and curricula. The study will women’s education in the Third World provides little insight draw specific example from research and policy studies in com- into the possible relationships between education and empower- parative education to illustrate that the comparative study of ment. It then provides suggestions for how this connection education is no panacea for the goals of equity and liberation. might be empirically examined, drawing upon an exercise in Tamas, Peter (University of Massachusetts at Amherst) constructing indicators of the empowerment effects of girls’ Are We Post Yet? An Exploration of the Contributions of education. Escobar on Development Practitioners Tai, Hsiou-Hsia (National Chiao-Tung University) Escobar’s 1984 introduction of Foucault prompted a lively de- Globalization and Its Impact on Taiwan’s Higher Educa- bate in the international development field. Participants in this tion debate have made varied use of terms such as discourse, knowl- As countries around the world are being shaped by the powerful edge and power — all of which have specific histories and forces of globalization, Taiwan is no exception. With the grow- meanings in post-structuralist theory. This paper explores three ing importance of knowledge as the basis of economic and social questions: one, how is post-structuralist theory invoked in both activities, education, in general, and higher education, in particu- Escobar’s critique and in the counter-critiques by development lar, has been an integral part in the global transformation. Al- practitioners; two, what have been the effects of this discussion though the concept of globalization may mean different things to on the state of development theory; and finally, has the field of different aspects of social life, for Taiwan’s higher education, Development acknowledged the significance of these discus- globalization means a globalized laissez-faire flow of institutions sions to permit a move to a post-development era? and knowledge and opening of a market which used to be cen- Tanae, Miki (Harvard University) trally controlled. This paper intends to analyze the following Japanese Education Reform -Potential for alternative strategies taken by both the government and universities in re- education sponding to the new challenges : Plank and Boyd remarked that “in countries like France, Ger- 1. strengthening of the competitiveness of the local universities; many, and Japan, where authority over the educational system is 2. promoting internationalization of curriculum and teaching;

82 CIES 2001 Annual Meeting

highly centralized and more authoritarian, reformers have that exist in the international and comparative literature rather sought to create space for wider participation in educational they represent samples of trends in this literature. The review re- governance” (Plank & Boyd). Japanese education reforms are vealed surprisingly little research that has endeavored to find an- being implemented rapidly at this time. By such education re- swers to the question: What are the kinds of opportunities to forms, the Japanese formal education system is struggling in the learn available to teachers associated with the kinds of teaching potential to transform it from the heavily academic, intellectual practices and other teaching activities observed in high perform- centered education to the one with more humane, decentralized ance classrooms across different countries/cultural contexts? education elements. Even though these reforms are really caus- Among the studies reviewed, the author has encountered a num- ing a lot of confusion, I still believe that the time is right for Ja- ber of problems with both the methodological quality and the pan to undertake the first important steps toward decentraliza- conceptual frameworks used to research the effects of teacher tion. preparation and its purported outcomes. The most relevant diffi- I will explain the historical background of the current culties in the research are the poor conceptualization of the prob- educational situation, viewed through the lens of Modernist lem regarding teacher learning; the lack of a theoretical frame- theoretical framework. Then, I will talk about the “Sougoutekina work to guide the studies; the choice of methodology used, and Gakushu no Jikan”(periods for integrated study), which I believe the choice of methods of analysis. The research proposed will is one of the most important keys for the blending of the Post- seek to first, increase the empirical knowledge. modernist approach with the Modernist approach in the Japanese Taylor, Philip (McGill University) formal education system. Finally, I would like to introduce some Transforming South African Higher Education for De- actual cases from schools and NGOs, which are struggling with mocracy-A Case Study of the University of Cape Town the introduction of the curriculum, and their enthusiasm and en- (UCT) deavor. This paper results from a case study on the democratic transfor- Tanaka, Kazutoshi (Polytechnic University Japan) mation in a university in South Africa, the University of Cape A Comparison of Perceptions in Japan and the US on the Town. The study focuses on students’ experiences in a changing Value of Education and Training Subjects. institution. Their goals, learning, motivation, aspirations are dis- The results of a survey of over 3,000 Japanese workers yields cussed in a post-apartheid context. The study reveals that even opinions on the significance of school education in Japan and the though great obstacles were presented to these individuals by the impact of education on their current job skills. The survey is part apartheid past and despite residual affects of segregation in of a study of the Vocational Training Center in Japan. Subjects South Africa, students were able to tell of how through the ad- of the survey are workers who have completed at least compul- ministration and organization of their program of study in Edu- sory education and are now enrolled in a job training center. The cation, they were able to narrow the gap between past and pre- survey instrument is designed for comparative studies between sent by attaining their goals there. They did, however, note the Japan and the United States. The results of the survey may re- lack black academic staff had been a direct result of apartheid’s veal expressions of workers’ expectations of education and some shadow still haunting UCT. Overall they expressed optimism in areas of disappointment or shortcomings in education. their achievements in the SOE (UCT). Tarrow, Norma (University of California) Taylor-Haynes, Katherine (Vanderbilt University) Linguistic Diversity and Language Policy in the U.S.A. The early comparative education literature: how relevant In 1998, California voters approved a ballot initiative designed to today? to end bilingual education for immigrant children. The Comparative education rests on the shoulders of pioneers such as implementation of Proposition 227 during the last two school Mary Jean Bowman, Mark Blaug, Frederick Harbison, Thomas years has produced volumes of “research” and rhetoric. This Balogh, Phillip Foster and George Psacharopoulos. These origi- paper will analyze the language of the initiative, describe the nal pioneers made groundbreaking assertions in their time. Since resultant variety of programs, and summarize the reported then, their work has been parsed, debated and mainstreamed in results. Distinctions will be drawn between programs aimed at waves into the literature on comparative education. Topics such developing competency in a foreign language, providing as manpower planning, rate of return analysis and the treatment instruction in the primary language of immigrant or indigenous of vocational education have each been treated and debated ex- children, and the political objective of establishing the equal haustively. But we are facing a new era which is changing the value of a language other English. Ramifications in other states dynamics of our economies, our labor markets, consumption will also be considered —i.e. Arizona’s November 2000 ballot habits and our means of communication. The ‘development dec- initiative, as well as future proposals in Colorado, Massachusetts ade in which these pioneers began, has long since passed, and and New York. new development issues now include countries, such as Russia, Tatto, Maria (Michigan State University) which heretofore had hardly been conceived as a part of the de- Reviewing the International Research Literature on the velopment challenge. To what extent is the work of the founding Influence of Teacher Preparation: Alternatives for parents of Comparative Education still germane? Do their views Educational Policy and Practice and theories still merit attention by policymakers and new The purpose of this paper is twofold. One, to present the results graduate students today? Have the issues which they launched of a state of the art review of the international literature of the stood the test of time? This paper will explore the issue of rele- empirical research on the influence of teacher preparation and vance in three ways. First it will take a new look at some of the development on teaching practice and pupils’ learning. Two, to early theories and methodologies. Second it will cover some of layout a conceptual framework for needed comparative studies the main controversies and debates, mentioning the pros and designed to answer questions regarding teacher opportunities to cons, and their resolutions if any. Then it will juxtapose the learn and their differential effectiveness across different cultural original positions, in light of the debates they generated, against and social contexts. The content of this paper is based on infor- the current realities of globalization and the new economies. mation gathered from empirical studies in the international lit- Thapliyal, Nisha (University of Georgia) erature over the last ten years (1990-2000). In addition to con- Research in a time of transition: The dilemmas of a nov- sulting the ERIC database, the author attempted to contact re- ice researcher in Tanzania search centers that may be conducting research on teacher de- A primary instrument for nation-building, the Tanzanian educa- velopment and teaching, including those by international agen- tion system has played a central role in unifying a population cies such as the OECD, World Bank, UNESCO, and USAID. stratified by ethnicity, language, religion, and culture. New pres- The studies reviewed and cited in this paper do not represent all sures amass as the nation enters the global economy. As a re-

Abstracts for Individual Papers 83

searcher, I sought to understand primary school teachers’ per- educational reform efforts in Namibia and the region. A brief ceptions of their needs, instructional experiences, students, historical and socio-political overview of the Namibian context school and parent community, teacher training experiences, and is followed by a consideration of the existing educational needs future career plans. This paper examines the changing educa- as well as the demographic and structural challenges faced by ef- tional landscape at three levels: (a) micro - a ‘portrait’ of my re- forts to support educational growth and development. spondent, a vice-principal in a coastal, primary school, (b) macro Torney-Purta, Judith (University of Maryland at College - an overview of educational issues emerging from the Park), Jo-Ann Amadeo (University of Maryland, Col- transformation of local and global contexts, and (c) the political lege Park) , and ethical dilemmas that I faced as a novice researcher during Concepts and Attitudes relating to Democracy, Citizen- data collection and analysis, specifically (i) being perceived and treated as a researcher from a western University, and (ii) the is- ship, and Government among 14-year-olds in Twenty- sue of reciprocity in research. Against a backdrop of slides, this eight Countries session will discuss the research findings as well as implications Items measuring students’ concepts of citizenship, and of the re- for novices conducting research. sponsibilities of governments also scaled well across countries. Thiagarajan, Maya (Harvard GSE), Hala Al-Hoshan Through the analyses of the concept items, as well as the items (Harvard GSE) , measuring attitudes and anticipatory behavior, we will be able to compare different concepts of citizenship such as those that are Girls Education in Saudi Arabia and Afghanistan conventional and those related to social movement, beliefs about Saudi Arabia and Afghanistan are both governed by Shariah or government responsibility for economics and for the social well Islamic Law. This has shaped the education policies of these being of society, and attitudes toward women’s rights as well as countries in numerous ways. In this paper, we will explore the attitudes toward immigrants, students, and students’ expectations myriad ways in which girls education in Saudi Arabia and Af- for their future civic involvement ghanistan has evolved in the context of interpretations of Islam. Torres, Carlos Alberto (UCLA), Raymond Morrow (Uni- Our research methods will include a review of the literature on girls education in both Saudi Arabia and Afghanistan. We will versity of Alberta) supplement this literature review with limited amounts of quali- Antonio Gramsci and Popular Education in Latin Amer- tative data in the form of interviews. It is our hope that a better ica (co-authored and co-presented with Professor Ray- understanding of the forces that shape girls education in Islamic mond A. Morrow) countries will yield some strategies that can be used to improve This presentation will center, in the main, around adult education the quality of education offered to Saudi and Afghani women. and more specifically Popular Education, an area in which Tikly, Leon (University of Bristol), Joe Memella (Univer- Gramsci is a much cited figure. It is argued that the intellectual sity of Bristol) , contribution of Antonio Gramsci has been central in the work- Knowledge, Values and Policy: The African Renaissance ings of intellectuals, NGO practitioners, teachers and social ac- and Educational Change tivists in the context of popular education in Latin America. Popular education is defined as a theoretical and methodological With special reference to South African education the paper will educational-political paradigm which emerged in the region with discuss the extent to which the concept of an ‘African renais- notable strength in the sixties and through the work of Brazilian sance’ can provide an alternative basis of knowledge and values philosopher of education, Paulo Freire (1921-1997). It has for the development of education policy in postcolonial Africa. reached and constituted an international following. With a focus Usage of the term ‘African Renaissance’ (AR) dates back to on political activism in the organization of the poor and under- Nelson Mandela’s (1994) speech to the OAU summit. It is used classes in Latin America, its goals of promoting issues of social to signify a ‘rebirth’ or ‘renewal’ of African cultures and socie- justice to overcome poverty and oppression, and its methodo- ties. The promise of the AR lies in the extent to which it can logical orientation close to what is now known as ‘constructiv- provide ‘African solutions to African problems’ in the postcolo- ism,’ popular education has always been associated with forms nial, global era. It is argued, however, that an AR must rest on a of nonformal education rather than schooling. After providing a recognition of Africa’s diversity and inequality and must be background on the historical experience of Gramsci and its im- rooted in an analysis of the ongoing crisis facing African educa- plications for education per se, in its conclusion, this presentation rather than in an idealized past. Nonetheless, we suggest tion focuses on the insights provided by the debate about popular how educational traditions from Africa and the diaspora, provide education in Brazil, and particularly how this theoretical and an alternative set of knowledge and values to inform contempo- methodological paradigm has been considered for implementa- rary policy. We also set out our ideas about the directions that tion in school settings. education policy needs to take if the AR is to succeed in the face of economic, political and cultural globalization. Tortello, Rebecca (Teachers College, Columbia Univer- Timbil, Hakan (University of Georgia) sity) John Dewey’s Impact on Turkish Education Reform in Children Get Your Culture: Children’s Voices in Jamai- 1925 can Museums John Dewey’s legacy in different parts of the world continues This research considers the role of museum education as a beyond his death. The education reform in Turkey during the means of informal education in developing countries through a early republican period (1923-1930) is one of several examples collective case study of museum education programs in Jamaica. where Dewey and his progressive philosophy had an impact. In the Caribbean, museums have been more often written about The Turkish education reform has the characteristics of an edu- as spaces for the play of national identity. Although many muse- cation system of a developing country. Hence, this paper has the ums have specific education programs, the role of museums as essential aim to evaluate Dewey’s impact on the Turkish educa- educational institutions in developing countries has not received tion system in order to open a road for further research in the the attention it has been accorded in developed countries. This field of comparative education. The “borrowing” dilemma” of research emphasizes the need to listen and respond to the voices developing countries is the main focus of this paper. of children who do and do not visit these museums in the crea- Tjivikua, Michael (University of Massachusetts, Amherst) tion and implementation of museum education programs. It aims to make their voices heard. This emphasis on the “voice” of a Surveying the Landscape: The historical and structural specific and often underrepresented population takes on added context of educational reform in Namibia importance in post-colonial societies whose education systems This panel presentation lays the groundwork for understanding have often been impacted by the processes of transfer and adap-

84 CIES 2001 Annual Meeting

tation. In this respect, this research also makes recommendations processes of societal change, referred to as globalization, are de- toward explicit museum education learning models and practice, scribed using a lot of new buzzwords. In lack of fully developed in order to increase teaching and learning opportunities available and established theories to understand current development, one to children in the Caribbean region – a key goal in national, re- can assume that different scientists might imply different things gional and international development policy and practice. when using these words. In this paper one of these concepts, the Trevino, Ernesto (Harvard University), Felipe Carrillo knowledge economy, is looked into and aimed described. What (Harvard University) , does the knowledge economy look like in the mind of scientists Educational Opportunities and Inequalities in Mexico and major economic actors like the OECD and the World Bank? Mexico is one of the nations with the highest levels of social and The assumption of an economic development, based on knowl- economic inequalities. It has been argued that education can edge as the main product is assumed influential on the develop- contribute to bridge these gaps. This presentation will explore ment of higher education policy. This link is exemplified the trends on equality of educational opportunities and the im- through a document analysis of a current report on higher educa- pact of education on income distribution in recent years. It will tion in Norway, The Mjøs Report, with an emphasis on the rec- suggest affirmative ways in which policies could equalize oppor- ommendations it offers. Dependent on the date of publishing, the tunities, as well as issues that need deeper understanding in order white paper following this report, due at the end of February/ to implement coherent policies. beginning of March 2001 will also be referred to. Trevino, German (Harvard University) Vaillant, Janet (Western Michigan University) Comparative Analysis of Compensatory Program Civic Education in a Time of Social Change: Reflections Evaluation: Mexico’s case. on the Russian Experience Compensatory programs are affirmative actions to reduce the It is a common place that schools prepare students to live in their educational inequalities prevailing in Latin America. This pres- particular society. In stable societies, traditions of schooling and entation is a comparative study of the evaluation methods used traditions of general socialization are essentially compatible and in measuring the outcomes of these initiatives, their weaknesses widely accepted. In countries in transition, however, this mutual and strengths, and the impact of these kinds of programs on edu- reinforcement cannot be assumed. Russia’s experience in the last cation quality. Although initiatives to overcome inequality of decade provides examples of how schooling and social change opportunity appeared recently, this research responds to the need interact with one another. In this paper, controversy about civic for a comprehensive analysis of the literature on the way these education in the new Russia will provide a focal point for con- programs are evaluated. The analysis may be useful in formulat- sidering the challenges of preparing students in times of rapid ing relevant guidelines and alternatives of evaluation for the social change. compensatory programs in Mexico and beyond. Valverde, Gilbert (University at Albany/SUNY) Tsang, Mun (Columbia University) Strategic Themes in Curriculum Policy Documents: An School Choice and Privatization of Basic Education in exploration of TIMSS Curriculum Analysis data Urban China TIMSS curriculum analysis data are used to uncover strategies Since the early 1990’s, the number of non-government primary for promotion of educational standards as they existed in policy and secondary schools has grown quite rapidly in different parts documents of nations participating. The purpose is to report on of China. Increased parental demand for choice in basic educa- efforts to uncover underlying strategic themes in the cross- tion has been one of the important factors related to the growth national variation in strategies for setting forth policy in curricu- of non-government schools. Based on information on several lum documents. As efforts to explain cross-national differences large metropolitan areas, this paper identifies emerging changes in educational achievement progress, it is important to reflect on in basic education related to increased school choice in urban the meaning of underlying strategic themes in curriculum policy China, with particular attention to alternatives to governance and and on their potential contributions to an understanding of dif- school curriculum, and parental voice in schooling, ferences in the educational experiences undergone by students in Undrahbuyan, Baasanjav (Ohio University), Sarah Lucas different educational systems. van der Linde, Hendrik (University of the Orange Free (Columbia University) , School 2001: School Based Reform in Mongolian Secon- State) Reintroducing (exposing) South African Education to the dary Schools B. Undrahbuyan and S. Lucas focus on the use of technology rest of the world and distance education in the Educational Development Program The policy of Seperate Development (Apartheid) of the South “School 2001: School Based Reform in Mongolian Secondary African government since 1948 was largely responsible for the Schools” and analyze challenges and opportunities of this par- gradual loss of contact of its education community with the rest ticular area of reform. Besides identifying problems with secur- of the world. The education policy of the time brought about a ing access to e-mail and Internet, the presentation examines the racially based fragmented system not favoring the majority of actual “knowledge needs”, the usage and implementation of the learners of the country and bringing with it resentment from technology and distance education programs in the Mongolian the rest of the education community, isolation and stagnation. context. Special attention will be given to Community Informa- The democratically elected government of 1994 and its education Centers as well as “Mobile Resource Centers” (mobile li- tion policy makers had to pick up the threads that existed before brary and teacher-in-service training on wheels), a central com- 1948 and had to investigate opportunities that since came by ponent of the School 2001 Educational Development Program with the purpose of making South African education again part that had to be re-designed after a year of operation because the of the global education family. This paper will discuss the proc- original design did not sufficiently take into account the scarcity ess of international linkages broken during the period of isola- of resources, hierarchical structures, and transportation problems tion and will evaluate the various efforts of the new government within Mongolia. to reintroduce education and the education community to the rest Uppstrom, Therese (University of Oslo, Norway) of the world. The development of new curricula, new teaching approaches, information systems, collaboration in international The concept of the knowledge economy and its influence projects like the Education for All Assessment and Monitoring on higher education policy. The Norwegian scene. of Learning Achievement projects of UNESCO and participation The hypothesis of this paper is made along the same lines as in international donor funded and managed projects will be criti- Castells’ illustration: If knowledge is electricity, then institutions cal discussed of higher education are the power plants. The contemporary van Vollenhoven, Willie

Abstracts for Individual Papers 85

Untitled many governments to prioritize public finance and provision of The purpose of this inquiry is to document and explain the ways education during the 20th century. In most countries, govern- in which teachers and learners understand a new legislation, in ments remain the largest financiers and providers of education. this case , the South African School Act of 1996. My specific The magnitude of public investment in education is a potentially focus is on the Code of Conduct for Learners. Integrating ques- powerful instrument for achieving equity in education. This pa- tionnaire and interview data from ten schools in a pilot study, per will review the evidence on the extent to which public ex- this research finds considerable distance between the require- penditures on education have been effective in reaching the ments of legislation on the one hand, and the practices and per- poor. spectives of learners and teachers on the other hand. The theo- Vega, Jennifer (University of Southern California) retical discussion that follows draws attention to problems of An Evaluation of a sexual health education program for both legislative provision and educational practice as dual con- women in Peru tributions to difficulties experienced in transforming this aspect n evaluation was completed on a women’s health education pro- of educational transformation after apartheid. gram in Peru, funded by the Ministry of Women and the United Vanderstraeten, Raf (Utrecht University) Nations Population Fund. The initial pilot project evaluated four Social antecedents and consequences of educational ex- themes of: reproductive and sexual health, gender, domestic vio- pansion lence and sexuality. The modules were tested in three regions of The modern world-society is characterized by the form of func- Peru, consisting of both urban and rural settings. The initial tional differentiation. This form organizes communication proc- evaluation was followed with implementation of the four mod- esses around the special functions to be fulfilled at the level of ules. This paper evaluates the project from a feminist prospec- society. The inclusion of individuals into these function systems tive, taking an in-depth look at empowerment models of learn- is no longer determined by birth. Inclusion has become an ongoing. The goal was to assess opportunities for behavioral change ing challenge. AT present, an individual’s career displays the and awareness as a result of the intervention. temporal structure of the process of inclusion. Both structural Vu, Tammy (Harvard University) characteristics of the modern world society functional differen- Intra-family Education Attainment in Malaysia tiation and individualization affect the development of the edu- This paper explores the role of government intervention in educational system and of the demand for education of students (and cation for increasing school attainment in Malaysia. The effects their parents). IN this paper detailed figures are presented about of race, socio-economic status and educational background on the evolution of educational participation in Belgium. Using a school attainment are estimated using cross generation family systems-theoretical perspective , I try to provide a social expla- data from the first Malaysian Family Survey conducted in 1976 nation of this evolution. Attention is focused upon characteristics and the second Malaysian Family Survey of 1988. of modern society in general , and of the educational system in Wagner, Dan (University of Pennsylvania) particular. It follows that policy makers cannot steer or control An IT-based global public-private initiative in literacy: this educational expansion. The educational system reacts in an The Bridges to the Future Initiative” autonomous way to environmental irritations. In this situation, it The Bridges to the Future Initiative (BFI) is a project that seeks becomes increasingly urgent to pay attention to the ‘perverse’ ef- to harness the benefits of the new information age for educa- fects of educational expansion. tional development among the most disadvantaged of the Vavrus, Frances (Teachers College, Columbia University) world’s population. BFI will focus on assisting disadvantaged Running Away from Temptation”: Schooling as Salvation youth and adults in developing countries to take advantage of in an Era of AIDS new information and communications technologies (ITs) for im- This paper examines adolescents’ changing views on schooling, proving basic literacy and technological literacy skills as a health, and evangelical Christianity over a four year period from means to participate in the global information and economic 1996 - 2000. Begun in 1996, the study involved 282 students at marketplace. In order to meet this broad goal, there are three two secondary schools in the Kilimanjaro Region of Tanzania. overlapping target phases of BFI activities envisioned: (1) near- The adolescents completed a questionnaire in 1996 about their term (years 1-2) development of tools to improve basic educa- personal and professional goals for the next four years of their tion and literacy through teacher training in selected countries; lives. In July, 2000, I returned to Tanzania and sent a follow-up (2) medium-term development of community learning and tech- questionnaire to these adolescents to find out about their educa- nology centers for social and economic information resources tional attainment and the significant events that had occurred in (e.g. health, agriculture, HIV/AIDS prevention, etc.) and lifelong their lives since 1996. The questionnaire included standard learning; and (3) longer-term development and implementation demographic questions as well as space for the adolescents to of advanced ICT-supported services to unreached peoples and write a narrative account of changes in their lives. One hundred areas. Three countries are part of initial substantive conversa- questionnaires and essays have been returned so far, and I am tions for BFI participation: India, Mexico, and South Africa. The currently analyzing both the qualitative and quantitative data. project expects to begin in the first half of 2001 with support The most significant theme to emerge from the essays revolves from both public and private sector agencies. around AIDS and its impact on adolescents’ lives. Concerns Waldow, Florian (Humbolt University) over the disease were largely absent from the data collected in The Problematic status of Quantitative Data in Historical 1996, but four years later AIDS and its prevention have become Social Research serious issues for many young people. The paper discusses the Quantitative data provide an important research basis in many AIDS situation in Tanzania to provide a broader context for in- areas of social science, not least in comparative and historical terpreting the adolescents’ essay, and it also explores the growth studies. Often, however, the statistical data are reified as abso- of evangelical Christianity in recent years among adolescents in lute representations of social reality and not treated as abstrac- northern Tanzania. I argue that uncertainty about AIDS has at- tions from social practices and structures whose production tracted many youth to evangelical movements. (through processes of the definition, gathering, and assembling Vawda, Ayesha (The World Bank) of data) is in turn determined by social and practices and struc- Who Benefits from Public Education Subsidies? tures. This paper will discuss some of the dangers that inevitably Investments in people are critical for a country’s economic and result from decontextualizing historical quantitative data from social development. Education has historically been provided the semantic and functional structure of socio-historical reality through private contributions. However, increasing awareness of and from the motivations for and circumstances of their produc- the importance of education for economic and social growth led tion. This discussion will largely draw on the case of 19th-

86 CIES 2001 Annual Meeting

century and 20th-century Sweden. tures rather than from biased criteria of modern schooling. Walker, Christopher (University of Pittsburgh) Wang, Jian (University of Nevada, Las Vegas) The spirit of Education Learning to Teach with Mandated Curriculum and Public This paper argues that many policy goals in South Africa have Examination of Teaching as Contexts not been achieved as the higher education universities are adjust- Deeper understanding about subject matter and effective ing to the rapid changes in political-economic and social rela- representations of subject matter ideas are crucial parts of tions that have been characterized as globalization and the rise of teachers’ knowledge that shape the nature and quality of their the information society. This is particularly true of those related teaching (Shulman, 1987). Comparative studies suggest that to redressing inequities. So, while South African higher educa- Chinese teachers develop deeper understanding and stronger tion policies have addressed issues such as race inequality, the representation of mathematics than U.S. teachers (Ma, 1999; less regulated market atmosphere of post apartheid South Africa Stevenson and Stigler, 1992). How do Chinese teachers develop has widened the divisions between historically privileged and such important knowledge for teaching? I examine the case of a historically black universities. beginning middle school math teacher, using interviews, Walter, Pierre (Asian Institute of Technology) observations and curriculum materials. Two features of the On the Butcher Block: The Human Cost of Restructuring culture of teaching stand out. The mandated curriculum an Asian University materials and teachers’ guide become a focus for the new Founded in 1959 as a graduate engineering institute for infra- teacher’s exploration, both individually and collaboratively with structure development in Asia, the Asian Institute of Technology other teachers. Second, other teachers’ systematic observations (Bangkok, Thailand) has steadily expanded its remit to include and discussions about her teaching contribute importantly to the applied planning, management, and technology programs to development of her practice. ‘promote sustainable development in the Asia Pacific region’. In Wang, Jian (University of Nevada, Las Vegas) this grand educational development profect, international donors Learning to teach different subject matters with mentors gave supplied the funding, allowing the Institute to fulfill its in the context of mandated curriculum mission as an institution primarily concerned with ‘human ca- Comparative studies suggest that the Chinese teachers develop pacity building’ for the betterment of the larger community it stronger understanding about their subjects (Ma, 1999; Steven- serves. Recently, however, in keeping with ideological winds of son & Stigler). The way in which curriculum are organized for globalization and the corporatization of universities around the instruction (Schmidt, McKnight, & Raizen, 1996; Stevenson & world (Currie, 1998; Slaughter and Leslie 1997; Taylor et al. Baker, 1991) and professional organization in the context of 1997, Arnowitz 2000), the Institute has come under pressure to teaching (Feiman-Nemser & Floden, 1986; Paine & Ma, reform itself as a ‘knowledge factory’ (Arnowitz) or entrepre- 1993)are assumed to be influential in shaping the quality of neurial university (Slaughter and Leslie). Students are now seen teachers’ knowledge and teaching. This study explores in ways as products, faculty as workers, and the educational process as in which the mandated curriculum and structured mentoring re- one of numerically ensuring maximum output for minimum relationship shape three normal school teachers’ conceptions of source outlay. Mid-stream in the restructuring process, this has subject matter, teaching, and learning. The three teachers teach resulted in severe demoralization of faculty and staff, cuts and three different subject areas—physics, Chinese literature, and demotions in jobs and programs, and an ideological shift to- foreign language and each was assigned to work with mentors in wards academic capitalism in the mission and functioning of the learning to teach in the same school. The data for this study in- Institute. This paper examines this process of restructuring, high- cludes interviews, reflective journals, and video-tape teaching lighting its human costs. collected from these teachers over one school-year of their men- Wane, Njoki (University of Toronto) toring program. In analyzing the data, first, I code and categorize Title: Women and Education in Kenya: Orality and Local the interviews and reflective journals for their conceptions of Knowledges—The Forgotten Domains knowledge, teaching, and learning as well as the factors and con- In this presentation, I will provide an overview of Kenyan edu- texts that shape their conceptions. Then I use the authentic in- cation system and the challenges facing girls and women as they struction standards (Newmann, Secada, & Welhlage, 1995) to struggle to acquire an education. I will emphasize the need to re- capture the important features of these teachers’ teaching. In the visit our local knowledges and create spaces for cultural knowl- end, I examine the important influences contributing to the de- edges in relation to present modes of technologies. To date, the velopment of their conceptions of subject matter, teaching, and enrollment of girls into Kenya’s primary schools is almost at par learning through a constant comparison of different sources of with boys. However, girls are hardly represented in secondary information (Strauss & Corbin, 1990). The study suggests that schools or in post-secondary institutions. I will show how creat- all three teachers develop different conceptions of knowledge, ing spaces for cultural values, traditions, orality, and indigenous teaching, and learning which influences the different ways of knowledges will enrich the current curriculum of education and their teaching. Second, depending on the situation, the teachers’ create greater opportunities for girls and women. exploration of mandated textbook and their relationship with Wang, Chengzhi (University of Illinois at Champaign mentors can exert either positive or negative influence on their Urbana) ways of thinking about subject matter, its teaching, and learning. Americans and Chinese Affirmative Action in Education Wang, Ling (Pennsylvania State University) This article intends to compare the “preferential policies” in The Issue of Character Education in the US mainland China with “affirmative action” in the United States in This paper examines the recent revival of character education in terms of access, enrollment, promotion and financing. It exam- the U.S. It tries to answer the following research questions: 1). ines the ideology lying behind and the impacts, positive or nega- What has led to the recent revival of character education in this tive, on minority education in the two countries. It also analyzes country? 2). What are some of the current issues about character how the development of minority cultures are affected by minor- education? 3). What policies and programs have been adopted ity education policies and practices. The article shows the af- across the nation to foster character education? Setting in the firmative action in both countries contributes significantly to historical background of character education in the U.S., this pa- educational equalities and equities in terms of statistical figures. per tries to explore, on the one hand, the political, social and cul- Meanwhile, however, new signs of educational differentiation tural forces that have given rise to its recent resurgence; and on and segregation are also evident. How to develop education for the other, its current issues. It argues that, like other recent edu- minority peoples more appropriately? The author suggests to cational policy initiatives (e.g. academic standards, school seek relevance from education embedded in traditions and cul- choice, vouchers and charter schools), character education

Abstracts for Individual Papers 87

emerged, or rather, reemerged as a solution to a whole array of Africa. The paper deals with issues of policy, practice and trans- social and educational problems in this country. And also like formation in the context of image, vision, composition, financ- other policy initiatives, it is more than an educational issue-it is a ing, control and form and content. political as well as an ideological issue. After examining some of Weidman, John (University of Pittsburgh) the popular policies and programs across the country, and their Developing the Mongolia Education Sector Strategy related problems, the author comes up with some policy and re- 2000-2005: Reflections of a Consultant for the Asian De- search implications. velopment Bank Wang, Xin (Baylor University) This paper presents the reflections of an international consultant A Curriculum Analysis on Doctoral Programs in Higher for the Asian Development Bank on the process involved in de- Education Administration in Chinese Universities veloping the 2000-2005 Mongolia Education Sector Strategy. This empirical study uses descriptive method to analyze the cur- Drawing from the author’s experience as a participant in this rent curriculum of higher education doctoral programs in Chi- particular activity as well as Mongolian education sector analy- nese universities. With an analytical framework developed by ses conducted in 1993 and 1999, the paper addresses the struc- Conrad, an inquiry into the curriculum of these programs in ture of the project, the involvement of major stakeholders, and China examines curricular characteristics along four continua: the decision-making process. It also classifies and assesses the locus of learning, curriculum content, design of program, and recommended outcomes, suggesting alternatives that might have flexibility of program. It has significant contribution to both the- been but were not considered. Finally, the paper identifies ory and practice in this field. First, the research will disclose the strengths and weaknesses of the process and suggests model curricular patterns and philosophical rationales embedded in the components for this type of project. curriculum structures of graduate programs in higher education Weiler, Hans (Stanford University) administration in China. It enables the researcher to examine the The Politics of Knowledge: Theoretical issues in Com- characteristics of the knowledge distribution through the curricu- parative Higher Education lum in the training and preparation of academic leaders and The intense debate on the reform of higher education in several practitioners. Second, the research will provide implications of European countries in recent years provides an unusually rich the curriculum structure to program administrators and laboratory for the review of key issues in social and political policymakers to make improvement in curriculum of the prepa- theory. This paper focuses on the theoretical issues that arise ration of academic leaders in higher education. Third, the cross- from some of the major controversies in European higher educa- cultural study tests the validity of the theoretical framework tion: the tensions between democracy and efficiency, individual generated in the U.S. in a different cultural context. This effort (professorial) and institutional autonomy, centralization and de- has the potential to enrich the knowledge base in higher centralization in governance, public and private models of fi- education administration in a different cultural context. It will nancing and organization (including the questions of tuition and provide a model for future cross-cultural studies and a external funding), as well as the prediction of institutional inno- foundation for international collaboration in the field of higher vativeness and the question of precarious legitimacies in higher education administration in the future. education. To illustrate the utility of the theoretical constructs, Watson, Vajra (Harvard University) the paper draws primarily on developments in Germany, the Human Rights Education: A Holistic Multicultural Ap- Netherlands, Denmark, Britain, and Sweden. proach Welmond, Michel (Research Triangle Institute) There have been calls for the transformation of human rights Community Schools in Mali: Why they will fail and why education. A holistic multicultural approach to human rights they will transform Malian education for the better. education is an affirmative alternative to the current practice. Community schools in Mali have been touted as a viable alterna- This paper examines the current assumptions surrounding human tive to government provided education. Primary enrollment has rights curriculum development. There are fundamental questions certainly grown substantially since their introduction eight years to be asked: is human rights education automatically multicul- ago. Many, however, now face significant sustainability con- tural? If not, how can human rights education avoid ethnic straints as they attempt to build that next classroom or hire that stereotypes, cultural prejudices, and racist overtones? Using a next teacher. Despite these very real obstacles to their future case-study of the multicultural programs at Berkeley High growth, a recent evaluation of World Education’s project in Mali School, I explore the ways in which human rights and multicul- shows that villages with community schools appear to be in a tural education can be connected. To prepare students for an in- better position to make demands for additional resources. The creasingly interdependent world, educators are being challenged parents’ associations that manage these schools have become to provide school experiences that are multicultural; that is, to veritable lobbying organizations. Also, Mali is fully engaged in a infuse a global perspective into all levels of curriculum. Global process of administrative and fiscal decentralization. Villages multicultural education is human rights education. In order to ac- with community schools are in a better position to “capture” any tualize the principles set forth by the United Nations, this paper resources that are decentralized to commune levels because of proposes the study of historical and cultural dimensions to hu- their organization and political savvy. These findings have im- man rights education. While these findings are preliminary, they portant implications concerning the governance and democrati- shed light on the need to critically examine the pedagogy used to zation implications for education projects in developing coun- implement international objectives. tries. They also provide an unexpected consequence for those Weeks, Sheldon (University of Botswana) who welcomed community schools as a way to diversify the Universities in Africa in the Next Millennium: Policy, funding of education away from the public purse. Practice, and Transformation Westebbe, Shelly (UCLA), Jeffrey Kealing (University of This paper starts with a an overview of the development of edu- Southern California) , cation in Africa beginning in 300 BC. It then surveys the An Examination of Educational Development Policy to- development of graduate studies. At the end of the 20th Century what was the greatest threat to tertiary education in Africa? What wards Indigenous Peoples has been the nature of the crisis in university education over the Research has documented significant differences in economic last 30 years? What does the future hold? What can we and social indicators between indigenous and non-indigenous reasonably expect to happen in the next 15 years and during the groups. Vast differences in wealth between rich and poor nations 21st Century? This paper considers these questions from the are reflected in the growing differentials in educational access, perspective of changes taking place in universities in Botswana retention and attainment levels among indigenous peoples and Southern Africa. The paper deals with issues of policy,

88 CIES 2001 Annual Meeting

worldwide. In Latin America, for instance, the schooling level of specifically on the closure of the Northern Cod fishery on Can- the indigenous population is more than three years less than for ada’s East Coast and the decline of the mining industry in non-indigenous groups (IBRD-Latin America Technical De- Northern England. The paper will explore post-industrialization partment, 1993). theory and its implications for re-training within these regions. It The World Bank and Asian Development Bank instituted will also explore the continuing belief that education is the pana- official policies on indigenous people over the last 9 years. cea for social ills, including economic development. The paper These policies call for useful actions such as inventories of re- argues that education alone is not the solution and that resources that indigenous people use, their production systems, training for displaced workers must be linked to economic de- and their relationships to other local and national groups in Bank velopment initiatives. member countries. These policies also call for mechanisms to Wilde, Stephanie (University of Oxford) ensure participation by indigenous people in decision making on Eastern German secondary schools: Teachers´ percep- projects that affect them and inclusion of indigenous knowledge tions changes since 1989/1990 instead of entirely new principles and institutions. Development This paper forms part of a panel on educational change in Ger- agencies recognize that approaching indigenous peoples affected many since 1989/1990. It focuses on the findings of a qualitative by development projects is not a straightforward process. Cur- research project carried out with teachers at comprehensive rently, there is a debate within the World Bank and other devel- schools in the eastern state of Brandenburg. he main findings opment organizations phrased as a choice between opposed posi- will be outlined and placed in an historical context. The research tions. One pole is to insulate indigenous populations whose cul- indicates that teachers view the secondary school systems of tural and economic practices make it difficult for them to deal both the former GDR and the reconstituted state of Brandenburg with powerful outside groups. The other pole argues that indige- with a high degree of criticism. However, it would seem that nous people must be acculturated to dominant societal values their disappointment with the new system is particularly acute. and economic activities so that they can participate in national Some of the areas which the teachers expressed dissatisfaction development. This fundamental dichotomy is echoed in educa- regarding included the lower levels of achievement and disci- tional development literature. This paper examines current de- pline of the pupils, the perceived low status of education in gen- velopment to determine if educational development officials eral within the new system, a sense of being ‘second or third truly “walk their talk” where indigenous people are concerned. class’ teachers and citizens in unified Germany and criticism of Wheeler, Christopher (Michigan State University) the reality of the comprehensive school in Brandenburg. The Supporting Teacher Change in Thailand: An Integrated teachers expressed support for the concept of the comprehensive Staff Development Strategy school, and also for the increased freedom within the secondary Supporting Teacher Change in Thailand: An Integrated Staff school system. The paper concludes with some comments on po- Development Strategy. The “Social Forestry, Education and Par- tential future developments. ticipation Project” promotes more learner centered instruction Williams, Douglas , Marie-Andree Somers , through school-community studies of local forestry problems in Differences in Schooling Outcomes between public and rural primary schools in northern Thailand. After students pre- private schools in Latin America sent findings from their fieldwork, the school and community This study examines differences in schooling outcomes among work together on a small scale social forestry project to address public rural, public urban, and private urban schools in 12 Latin the problem. Basic changes in teaching practice are needed to American countries. The research is based on data from the implement this project effectively. This presentation describes Primer Estudio Internacional Comparativo, which includes data the key components of an integrated model of staff development derived from representative samples of approximately 100 that led to over 70% of the teachers in the pilot project to make schools in each country, with 40 grade 3 and 4 pupils sampled in substantial change. The elements of this model included: a par- each school. Within each country, hierarchical linear analyses ticipatory “teacher as learner” method of workshops; teacher- are employed to examine the relationships between three school- teacher collaboration on a regular basis within schools and ing outcomes with family background and early childhood ex- across schools through teacher meetings; supportive supervisory periences. Also, to discern whether the gap in schooling out- and principal assistance; interactive materials; and ministry sup- comes is mainly attributable to schooling resources or to class- port. A short video clip (12 minutes) focusing in the issues and room and school policies and practices. Preliminary findings dilemmas of developing such an approach to staff development suggest that differences between sectors are largely attributable will form the basis of this presentation and subsequent discus- to family background and resources, whereas differences among sion. schools within sectors are more strongly related to teaching prac- Wheeler, Christopher (Michigan State University) tices and school policies. Is taking effective programs to a larger scale of use al- Williams, James (George Washington University) ways the right goal? Understanding the Meanings and Uses of “Democracy in In education, policy makers for decades have anticipated that the Classroom” Internationally promising pilot programs will have a national impact on a range In recent years the U.S. and U.S.-funded technical assistance ef- of educational problems. The reality has often been quite differ- forts overseas have seen a widening concern with “democratic ent. This discussion explores some of the issues and dilemmas behavior” in the classroom. To a greater extent than previously, associated with “going to scale.” The discussion questions the classroom-level democracy is linked with ongoing professional extent to which all pilot programs should expand or if some development of teachers, forging closer links between schools kinds of initiatives are better left in a pilot stage. While planners and communities, and development of school improvement theo- often assume full-scale expansion as way to amortize (and, ries. To assess the extent to which democratizing interventions therein , justify) anticipated project costs, expansion can some- are successful, researchers and evaluators have quantified de- times threaten the very benefit being sought. mocratic behaviors of teachers and students, principals and White, Melissa (University of Toronto) community members. This paper examines three cases of re- A Comparison of Training Responses to Resource Deple- search and intervention in classroom level democratic and civic tion Crises in the Post-Industrial Era behavior, in order to understand — critically and comparatively The implementation of re-training programs is a familiar re- — how the words “democratic behavior” are used and what is sponse to worker displacement and economic decline. This paper meant. A typology of meanings will be developed using the compares government initiated re-training programs developed three cases — the Improving Educational Quality Project in for single-industry, resource dependent regions. It will focus Guatemala, Romania and Bulgaria; the Institute for Democracy

Abstracts for Individual Papers 89

in Education in rural Ohio; and the International Educational As- (Penn State University) , sessment Studies of civic behavior worldwide. Indicators of de- The Organizational Contexts of Schooling in Arab Coun- mocratic behavior will be listed along with a series of proposi- tries: A Comparative Analysis of Educational Structure tions describing the possible meanings and usage of these con- and Responsibility in Iran, Kuwait, and Saudi Arabia cepts in international-intercultural contexts, the broader implica- As Mazawi (1999) argues, the relationship between educational tions as well as the meanings foregone. policymaking, the policy implementation process, and the Winter, Carolyn (World Bank, Human Development Net- schooling outcomes resulting from policy processes are rarely work) examined in a comparative context for Arab nations. Mazawi Consequences on Girls of an Education System in Trou- (1999) further asserts that theoretical frameworks are equally ble undeveloped in most analyses of any sort concerning education Access and equity in basic education has been an underlying in Arab nations. This paper addresses both of these concerns. strategy for education sector at the World Bank and other institu- Using data from the Third International Mathematics and Sci- tions promoting economic development. This presentation will ence Study, supplemented by within country surveys of Saudi review the successes and failures of this strategy in Africa and Arabian students, we identify and compare levels of responsibil- how these efforts are being affected by the HIV/AIDS epidemic. ity for school activities within each educational system’s organ- What is the net impact on a specific sector of the education sec- izational structure from both technical-rational and neo- tor that had already been difficult to reach before the epidemic? institutional perspectives. The unique situations of Iran, Kuwait, The economic and social causes that hinder girls’ access to edu- and Saudi Arabia as either recent participants in revolution, war, cation have been heightened such as increased burden on girls in or dramatic economic growth (or any combination of the three) households with HIV/AIDS infected relatives. What are the con- adds to the importance of this study. sequences on girls and their future? Using both descriptive analyses and multilevel modeling, Wiseman, Alexander (Penn State University) we find that at the cross-national level organizational influences The Educational Opportunity Structures of Arab Coun- can mask individual-level influences through the strength of tries in Comparative Context: Resources, Curricula, and their relationship as much as their contextual influence. This is a Encouragement in Iran and Kuwait significant finding for Arab nations since the cultural unity and patriarchal tradition of governance in Arab states is particularly Basil Bernstein (quoted in Talbani, 1996, p.67) argues that “the strong. As nations going through tremendous social change, Iran, way a society selects, classifies, distributes, transmits, and Kuwait, and Saudi Arabia have tried to retain cultural unity and evaluates educational knowledge reflects both the distribution of Islamic tradition while simultaneously incorporating legitimate power and the principles of social control.” In Arab nations, the models of educational governance and curriculum in order to schooling process points toward Islam and its prophets as the ul- both enhance the legitimacy of their citizenry as well as their timate guides for social values and knowledge. Much of the re- educational systems and political governments. sultant educational ideology adopts a perspective in which the oppressed must fight and overthrow their oppressors. The cul- Wolff, Laurence (Inter-American Development Bank) tural context in Islamic nations, consequently, suggests that (1) Secondary Education in Latin America: The Challenge of resources should be equally and justly distributed and (2) com- Growth and Reform mitment is superior to competency (Shorish, 1988). The presentation will cover an assessment of secondary educa- I use data from the Third International Mathematics and tion issues and practices recently prepared by Inter-American Science Study to empirically test these assumptions in Iran and Development Bank staff and educational leaders from the Latin Kuwait. I also provide a theoretically comparative framework America region. The specific topics covered will include i) criti- between the conflict-oriented, postmodern perspective as re- cal areas for quality improvement in the region, ii) the structure vealed through Islamic approaches to education and a neo- of secondary education and its relationship to the labor market, institutional approach emphasizing the cross-national adoption and iii) the challenge of expanding access. of models of legitimate schooling. In addition, I provide coun- Wong, Chung-Kee, Steve (Hong Kong Institute of Educa- tries (e.g., Romania, Russia, South Africa) with similar histories tion) of socio-political oppression, levels of economic development, An Innovative Approach to Professional Development and student achievement for comparison with Iran and Kuwait Programs for School Middle Managers: Bull and within a wider, non-Arab global context. The findings of these Buechler Model Applied analyses, therefore, indicate the degree of penetration of cultural In Hong Kong, formal and comprehensive training for school context into schools’ organizational environments in general and middle managers in educational administration have been lack- into Arab schools as organizations in particular. ing and the needs to provide them with the knowledge and skills Wiseman, Alexander (Penn State University), David and insight necessary for the effective and efficient performance Baker (Pennsylvania State University), Darcy Gustaf- of their managerial roles have been overlooked. School govern- son (Pennsylvania State University) ing bodies and school heads at large believe that there is an ur- International Comparisons of Student Achievement: A gent need to provide such training for practicing as well as aspir- New Look At Their Value for Policy Makers ing school middle managers. What is the value of cross-national comparisons of student This paper describes a project proposal developed by an achievement? We argue that schooling processes may seem to educational partnership between 15 leading Hong Kong primary cross national boundaries, but the specific organizational con- schools and the Hong Kong Institute of education. It is designed texts in which these institutionalized processes vary between na- to provide an innovative professional development program for tions. Using data from TIMSS, our findings suggest that al- senior teachers of the partner schools to equip them with the re- though direct comparisons are inappropriate, student achieve- quired attitudes, knowledge and skills so that they could perform ment comparisons can be made given certain contextualizing their middle management roles much more effectively. Utilizing considerations such as culture and organization. Given these the framework and principles of effective professional develop- findings, we provide a template for contextual comparison and ment postulated by Bull and Buechler (1996) as the back bone suggest ways and purposes for which cross-national student for designing, implementing and analyzing the program, it is achievement data might be appropriately used in cross-national hoped that this mode can become an affirmative alternative for comparisons. staff development, a break through from the traditional mode of Wiseman, Alexander (Penn State University), Naif Alromi top-down, temporary, one-shot approach which is often manda-

90 CIES 2001 Annual Meeting

tory and irrelevant. and carried out. Wong, Marina (Hong Kong Baptist Academy) Yamada, Reiko (Doshisha University) A Comparison of the Teachers Laws of the People’s Re- Analysis of New Higher Education Policy in Japan for public of China and Taiwan the 21st Century: Based on the Structural Problems Teacher law of a society governs the qualifications and accredi- around Japanese Higher Education tation of teachers for the school system. The objective of this Japanese higher education institutions have experienced im- paper is to investigate the similarities and contrasts between the mense reforms in the 1990’s. These reforms were voluntarily teacher law of the People’s Republic of China and that of Tai- promoted by the universities, and were aimed at transforming re- wan. The areas covered in this paper include the mechanism of search-oriented faculties, or research centered organizations, to teacher registration, accreditation of qualifications, teacher per- teaching and students centered universities. However, at the turn formance evaluation, requirements of professional develop- of the century, a new reform movement has emerged. This re- ments, and the liability of teachers. It is found that teacher laws form is more economic centered, more market conscious and it reflect the underlying philosophy that shapes the education sys- is more influenced by the government policy shift toward de- tem as well as the expectation of different societies on the role of regulation. In the 21st century, Japanese higher education insti- teachers. tutions will deal with retrenchment, post-massification and glob- Wong, Pia (California State University, Sacramento), alization. The aim of this paper is to examine the government Raymond Balestino (Inter-American Development higher education policy and Japanese higher education reform Bank) , movements in the globalization and post-missification eras. Prioritizing the Education of Marginalized Young People First, the issues surrounding Japanese higher education policy in Brazil: A Collaborative Approach will be examined. Finally, the impact of the policy shift toward higher education institutions and the existing structural problems This manuscript examines three critical questions related to the around Japanese higher education will be analyzed. education of marginalized young people in Brazil: 1) To what extent does current government policy prioritize the education of Yamal, Cesar (The Global Development Gateway) marginalized young people; (2) What alternative models exist Bridges Across the Digital and Cultural Divide: for addressing their educational needs and interests; and (3) Exploring the Potential of Information Technology What parameters can be further developed to maximize educa- There is much written about the potential of information tech- tional opportunities for this population? The research draws nology to improve learning opportunity, to empower students to from a broad range of archival materials including federal/state obtain and utilize information to enhance creativity and prob- publications, legislation, publications from non-governmental lem-solving capacities. The ‘digital divide’ which widens the organizations and multilateral institutions, and a set of in-depth gap between those who have access to IT, and the great majority interviews conducted over a four-year period. This study ad- who do not, threatens to accelerate the differences in learning dresses the educational opportunities of marginalized young opportunities in the world. This presentation will examine the people in Brazil- a group that is unique in characteristics, needs nature of the ‘digital divide’ in education, and critically discuss and dynamics-who are found to be continuously isolated from initiatives to address this, focusing particularly on a project titled policy discourse. In making this argument, three models or ‘re- Global e-Connections which seeks to connect teachers, pupils sponses’, which specifically target the education of marginalized and communities in underserved areas of the world. young people, are presented. Each model encompasses distinct Yan, Shufeng (University of Oslo) dynamics and power relations between grassroots groups, state Globalization and Chinese Higher Education Transfor- agencies and the young people themselves. Recommendations mation for new collaborative forms of policy making where grassroots Globalization and Chinese Higher Education Transformation— groups and state entities work in partnership to prioritize the strategy of marketization presents the ubiquitous influences of educational rights of marginalized young people are put forward. globalization, or in particular, market forces on Chinese higher Wotipka, Christine (Stanford University School of Educa- education transformation. Since 1978, China has been experienc- tion) ing a wide ranging program of Market oriented reforms which Feminist Theoretical Critiques of the International Dis- have transformed and invigorated the Chinese economy. The course on Women in Science and Engineering Higher principle of “Marketization” has also been extended beyond the Education: The Cases of UNESCO, UNICEF, and the economy into education. Higher education has transformed from World Bank public institution into market enterprise which is seen as an active and spontaneous response to the impact of globalization. In In this paper, I analyze the global discourse on women in science this paper, I will examine the strategic measures that China has and engineering education, particularly at the higher education taken to marketize higher education, covering teaching, research, level. I focus on those international governmental organizations and training. Particular attention will be on educational policy (IGOs) that have played the largest role in establishing and dis- changes and the implications of such changes. The emergence of seminating the global discourse on women in science and engi- private institution, the prominence of cost-sharing, and the neering education: the United Nations Educational, Scientific, measures of extra revenue generation by the institutions are seen and Cultural Organization (UNESCO), the World Bank, and the as key strategies of marketization. The main purpose of this pa- United Nations Children’s Fund (UNICEF). The focus of my per is to see how the Chinese experience in the light of global examination is not only to understand when the topic enters into practices on marketization of higher education; provide a refer- the discourse of these organizations and how it has changed over ence for others on the pathways of revenue generation to com- time, but also to view the discourse with a critical lens in order plement the dramatic government budget declining on higher to provide a deeper understanding of what exactly is being sup- education. The methodology is based on literature review and ported and disseminated by these IGOs. Here the world society field work. theoretical view of changing notions of citizenship(Ramirez, forthcoming; Ramirez and Meyer 1998) come together with Yang, Shen-Keng (National Taiwan Normal University) feminist critiques of science, the range of which include liberal Dilemmas of Recent Education Reform in Taiwan: Inter- feminist demands for women’s greater access to and equal par- nationalization or Localization ticipation in science to what I call “transformative” feminist Influenced by postmodern logic of mercantile and economic ra- support for changes that alter the questions raised by science and tionalism, Taiwan has adopted market mechanism in recent edu- the ways in which scientific knowledge and research are created cation reform. Certain internationally accepted values and

Abstracts for Individual Papers 91

knowledge forms have been specifically cherished in the educa- higher education as one of the major driving forces of socioeco- tional decision-making. The economic and other global impera- nomic and overall cultural transition to a better and more civi- tives have been making Taiwan increasingly borrow educational lized life. A brief socio-political background is provided and an theory and practice from foreign countries, specifically from attempt is made to critically evaluate the major developments in highly industrialized countries. However, in the wake of post- Belarussian higher education transformation in the nineties. modern criticism against the Eurocentric, hegemonic tendencies Such new developments include: a multi-level system of train- of modern science and technology, there arises also in Taiwan a ing, types of higher educational establishments, emergence of cultural consciousness of insurrection of subjugated knowledge private universities and colleges, degrees, standardized and against western domination in educational theory and practice. compulsory curricula, access and admission to higher education Local or indigenous languages, values and forms of knowledge and conflict between rigid state control versus a university’s are specifically emphasized in recent measures of education re- academic freedoms. Emergence of non-state (private) sector of form in Taiwan. Internationalization or localization? Are there education, since Belarus became a sovereign state in 1991, is any ways for converging these two seemingly different direc- paid special attention to. In particular, issues like very strict and tions of education reform in Taiwan? The proposed paper will not always fair accreditation procedures, diploma recognition, discuss this issue with reference to the newly promulgated edu- and heavy taxes are being considered. cational laws and administrative decrees in Taiwan. Zajda, Joseph (Australian Catholic University) Yariv-Mashal, Tali (Columbia University) Global Resonance and Resistance: Hegemonic Trans- Paul Monroe: An Outlook on his essays on Palestine formation in History School Paul Monroe of Teachers College Columbia University con- This paper investigates the introduction and the outcomes of the ducted surveys on Palestine during his years in Turkey, where he new post-communist history curriculum and texts in Russian founded and headed the ‘Roberts College’ - an American college schools during the 1990s. As such, the paper deals with one of in Istanbul. As founder of the International Education Depart- the most exciting chapters of the global change and transforma- ment in Teachers College, Monroe traveled around the world, tion, which began as glasnost (openness) and perestroika (re- collecting information and transferring educational ideas. The structuring) under Gorbachev and which lead to the unprece- basis for his surveys was a comparative analysis with the Ameri- dented break up of the USSR, the collapse of communism in can educational system, and an underlying concept of globaliza- Eastern Europe (1989) and Russia (1991) the formation of the tion and transfer of western ideas and culture. Monroe held a New Independent States of the former republics of the USSR few surveys in Palestine - the first in 1926 (published in 1927), and the end to the Cold War era in Europe. All these events had and the last in 1934; during these years Palestine was under Brit- to be recorded in Russia’s new history school curriculum. Post- ish Mandatory. In this paper I will demonstrate what I believe is communist Russia today is undergoing vast economic, political an underlying assumption of inferiority of the Palestine society and social transformation and the present paper evaluates the and culture. Trapped in his concept of ‘orientalism’ and ‘back- representations of these events as well as legitimating the past— wardness’ of the Near East population, I will demonstrate how the imperial heritage of the Enlightenment (including the cult of Monroe failed to consider important factors that influenced the Peter the Great) in history textbooks and history lessons in Palestine society and its dual Arab-Hebrew education system. I schools. will point out some of the main characteristics of the Palestine Zajda, Rea (Australian Catholic University) educational system and analyze Monroe’s attitude to and inter- Women and Family Values in Post-Communist Russia pretation of them, Highlighting what I believe are crucial errors Gender inequality in Russia, with reference to power, social that limited Monroe’s ability to read the Palestine social, educa- status and the division of labor is examined against the family, tional and cultural map. career and work. Gender inequality and stratification, even after Yeager, Deborah (OISE/University of Toronto) 70 years of the Marxist-Leninist ideology which officially guar- Cross-Cultural Literacy Experiences: Three ESL Women anteed full equality for women, has remained in a largely patri- Students Tell Their Stories archal society. The economic crisis in post-communist Russia Historically literacy has been defined as a set of discreet skills, has brought about an increased dual roles of women in economic specifically reading and writing, that can be transferred across spheres, the result of a desperate attempt to secure family sur- contexts; thus enabling literate persons to complete a multiplic- vival. The paper focuses on the sexual division of labor, the dual ity of tasks within any social setting. Fingeret and Drennen roles of women, gender stereotypes in the media, marital (do- (1997) expand upon this autonomous notion of literacy to in- mestic) violence and abuse, power and status inequality and the clude a more dynamic definition. As adults develop new literacy exploitation of women. It is argued that the family in Russia, as practices they push and extend their discourse boundaries and a result of economic and political instability, together with the learn to engage in new literacy contexts within new social and loss of traditional values and the growing inequality, is in crisis. cultural contexts. Zeichner, Ken (University of Wisconsin-Madison) Fingeret and Drennan’s (1997) model provides a frame- The Role of Action Research in Building Local Capacity work that sheds light on the changes that occur in the adult’s life for Educational Reform in Namibia as they engage in these new literacy practices. Moreover this This presentation will describe a SIDA funded project in Na- model can be utilized to explain the change process that occurs mibia, “The Teacher Education Reform Project” (TERP) that has when English-as-a-Second Language students enter the dis- utilized action research as a major vehicle for implementing a course community within the English Academic University Con- national educational reform in basic education and teacher edu- text and learn to engage in new literacy practices. In effect these cation. Student teachers, teachers, and teacher educators have ESL women students are in a process of redefining their identity. been taught how to conduct research on their own practice to Thus the purpose of this paper will be to outline the change work out culturally relevant and feasible ways to create a more process that occurred when these three ESL women students en- learner-centered and democratic educational system. This project gaged in new literacy practices within the English Academic represents an unusual case of an educational development pro- University Community. ject investing in those at the ground level, teachers and teacher Zaitsev, Andrei (University of Southern California) educators, to play a significant role in the creation of a national Transition to the Mainstream of Higher Education De- educational reform. It also represents an unusual effort to at- velopment: Belarus Experience tempt to lessen the dependence of an African country on exter- This paper offers an overview of the structure of the Belarus na- nally produced knowledge about education. tional system of higher education. This study focuses on the Zewdie, Debrework (World Bank, ActAfrica)

92 CIES 2001 Annual Meeting

Implications of the HIV/AIDS Epidemic for Educational American individualist culture, focusing on the tension between Planning : The Demographic Question individualist leanings and social values. The analysis then con- In an effort to understand the impact on HIV/AIDS epidemic in siders how tensions between cultural norms/values and chil- the education sector, the World Bank commissioned a working dren’s natural feelings create psychologically problematic school paper that explores the implication of HIV/AIDS using an AIDS environments. The implications of American individualism as a Impact Model on four countries in eastern and southern Africa. “dominant” educational modality in interaction with a variety of The study compares the projections of population with and with- minority cultures around the world are considered. out the AIDS/HIV epidemic in Zimbabwe, Zambia, Kenya and Zhou, Yanyu (University of Maryland at College Park) Uganda. The analyses highlight the impact on demand and sup- Eastern Meditation and its implication for cognitive sci- ply on the education sector, the quality of education system and ence the development future of these countries. The most concerning The purpose of this paper is to explore a new approach to cogni- conclusion of the study indicates that the real impact of tive science in order to improve educational practice and to re- HIV/AIDS on society—especially on education—has not yet structure our schools in this new century. Instead of examining a been realized and that Africa will face even greater strain on its regular psychological method to improve human cognition, the resources in the next decade and beyond. study will look at an alternative approach such as Eastern medi- Zewdie, Tassew (USAID/Ethiopia) tation to cultivate students’ inner harmony, raise their con- The past BESO Program and the new USAID country de- sciousness, especially accumulate the high energy that may open velopment strategy: future themes and directions.” a new channel to develop students’ metacognition and high- This paper will describe the thinking and process of having to order skills that is treated as the paramount goal of all schooling. design a new platform of activities given the successes and ac- By reviewing the research and literature on Eastern medi- complishments of the former BESO program. The discussion tation and cognitive science, I endeavor to show that the poten- will focus on some of the constraints of continuing with an edu- tial effects of meditation upon brain development, creative intui- cation program in Ethiopia as well as some of the considerable tion, attention, stress, metacognition, and personality have sig- opportunities that lie ahead. nificance for cognitive science, as well as for the whole educa- Zhang, Hui (University of Maryland) tion, and for society at large. In particularly, drawing from my A Comparative Study of Family Education in Chinese own experience and some going-on research, I will discuss a powerful Traditional Chinese Qigong called Yan Xin Qigong and American Culture and its implication for learning. Families, as source of Education, have always been important in Zhu, Jingfen (Pennsylvania State University) transmitting values, socializing children and fostering basic skills such as literacy and numeracy. The assumption is that un- The Renaissance of Private Education in China: Its der the context of globalization when institutionalized education Impetus and Problems - schooling, tends to be increasingly isomorphized in terms of Private education in China dated back to over 2,500 years ago goals and structures, families in different cultures still try to and has experienced stages of rise and fall. Another wave of maintain the traditional values and means of education in its own educational reform has been on the surge since the mid-1980’s cultural origin. Through comparative and qualitative approaches, which scholars have identified as Chinese School Choice the researcher intends to focus on the moral education and so- Movement. The most noticeable change, as noted in public eye, cialization implementation in Chinese and American families, is the resurgence of private schools. With a brief review of dif- and tries to demonstrate the distinct cultural differences revealed ferent phases of development of Chinese private education, the within these families’ educational practices. Sample families article delves into the impetus behind the revival of private edu- will be taken from Chinese, American, and Chinese immigrant cation from two major perspectives: government role change and families in America. Differences resulting from the diversity of decentralization as well as fiscal and management reform. They classes, occupations, and other cultural backgrounds within these have led to socioeconomic polarization which in turn generates a families are also expected to demonstrate something interesting new educational market, causes changes in traditional values and and inspiring. sets the defects of public education system into stark relief e.g. Zhang, Junjie (Jiangsu Oilfield Technical School) school stratification, inability to satisfy the new needs for educa- Conception of Education in the new Century tion and funding shortage. The rest of the article deals with the problems facing private schools from both the external environ- Under the premise of adhering to the laws of the development of ment (prejudice, inefficient implementation and supervision) and education and absorbing the experience from the past and the the internal system (accounting, administration and teaching). In present, a flow of thought of the new century is designed as the the conclusion section, the article highlights that the renaissance follows: of private schools mirrors the developmental pattern of socialist 1. Establishing the new educational guiding thought market economy and deserves both policy and practical support 2. Probation and promotion of annual three-semester system from all sides. 3. Set up regional experimental center of education (including audio-visual education program and books) Zou, Yingsi (Teachers College, Columbia University) 4. Establishing a system of optimized compound of perfect A glimpse at the First Educational Reform (2000) of educational resources in the macro-regulation Post-Colonial Hong Kong i. The socialization of post qualifications and education of pro- In 1997, China reclaimed sovereignty of Hong Kong after 155 fessional titles years of British colonization. In September 2000, the first post ii . The trial allocation system of country’s educational funds colonial education reform proposal was put forward by the Edu- according to students’ cards of compulsory education cation Commission of Hong Kong. Zhao, Guoping (University of Virginia) This first part of the paper looks at the historical background of The Ideal and the Invisible: A Third-Culture Minority such a reform. A review on Hong Kong’s colonial past, decolo- Perspective on American Individualism in Education nialization period and the first years of unification is presented. The second part examines the conceptual framework behind This paper offers an international minority perspective on fea- such a reform, namely the Human Capital Theory, and how it tures of American individualism and their implications for edu- correlates with its colonial past. Then the paper presents a com- cation in a globalizing society. The study is based on qualitative parison with its current educational system and looks critically data obtained from interviews with 15 middle-class, mainstream of the strengths, weaknesses and feasibility of the reform. American participants. The paper discusses the features of Zungu, Bheki (University of Georgia)

Abstracts for Individual Papers 93

An investigation of implementation issues in South Afri- ing the challenges of translating reforms into practice. In this pa- can Curriculum reform. Curriculum 2005 and Curricu- per/research I wish to focus on implementation issues associated lum 21. with South Africa’s curriculum reforms C2005, now refocused In the post apartheid era, as South Africa undergoes massive as C21, as portrayed in the literature but also in schools in South education transformation in all subsectors, policy/reform initia- Africa where implementation is underway. The intention of cur- tives are being implemented at all levels in education. The entire rent reform is to bring equity within the education system which system is being restructured, and the pace of change has been was initially divided based on race. very rapid. A host of implementation issues is emerging, reveal-

94 CIES 2001 Annual Meeting

 Abstracts for Group Sessions 

Acedo, Clementina (University of Pittsburgh) with an expanded vision at the World Education Forum in Dakar Secondary Education Reform: Global and Regional in 2000 as ‘Achieving a 50% improvement in levels of adult liter- Trends and Country Case Studies [Panel] acy by 2015, especially for women, and equitable access to basic After a general expansion of basic education, developing coun- and continuing education for all adults.’ tries in most regions are facing a political and demographic pres- To take up this challenge requires strong commitments and sure to expand the access and improve the quality of their secon- partnerships from both government and civil society. The sympo- dary education systems. At the same time these governments are sium would seek effective models and processes of government – revising the main objectives and structure of their secondary and civil society (NGOs, communities, private sector) partnership in post-basic education in order adjust their systems to the goals of adult basic education, as well as roles of international organiza- preparing better and productive citizens, improving the transition tions and NGOs including the World Bank and ActionAid. Such to the labor market or to higher education and reducing inequal- partnerships are central to capacity building and professional de- ity. The panel will present the preliminary findings from a study velopment to achieve quality basic education and skills training being undertaken in the context of the USAID-funded “Improving for adults and out-of-school youth. The background papers would Educational Quality” project. The panel will discuss trends in the present various forms of government-civil society collaboration. types of reforms being undertaken (e.g., organizational restructur- The presenters plan to invite a few more partners to share their ing, financing arrangements, curricular change, teacher education) experiences and/or comments and critiques at the symposium. on a global scale as well as within five UNESCO regions: Africa, Ardizzone, Leonisa (Teachers College, Columbia Univer- Arab States, East Asia and the Pacific, (Central/Eastern) Europe, sity) and Latin America. In addition, more in-depth case studies on Expanding the Conversation: Youth voices- An Affirmative specific secondary education reforms in five countries (currently Alternative [Panel] being determined) will be described and analyzed comparatively. Taken from the point of view of adolescent Bosnian refugees in The case studies will illuminate the groups and contextual dynam- New York, Youth Peace builders in New York City and child ics that are involved in shaping whether and how reforms are pro- museum-goers in Jamaica, this panel considers both formal and posed, adopted, and implemented. informal aspects of education systems in developed and develop- Ahmed, Manzoor (UNICEF and University of Pittsburgh) ing nations. This panel incorporates the fields of refugee, peace Basic Education in South Asia: Challenges of Quality, and museum education from a psycho-social perspective. Each Equity and Access [Panel] panelist will speak to resonance through the views of very differ- The South Asian sub-continent, with a fifth of world’s people, has ent target populations pointing to alternative possibilities for pol- the dubious distinction of being the home of half of world’s illit- icy and practice. The rationale behind this joint presentation is a erates and children deprived of basic education opportunities, as shared belief that policy and reform should be informed by the well as almost half of the world’s poor living on less than a dollar voices of those ultimately affected in order to be just and sustain- a day. In the last three decades, governments in the region able. The voices of youth will be brought into the conversation pledged a greater effort in basic education and committed larger on a local level as it relates to the global. public resources. In the 1990s, South Asian countries renewed Baker, David (Pennsylvania State University) their commitment to “education for all” in the wake of the Jom- Where are we going? Comparative and International tien World Conference on Education for All. But progress during Education in the 21st Century [Panel] the decade has faltered and targets have remained far from being Where is the comparative and international study of education fulfilled - especially in respect of quality of learning and reduc- heading in the 21st Century? What are the current theoretical is- tion of inequality in opportunities. The Panel, drawing on mem- sues, problems, and practices that need be discussed, reviewed, bers’ involvement in South Asia as well as their experience in and debated? How have specific sub-fields fared over the past other parts of the world, will assess where individual countries decade? Our discipline appears poised to take a leadership role in and the region stand today, critically examine national efforts and policy debates and decisions, as well as comparative scholarship international cooperation in the past decade, and will indicate les- throughout the world, but first we need to examine where we sons and strategies for meeting the challenges of access, equity have been and where we need to go. This panel examines specific and quality in basic education. areas in the field and discusses where they are headed in the fu- Altbach, Philip (Boston College) ture. The participants will investigate topics ranging from: dis- Comparative Higher Education: Issues for the 21st Cen- tance education, the role of international organizations on human tury [Symposium] capital, the validity of cross-national studies of student achieve- This symposium will bring together key experts to discuss central ment, education policies in developing countries and a compara- trends in higher education in a comparative perspective. The pre- tive look at curriculum as a tool for promoting educational stan- senters will deal with issues set forth in a common framework pa- dards. per co-authored by Philip G. Altbach and Todd Davis. Among the Balzer, Harley (Georgetown University) issues highlighted are: Expansion and differentiation, the chal- Global Policies and Regional Alternatives in Russian and lenge of higher education and work, technology and higher educa- Post-Soviet Higher Education [Panel] tion, access and accountability, privatization and higher educa- This panel will examine the acute crises and attempted reforms in tion, globalization and the universities. These are among the cen- the sphere of higher education in the Russian Federation and the tral issues facing academic systems worldwide. Each panelist will other states of the former Soviet Union from the perspective of prepare research based comments focusing on these topics, so that their relation to global patterns of higher educational reform. Two there will be a commonality of issues presented from a broad papers focus on case studies of reform in Russian higher educa- geographical framework. tion. Olga Bain’s presentation focuses on the effects of the at- Aoki, Aya (The World Bank, HDNED) tempted imposition of a neo-liberal agenda in Russian higher Partnering in Adult Basic Education [Symposium] education, and entails a critical analysis of the attempted imposi- Adult basic education is indispensable to attaining the goal of tion of market mechanisms and demand-driven financing. Dmitry Education for All efforts. Reducing adult illiteracy, one of the six Suspitsin’s presentation is a detailed case study of the admissions major goals endorsed in Jomtien in 1990, is now reemphasized practices at a Russian pedagogical university from the perspective of organizational theory. Mark Johnson’s presentation will entail

Abstracts for Group Sessions 95

a broader perspective on the attempted adoption of global policies educational equity, both in terms of gender and rural/urban equity such as marketization, privatization, and decentralization in and as a feasible strategy for reaching hard to reach populations higher education in the non-Russian republics of the former So- (i.e. AIDs orphans, nomads and other out of school groups). Us- viet Union, and will also examine the complex mix of successful ing examples from on going projects, panel members will illus- reforms in this sector, together with a critical analysis of the seri- trate how IRI is being applied in the new ways outlined above and ous systemic crises that are degrading higher education in terms what the practical implications (benefits and disadvantages) there of both excellence and equity throughout the former Soviet Un- are for the use of IRI in these new ways. ion. Boyle, Helen (Education Development Center, Inc.) Banya, Kingsley (Florida International University) Pursuing quality schooling through synergistic actions in Sustainability, the Environment and Higher Education a resource-lean environment: The combination of child- [Panel] centered classroom practice, standards-based system Development is based on the premise that certain peoples and so- management, decentralized pedagogical support mecha- cieties are less developed than others and that those who are more nisms, and evaluation in Guinea. [Panel] developed (modern) have the expertise (knowledge) to help the Following an ambitious push in educational expansion in the less developed societies achieve modernity. This concept is a lin- early 1990’s, Guinea began to reorient its reform efforts mid- ear Western definition of modernity and the rationale for the de- decade, to ensure that school quality would also be firmly sup- velopment enterprise since the 1940’s (Parpart and Marchand, ported in further system expansion efforts. In this context, the 1995). This definition of development has recently been chal- Ministry of Pre-University Education and its partners have lenged by scholars using post modern critiques of modernity, launched a number of pedagogical, management, evaluation, and Western universalism and dualist/binary thinking. Indeed, some policy initiatives to enhance educational quality. These initiatives scholars are taking the development debate in a new direction. have involved a broad mobilization of actors at all levels — re- Recognizing the relationship between language and power, they gion, prefecture, district, school, and community as well as at the have questioned the language/discourse of development, particu- center. Observers anticipate that these initiatives (which are tak- larly the representation of the South/Third World as the impover- ing place with little fiscal decentralization, although with varying ished, background ‘other’ in need of salvation from the developed degrees of donor support) can ultimately lead to appropriate fiscal North/First World. This dualist construction, they point out, has devolution as well. reinforced the authority of Northern development agencies and Key challenges ahead for sustainability are clear: (1) gal- specialists, whether mainstream or alternative, and provided the vanizing political will at the highest levels for effective decen- rationale for development policies and practices that are designed tralization of authorities and financial resources; (2) establishing to incorporate the Southern nations into a Northern-dominated responsible financial management capacities and practices at all world. This approach, they argue, is no longer appropriate in an levels; and (3) consolidating other emerging technical and man- increasingly complex and interrelated world. agement capacities at all levels. Barcikowski, Elizabeth (The Mitchell Group) Bray, Mark (University of Hong Kong) Measuring pupil achievement in the context of diversity: Comparative Education in China: The Field and its Evo- Tools for evaluating impact of school quality improvement lution [Panel] programs with an example from Ghana [Panel] The panel will bring together three scholars who will analyze the New instructional practices, professional development for teach- changing nature of comparative education in China. One will fo- ers and school managers, improved infrastructure and community cus on the major parameters of the field in its political context, development in education are of little consequence in achieve- the second will focus on the contributions of a particular individ- ment is outcome is not positively impacted. However, evaluating ual, and the third will analyze the contributions and constraints of impact on pupil achievement is difficult to do, particularly in the a particular institution. Comparisons will be made between devel- context of substantial linguistic and cultural diversity and marked opments of the field in China and developments in other parts of pupil differences in academic and cognitive ability. The panelists the world. will introduce a battery of achievement tests that have been de- Brewster, Andrea (UCLA) veloped to meet these challenges and at the same time sufficiently Looking Forward and Looking Back: A Conversation with sensitive to evaluate impact of school quality improvement programs. The instruments assess achievement growth in mathemat- the Editors of the Comparative Education Review [Panel] ics, English literacy, and English speaking and listening among In July 1998, the editorial office of the Comparative Education Grade 3 to Grade 6 pupils. Each presenter will discuss on e of Review (CER) moved to the University of California, Los Ange- there instruments that make up the test battery and discuss the les. This roundtable discussion will provide the opportunity for qualities of the instrument or administration procedure that have the editor of the CER, John Hawkins, and the associate editors, proved to be useful in meeting the challenges of pupil diversity. Val Rust, Nelly Stromquist, and Carlos Alberto Torres, to share The discussant will address the importance of focusing on learn- their general vision of the journal for the coming years and to re- ing change in longitudinal study designs as opposed to static per- flect on the journal’s time at UCLA so far. It will also be an op- formance in cross sectional designs for evaluating impact of portunity for the members of the CIES community to participate school quality improvement programs in developing countries, in refining this vision and making it more representative of the particularly in multi-lingual and multi-cultural nations. Prelimi- views of students, scholars, practitioners, and policymakers in the nary findings from USAID/Ghana’s Quality Improvement in Pri- fields of comparative and international education. There will be mary Schools Program will be presented. brief presentations by the editors and audience participation will Boyle, Helen (Education Development Center, Inc.) be strongly encouraged. Interactive Radio Instruction: Waves That Resonate Brewster, Andrea (UCLA) Conversations with Journal Editors, Academics, and [Panel] In the last several years, Education Development Center, Inc. has Young Scholars [Symposium] expanded its use of interactive radio instruction in many new di- The editorial board of the Comparative Education Review will rections. In this session we present these new applications and sponsor a roundtable discussion aimed primarily toward graduate discuss the implications of their use for project designers, donors students and young scholars. This workshop will provide infor- and stakeholders. Specifically, IRI is emerging as an effective mation about publishing in academic journals in the fields of in- and economically viable means of providing teacher training and ternational and comparative education. This will be an informal on-going teacher support in the classroom; as a means of ensuring dialogue between experts in the field and participants. During

Abstracts for Group Sessions

96 CIES 2001 Annual Meeting

this session, published senior and junior scholars, and representa- zation and poverty-oriented targeting, and on specific work on the tives from the editorial board of the Comparative Education Re- ground in different contexts, including conflict, post-conflict and view will share their wisdom and experience about the basic ten- emergency countries. The latter includes a specific focus on what ets of research, writing, and publishing academic articles. Pre- are called flagship programs. senters will discuss issues such as journals in the field of com- Buchert, Lene (UNESCO) parative and international education; journal policies and audi- UNESCO/Unicef/World Bank Panel on the Global Initia- ence; style and submission requirements; and the review process. tive To Support National Efforts in Education for All Organizers will also share handouts, articles, and online resources [Symposium] on publishing with participants. Participants will have the oppor- The World Education Forum in Dakar (April 2000) committed it- tunity to ask questions and express ideas during an informal dis- self to wide-ranging goals and targets for Education for All to be cussion period at the end of the session. achieved by the years 2005 and 2015. It mandated UNESCO to Brown, Kara (Indiana University) lead the global initiative for support to national efforts in Educa- Development Policy and Mother-Tongue Instruction: tion for All. The purpose of the panel is to present work in this Economic and Language Strategies in China and Estonia. area by three core partners in the global initiative: UNESCO, [Panel] Unicef and the World Bank. The panel will focus , amongst oth- What role do economic and political concerns and ideologies play ers, on rationale and strategies for international resource mobili- in language planning? This panel explores the intersection of na- zation and poverty oriented targeting, and on specific work on the tional development plans and local language concerns in rural ground in different contexts , including conflict, post-conflict and China and Estonia. Specifically we examine the use of minority emergency a countries. The latter includes a specific focus on languages as languages of instruction. We address the struggle of what are called flagship programs. linguistic and/or ethnic minorities to achieve greater status for Camp Yeakey, Carol (University of Virginia) their language in the local and national context. We further ex- Global Dimensions of Child Poverty and Public Policy plore the tension that exists because many rural residents in pe- [Symposium] ripheral regions are keenly aware of their lack of economic oppor- Childhood has often been perceived of as an age of innocence. tunity and find it difficult to support the investment of time, re- Children of the poor, in particular, lack the political power and sources, and energy into a language whose boundaries are coex- will to change the conditions of their lives. This panel provides a tensive with those of economic deprivation. Brown investigates unique lens by which to view child poverty and relevant public how southern Estonian schools have become entangled in larger policies in national and global contexts and, in so doing, exam- debates over language planning, the strategies devised over the ines in rich detail the values underlying how developed and de- past eleven years to revive Voro (a regional language) and pro- veloping countries care for their young. Often lost in much of the mote its legal status and cultural prestige in relation to Estonian posturing of governments and nation-states as to their support for (the state language). Buckwalter considers the prospects for children’s rights, are the real policies and programs which serve mother-tongue education for ethnic minorities in western China in as barometers and barriers to impede the social development and light of the recent initiative know as the “Great Development of human potential of future generations. The papers on this panel the West”. Hunter examines the use of the mother tongue as lan- examine: the growing controversies surrounding the exploitation guage of instruction in Tibet as a method of reconnecting a popu- of child labor among global markets; the lives of migrant children lation disengaged from its educational delivery system. of undocumented workers in America; the global implications of Brown, Katherine (Loyola University) childhood disease and malnutrition; the increasing racial and class Alternatives for Adult Education: Models in the New Mil- antagonisms among urban poor males in developed countries, to- lennium [Panel] wards ‘newcomers’; and, America’s increasing failure to educate As educational leaders strive to meet the increasing needs and children of the poor. Each paper is data based and richly grounded demands for adult education, both in the United States and around in theory and research pertinent to the topic. Analyses conclude the world, a discussion on models becomes essential. Who de- with a discussion of the intended and unintended social conse- cides the content and goals of adult education? How integral are quences of each study’s findings for the host society and the in- students in developing the vision of future adult education pro- herent values implicit in those social consequences for future gen- grams? Are the programs to be skill-driven or education experi- erations. ences that broaden students’ perspectives and aid them in realiz- Chabbott, Colette (National Academy of Sciences) ing their individual potential? BICSE Town Hall Meeting: Exploring Long-Term Re- This panel will present an adult educational model that is search Agendas for Comparative and International Edu- well over one hundred years old as well as a developing model cation [Townhall Meeting] based on the needs of today’s students. The strengths and chal- The Board on International Comparative Studies in Education in- lenges of these models will be explored, as well as their potential vites CIES members to participate in town hall meeting to discuss to influence the discussion surrounding adult education reform. future research agenda for international and comparative educa- The final paper in the panel will draw attention to all-important tion research that could help inform US education policy making. outside forces often influencing adult education reform. The pan- About the Board: The U.S. National Academy of Sciences estab- elists hope that the diverse perspectives of the papers will lead to lished the Board on International Comparative Studies in Educa- a lively discussion on the feasibility of future adult education al- tion (BICSE) in 1988 to help analyze and synthesize international ternatives. and comparative education research in ways that could directly Buchert, Lene (UNESCO) inform the development of U.S. education policy. Principally The Global Initiative to Support National Efforts in Edu- funded by the U.S. National Center for Education Statistics and cation for All [Panel] the National Science Foundation, for its first 10 years, BICSE fo- The World Education Forum in Dakar (April 2000) committed it- cused largely on issues relating to the Third International Math self to wide-ranging goals and targets for Education for All to be and Science Study (TIMSS) and on improving cross-national achieved by the years 2005 and 2015. It mandated UNESCO to education indicators. In 1998, however, BICSE received a new lead the global initiative for support to national efforts in Educa- four year grant that substantially broadened its scope of work. tion for All. The purpose of the panel is to present work in this BICSE is now looking for ways to incorporate the findings of area by three core partners in the global initiative: UNESCO, smaller scale international and comparative research on a broader Unicef and the World Bank. The panel will focus, amongst oth- variety of topics. ers, on rationale and strategies for international resource mobili-

Abstracts for Group Sessions 97

Chapman, David (University of Minnesota) economic advantage to advanced capitalist nations and, further, In rapidly changing times, is looking back a useful basis provides a linguistic mechanism for the international transmission for looking ahead?: The Utilization of Evaluation Results of ideologies congruent with their interests. Against this theoreti- in International Organizations [Panel] cal backdrop, authors on this panel present case studies of the international spread of English in Africa, Europe, and Asia. Thus, International development organizations are using the turn of the authors advance our fund of descriptive knowledge about the in- century as an opportunity to review their performance and reas- ternational spread of English, while at the same time seeking a sess their development strategies for the next decade. To do this, complex understanding of the implications of this phenomenon several organizations are engaged in conducting large scale re- for global equity. views of individual profect evaluations conducted over the last 5- 10 years, seeking to identify particularly successful interventions Cleghorn, Ailie (Concord University) and implementation approaches. At the same time, virtually all Science Literacy, Science Materials and perceptions of observers recognize that the external circumstances facing the de- Science: A Cross National Perspective [Panel] veloping world are rapidly changing. The future of many citizens The panel will draw on research from differing cultural perspec- is already being shaped by forces that were of relatively minor tives in Europe, North America and Africa, to illuminate the inter- consequence over the last two decades. Is looking back a useful face between (1) ideas of science and science education (2) the basis for looking ahead? This panel will discuss the ways in materials used to communicate such ideas and (3) the develop- which (and the extent that) reviewing the findings of past project ment of science literacy. Participants will present findings relating evaluations can inform the decision process of large international to both teachers’ and learners’ perspectives. One paper (Cleg- development assistance organizations and issues in the conduct of horn) will focus on how the nature of teachers’ views of the na- those types of reviews. ture of science relate to perceptions of culturally appropriate Chinapah, Vinayagum (UNESCO) teaching approaches. A second paper (Peacock) considers the Quality of Education [Symposium] repertoire of science teaching strategies used in differing cultural The human rights to the achievement and fulfillment of “mini- contexts, and how these impact on the use of materials and ideas mum and basic learning competencies for ALL” still remain a of science implicit in such use. The third paper (McEneaney) uses far-reaching dream for too many at the dawn of this new millen- macrosociological perspectives to address the issue of why scien- nium. The world’s poor, the “marginalized”, the “oppressed” tific literacy as a pedagogical approach has diffused so widely. and the “unreached” who are mostly girls and women of rural vil- The fourth paper (Pillai) reports on children’s science in Ethiopia lages and urban slums are increasingly deprived of their rights to through analysis of the indigenous knowledge content of a grade a basic education of quality. Being a down-to earth concern and two, Amharic language textbook. Panel discussion will be di- imperative, the provision of an education of quality for all re- rected towards the implications of the above for the emergence of quires a holistic approach to teaching and learning and to the de- science literacy, and how these notions can be brought to bear on velopment of the human kind in general.. The environmental global health, environmental and other concerns. conditions and contexts at home, in the community, at school and Cornbleth, Catherine (University at Buffalo) in the classroom have direct bearings on the quality of teaching Climates and Constraints on US Curriculum and Teaching and learning and learning outcomes in particular. The latter are [Symposium] often measured through high-stakes examinations which in turn In this symposium, we offer comparative perspectives on climates are used to screen out, to select and to push out the majority from of constraints and restraints on curriculum, teaching, teacher pro- the elected few for future educational or occupational opportuni- fessional development, and administration that have been shown ties. Monitoring what our children are learning, how and under to impede school improvement efforts. We are especially inter- which conditions, will be addressed by this panel based upon ested in climates that impede teaching for meaningful learning tangible results from educational surveys and studies around the and critical thinking that incorporate diverse students and per- globe, in different regions and from sample of national cases . spectives. In addition to continuing interest in and effort toward Mastering the minimum and basic learning competencies as are quality schooling, this proposal has two more immediate sources: defined for respective relevant and targeted groups has been ex- a joint profect between Addis Ababa University and the Univer- amined and assessed since the Jomtien 1990’s World Conference sity at Buffalo to improve distance education, particularly an on Education for All. The findings and policy implications were AAU curriculum masters program; and an interpretive review of presented and reported at the recent World Education Forum (Da- English language research on constraints/restraints on curriculum kar, April 2000) as follow-ups to regional and sub-regional pres- and teaching. entations. The panelists will take stock of the most recent findings Cummings, William (Graduate School of Education and and policy-implications for the improvement of quality education Human Development) using international, regional, sub-regional and national perspec- The Future of Urban Youth in Big Cities [Symposium] tives. To greater or lesser degree, big cities around the world face a Clayton, Thomas (University of Kentucky) common fate. The new industries of the communications-leisure The International Spread of English: Implications for complex find it more congenial to locate their workplaces in sub- Global Equity [Panel] urban and rural settings and to erect relatively high technical entry Since the Second World War and particularly in the last decade, requirements for employees. The older industries that once lo- the English language has spread into use in an astonishing diver- cated near the edge of big cities tend to be in decline. In this con- sity of settings internationally. Reasons for the international text of global neglect, some big cities continue to provide impor- spread of English are both varied and mappable. From a func- tant and even expanding functions as modes of transport, net- tional perspective, national policy makers explain decisions privi- working governance, culture, finance and crime. However, many leging the use of English as facilitating the integration of linguis- of the young people who grow up in the big cities sense a great tically diverse nations, offering cost advantages over the devel- distance between their upbringing and the opportunities available opment of indigenous languages for use in multiple domains, and in their environs. This may be especially the case in the big cities providing opportunities for international communication within such as those in South Africa and the cast coast of the US ,which the context of education, science and technology, commerce, the for different reasons, have experienced two or more decades of internet, and other arenas. From a radical-functional perspective, decline, before the recent up turn of their fortunes. For example, critics argue that advanced capitalist nations manipulate language in South Africa, the lost generation of youth raised under apart- policies in developing countries in favor of English; the develop- heid were deprived of even minimal educational opportunities and ment of a global English language infrastructure provides direct now in the new democratic era are expected somehow to catch up

Abstracts for Group Sessions

98 CIES 2001 Annual Meeting

with the new generation. For a large proportion of urban youth, as small compared to the benefits gained from experimentation, especially those raised in poorer homes where parents are weak in diversification, and enhanced experience and evidence about the social and cultural capital, the big city as currently structured of- various effects on learning when new approaches are imple- fers little hope. This study seeks, through a comparison of several mented. In the developing world, the risks are greater; implemen- big cities, to gain a deeper understanding of condition of urban tation costs are relatively higher compared to overall budgets; youth, the opportunities available to them, the types of innovative systems are less resilient, making innovation more problematic to educational programs that have been developed in some settings put in place; hidden costs and maintenance costs, even when to enable these youth to make connections with the adult citizen- small; can be impossible to cover and bring innovations to a halt; ship roles of work, parenthood, community participation and poli- and a technology that is comparatively novel in the societal set- tics and leisure. For the CIES 2001 conference, a symposium will ting can be locked away, stolen or broken very quickly. These be convened with representatives to speak on cross cutting con- considerations are crucial to making effective decisions about ho cerns such as demographic, economic, social and educational in- w and on what scale technological innovations can bring real dicators as well as on the policy environment and interventions in benefits in delivery, quality, and reach of education in developing the featured big cities of Washington, D.C, Los Angeles, Mexico countries. City, Rio de Janeiro, Moscow, Tokyo, Jakarta, Addis Ababa, and Epstein, Erwin (Loyola University of Chicago) Cape town. An examination of Content Boundaries and Standards in Darnell, William (Academy for Educational Development) the Teaching of Comparative and International Education Post-basic Education Critical Issues and Forces Affecting [Panel] Policy Decisions [Panel] Recent national and regional CIES conferences have hosted vari- This panel will identify critical issues for consideration in the de- ous symposia on the content boundaries and standards in com- velopment of post basic education policies, and to identify practi- parative and international education programs and courses around cal lessons learned from the global experience of the last decades the world. These discussions have been useful in discerning how of reform and reassessment of secondary education. The panel our field might better develop programs, curriculum and course- will also assess the forces affecting the expansion, structure and work for students pursuing studies in the field. The discussions curriculum of post-basic education world-wide, discuss the di- also revealed how little attention comparativists have given in the lemmas that countries typically face. Particular emphasis is given past to sharing views on classroom instruction, especially in re- to the critical issues affecting central policy reform and will in- gard to the question of how the field should be introduced to clude international comparisons and country-specific lessons. An those being exposed to it for the first time. overview will set the framework for policy making in post-basic Introductory course syllabi and other descriptive docu- education by identifying forces affecting expansion, structure and ments compiled from institutions that teach comparative educa- curriculum of youth education and presenting the critical policy tion will be presented and discussed. Questions will be raised issues faced by government and families in different countries. concerning the nature of differences and similarities among intro- Alternative policies and approaches to these new demands and ductory course outlines. To what extent do comparative education global evolution will be discussed as a background for in-depth courses reflect, or should reflect, common ground? What topics analyses of the issues: expansion and equity, knowledge and and literature should be considered essential when teaching com- skills for the new economy and the contribution of technology. parative education courses? To what extent do instructors focus Darnell, William (Academy for Educational Development) on comparative education as a finite discipline? To what degree is Bangladesh’s Female Secondary School Assistance Pro- there conceptual consistency in the teaching of comparative and ject: Expanding the Definition of Quality [Symposium] international education? The Government of Bangladesh through the IDA/World Bank’s The panel includes introductory-course instructors who Female Secondary School Assistance Project (FSSAP) has pro- will explain their outlines and course objectives. It is hoped that vided over one million rural Bangladeshi girls access to lower by thoughtfully and carefully considering how others teach the secondary school. The project has raised girls’ enrollment to par- field, comparativist scholars and instructors will gain insight into ity with boys in secondary school and has brought about a ‘quiet’ their own content delivery. social revolution for girls and women in Bangladesh, changing Epstein, Irving (Illinois Wesleyan University) family and societal expectations for girls and girls’ expectations Preserving Academic Freedom Globally: The Scholars at for themselves and their futures. FSSAP has been lauded as one Risk Network [Symposium] of the most significant reform efforts for secondary school girls The Scholars at Risk Network assists scholars outside the US internationally in the last three decades. whose work is threatened by mass or individual displacement, As Phase Two of the project is considered, challenges and discrimination, censorship, harassment, intimidation, or violence. conundrums that surfaced in Phase One come to the fore: What The Network is designed to include universities, colleges, and re- have been the trade-offs between rapidly expanding access and search centers that will serve as temporary hosts for qualified educational quality and how can quality be improved? What scholars who are in need of sanctuary outside of their home re- shifting roles and responsibilities for ministries of education, gion. Members of this symposium will examine the assumptions NGOs, the private sector, and individual schools will result in that led to the creation of the Network in June, 2000, the logistical more efficient and effective project implementation? Since and operational issues involved in administering such a program, communities have been involved only in limited ways in FSSAP, and the larger implications for comparative educators concerned can their involvement be increased to improve girls’ and boys’ with global issues regarding academic freedom, brain drain, and achievement in Phase Two? When is an appropriate time for scholarly exchange. The Network is housed at the University of scholarship and stipend assistance to come to an end? Chicago and has been supported with a grant from the MacArthur Draxler, Alexandra (UNESCO) Foundation. During the 1930s and 1940s, prominent higher edu- Which ICT Solutions for Which Educational Problems? cation institutions such as the University of Chicago and the New [Symposium] School for Social Research provided assistance to persecuted The benefits of information and communications technologies for European intellectuals and scholars who contributed to the rein- delivery of education and as learning tools are widely assumed to vigoration of academic life in North America. Whether such a be obvious. All educational innovations, however, carry risks, model is transferable to the 21st century global context is a spe- whether they be of failure to deliver the improvement promised, cific theme that the panel will discuss. Other themes include the or of lack of sustainability, or finally of unforeseen negative con- degree to which academicians and public intellectuals are more sequences. In wealthy societies, these risks are generally viewed deserving of protection than other citizens in conflict-ridden so-

Abstracts for Group Sessions 99

cieties; the degree to which persecution for political involvement The proposal is to present four inter-related papers on the results coincides with or departs from the exercise of academic freedom; of fieldwork conducted by QUIPS, a USAID-sponsored project, and the long-term implications of embarking upon a program that to examine the impact of a primary school project in Ghana, for can at best offer temporary assistance to scholars in immediate improving the effectiveness of primary education. The panel danger. represents a series of case studies, which examine observed im- Evers, Michael (International Institute for Study of Ergo- pacts and expected sustainability of community participation; ob- nagy) served impacts of teaching/learning and supervisory interventions A Comparison of Perceptions in Japan and the United and student/teacher attendance and student achievement; as pro- States on the Value of Education and Training Subjects moted by the QUIPS model. The methodologies and processes utilized represent several new and innovative techniques includ- [Panel] ing a ‘emerging practices’ approach, use of an appreciative in- As educators and their institutions increasingly form linkages in a quiry approach to introducing change at the school level, and a global society from which they may develop Affirmative Alterna- participatory and collaborative approach in the development of tives for Educational Policy, Practice, and Transformation, it is instruments/materials and the delivery of program, and building essential that input is gleaned from recipients of education who on Ministry and other donor-supported programs in the education are now putting into practice what they have learned as a function sector. To date, QUIPS has fully implemented a two-year inter- of current and past educational endeavors. This panel presenta- vention cycle in 45 communities throughout the southern regions tion offers insights, research findings, and results of surveys con- of Ghana and is currently active in 150 schools/commun-ities ducted in Japan and the United States of workers’ perceptions as throughout the country. The presentation and discussion includes to which aspects of education are proving to be most beneficial to implementation, results/impact and lessons learned. them in their work and daily life. The impact of differences in Garcia-Sellers, Martha (Tufts University) educational concepts, national heritage versus multicultural glob- alism, and technological advances are considered in light of the Promoting Immigrant Children’s Self Expression and survey results. The first in a series of studies that will provide in- School Adaptation through Photography [Panel] put from various sources that will eventually offer a “360 per- Immigrant schoolchildren face a variety of challenges. English spective” of the perceived value of education and training for language proficiency is foremost and obvious, but there are other work, this comparative glimpse of two countries’ perceptions will social and cultural obstacles. Until children can communicate eas- hopefully stimulate similar comparative studies. The discussion ily in English, they may be unable to express what they value conducted in this session should be of interest to educators in- most: their friends, fears, and wishes. The disparity between volved in formulating curricula, internships, and applied educa- home and school environments is significant making it difficult to tional experiences. translate one to the other. But verbal communication is not the Fair, Kristi (Macro International) only option; visual communication can provide a means for chil- Educational Attainment and the Demand for Schooling in dren to express themselves, thereby enabling teachers and parents to understand them better. This panel describes a photography Sub-Saharan Africa [Panel] project, one component of a larger program to promote school ad- This panel includes three papers on educational attainment and aptation, with Hispanic immigrant children in a Massachusetts the demand for schooling in sub-Saharan Africa, using house- elementary school. Second-graders were asked photograph things hold-based education data from the DHS EdData Activity and the that meant something special to them at home and school. Later, Demographic and Health Surveys (DHS) program. Anne they were interviewed to discover what the photographs signified. Genereux and Kim Bolyard present data from the 1999 Guinea They also wrote brief descriptions of selected photographs. This DHS, which included an extensive module on education. Tracy technique enhanced classroom participation, facilitated communi- Brunette discusses profiles of education in sub-Saharan African cation between teachers and parents, and improved understanding countries, which draw on a decade of DHS education data. Kristi children’s characteristics. Paper 1 explains how children construct Fair discusses the development of the core survey instruments, cultural continuity between home and school. Selected photos and and modification of those instruments for use in Uganda. stories will exemplify this relationship. Paper 2 relates photo- Farrell, Joseph (University of Toronto/OISE) graphic style and content to children’s school adaptation. Paper 3 Transforming the Forms of Primary Education in Latin discusses how photographic expression can strengthen communi- America [Panel] cation among children, teachers, parents and the larger commu- In Latin America there have been in recent years many attempts nity. The panel organizer will guide discussion on research impli- to radically transform education, particularly the primary level, to cations and the benefits of this approach for promoting the school provide more effective opportunities to learn for severely margin- success of Hispanic immigrant children. alized children. Based upon recently completed field research, Garrow, Stephanie (McGill University, Faculty of Educa- three of these cases will be analyzed in this panel. Escuela Nueva tion) in Colombia is an attempt to radically transform ‘forms’ of tradi- Theory Building for Improved Practice: A discussion of tional formal education. Pitt examines its effect on civic learning how feminist and post-colonial theory can inform educa- and later civic behavior. Chile’s P900 program directs additional resources specifically to the most disadvantaged tional practice in international development [Dialogue] schools/communities, without altering the traditional forms of Drawing on their experience in educational development in Africa schooling. Miwa compares successful and less successful partici- and South Asia, the presenters of this symposium will engage par- pating schools, and compares this to her earlier work on Escuela ticipants in a dialogue that explores ways in which feminist and Nueva. ESEDIR prepares teachers for proposed radically trans- post-colonial theory open up spaces for educational alternatives, formed Mayan primary schools in Guatemala. O’Sullivan ana- particularly where partnerships between different educational lyzes the process and political context, and early stage results. stakeholders are involved These three cases represent important variations in approach to (e.g. teachers /administrators/schools/government/NGOs). transforming education. Farrell’s overview compares and locates The focus will be on partnerships to develop girls’ educa- them in the context of an analysis of attempts to radically alter tion and partnerships that support teacher development for primary education throughout the developing world. change. These are emerging areas of interest in the international Franchette, Lisa (USAID Ghana) development field, and yet the related activities, and the policies from which they arise, cannot be divorced from theoretical de- Results of USAID/Ghana’s Quality Improvements in Pri- bates that challenge the generalizations, assumptions and power mary Schools Project (QUIPS) [Panel] positions upon which they may be based.

Abstracts for Group Sessions

100 CIES 2001 Annual Meeting

In light of recent Canadian International Development large ‘developmental’ projects (e.g. Harvard University Agency (CIDA) policy development that focuses on basic educa- BRIDGES project) hire experts, many of them academicians. The tion, it is highly pertinent to reflect on the ways in which such field of education in general and Comparative Ed in particular has policy becomes practice and how the partnerships required for produced a busy hard working crop of experts, many of them pro- implementation both develop and function. The symposium will lific in the production of academic capital as well as accumulation begin with a dialogue in which the presenters share some of their personal experience and wealth from consulting work. The CIES field experiences and current thinking about the partnerships they Annual Conference has always benefited from the “field project” have been involved in. Participants will then be engaged to think papers and the session on practicing (not just theorizing) com- about ways in which theoretical issues and analysis can provide parative education. I recall during one of my first CIES meeting stimulating new ways of both ‘thinking about’ and ‘doing’. questioning one of these experts on his statement on “inter- Ginsburg, Mark (University of Pittsburgh) generation mobility due to attainment of education.” His respond Limitations and Possibilities of Dialogue Among Re- was prefaced by “last week when I met with the Prim Minster of searchers, Policymakers, and Practitioners [Panel] Ethiopia…” I never questioned again the findings of International This two-session panel features presentations by contributors to Education consultants. Experts are coming and going, the new the May 2001 special issue of the Comparative Education Review generation of experts are different from the one I met 15 years on this theme as well as by other individuals working on this ago (although he is still in our Society) or are they? In order to topic. The presentations will examine the structural and cultural captured some of the stories, in order to question some of the out- barriers to communication between researchers, on the one hand, comes I propose two panels to bring together: and policymakers and practitioners, on the other. Specific cases Academic Experts involving comparative and international educators will be dis- Officials, Advisors and Academicians from countries cussed to illustrate the limitations and possibilities of following receiving aid projects various strategies for overcoming these barriers: 1) transla- Questions from invited “inquisitors” participants, panelists, tion/mediation, 2) education, 3) role expansion, 4) decision- and moderator oriented research, 5) collaborative action research, 6) collective The idea is not to have formal presentations, but a question an- research and praxis. Of interest is not just one- or two-way com- swer type of conversation around major issues in Development munication between these groups on a local or national level. In- Education and on the countries the panelists have expertise in. stead, the focus is on the Freirean notion of dialogue – joint re- The thematic ideas are: flection and action – among the variety of individuals and groups Participatory Collaboration who are involved in education at institutional, local, national, and Building Stakeholder Capacity international levels. The Decision processes Gomez, Joel (George Washington University) Implementation Financial allocation Policies for Promoting Community Participation in Edu- Sustainability cation [Symposium] The first Panel will focus on Asia with cases from Indonesia, Drawing on recent experience with innovative work to promote Laos, India, and Mongolia. The second Panel will focus on South basic education in such diverse areas as Zambia, Ethiopia, Gua- Africa, Honduras and Bosnian temala, El Salvador, Afghanistan Gottlieb, Esther (West Virginia University) Gorin, Stephanie (Harvard University) The Nature and Consequences of Academic Expertise in What Informs the Design of Girls’ Education Initiatives? Planning Education Systems [Symposium] [Panel] Donor Agencies, Ministries of Education, world banks and devel- If we are to be true to the goal of achieving gender equity in edu- opment entities have always hires academics as individual con- cation, we must include women in the discourse. No one is more sultants for a wide range of assignments and universities have bid aware of the scope of the local needs and challenges facing them on large educational development projects. Academic knowledge than women and girls themselves. This panel will explore the products are wanted more than ever, for consumption, adornment participatory approaches used to inform project design of girls’ or legitimation, rarely for evaluation or assessment. The work of education initiatives. It will first provide a framework for under- academic experts has yet to be the subject of the critical gaze of a standing inclusive methodologies and their applications. It will public that feels in command of itself. then highlight the use of participatory approaches to project de- Recent education strategy frameworks outlined by leading sign in Morocco, Bolivia, and The Gambia. We will examine the international aid agencies show a general shift from project based efficacy and sustainability of these projects in empowering funding to sectoral planning. This policy shift toward the devel- women and girls. opment and enhancement of an “expert systems” approach in Gottlieb, Esther (West Virginia University) educational planning in Countries dependent on foreign aid and The Role of the Academic Experts in Education Develop- regions known as the ‘Developing’ World has important implica- ment [Panel] tion. The planning and management of a whole sector rather than The Asian World Bank states that “ADB hires individual consult- a number of discrete projects requires new levels of knowledge ants and consulting firms for a wide range of assignments. Indi- and expertise on the part of the donor agencies. It also involves vidual consultants, whether hired directly or through organiza- the standardization of large sets of information and data that can tions, provide expert advice and assist ADB in preparing studies, contribute to uniform policy implementation across the sector. appraisals, and reports while functioning, in effect, as temporary This shift towards sectoral planning has implications for the role ADB staff. Because it has a mandate to assist its to assist its de- of education consultants, researchers, and advisors, often from veloping member countries in the Asia-Pacific region, ADB North American and Western European academic institutions, needs to maintain an inventory of suitably qualified individual who are involved in program planning, implementation and moni- consultants to provide consulting services for its various pro- toring by international aid agencies. This supercomplex environ- jects.” ment is the playground of academic expert advisors. Many schol- The ADB is not the only organization that maintains a ars in Comparative Education are (while most are not) playing in large database of individuals, firms and organizations for easy re- this arena, where their knowledge products will be taken, used trieval to lend their expertise “ to assist its developing member and sometimes abused, distorted or contaminated, before or while countries.” The World Bank, USAID, USIA, ADE, IIE, IRR and being implemented (if they ever are). many other agencies, consulting firm and universities who bid on The implications of this shift towards sectoral planning within the context of education planning have yet to be examined

Abstracts for Group Sessions 101

and understood. This symposium seeks to identify the important the network of associated schools and organized the student implications that underlie this policy shift by bringing together re- teaching program. Panelists will describe the range of actors in- searchers, academic consultants, officials and education profes- volved: student teachers, collaborating teachers, school principals, sionals from donor/recipient countries. pedagogical advisors and local educational authorities. The panel The focus of this symposium is to discuss the nature of will focus on mechanisms established to encourage the develop- these changes and their impact on the role of academic research- ment of student teachers’ teaching practice, the evaluation of that ers and/or consultants in the education sector. What is the nature practice and the improvement of mentoring capabilities among of the expert knowledge that is called for in the current context of cooperating teachers, principals and pedagogical advisers. sector planning? What are some of the old/new stories from the Grant-Lewis, Sue (Harvard University) field told by long-time academic consultants, researchers, and Governance, Participation and Democratization: Reflec- education professionals who are witness to these policies and tions from South Africa planning efforts? How has the current supercomplex policy mak- Africa” [Symposium] ing environment impacted their role, function and activities? South Africa, like many countries throughout the world, has in- The idea of this session is not to have formal presentations, troduced new policies for school governance and financing, aim- but devote the time to raising questions by all participants while ing to serve the national goals of economic growth, democratiza- the invited participants might have a responses to some of the is- tion, equity and redress. This symposium will explore conceptual sues. The session will be organized as a participatory symposium and methodological issues related to understanding the joint devo- around the issues identified in this abstract. In other words the lution of governance and financing as it may affect progress to- discussion will be open to comments and challenges, as well as to wards equity, redress and the democratization of schools. The provocative issues that have been circulating for a while now sur- panelists on the symposium are members of a research team in- rounding the work of donor agencies, such as the world bank. volved in a two-year study of the implementation of the govern- Gove, Amber (Stanford School of Education) ance and financing policies legislated by the 1996 South African World Bank and Country Perspectives: Results of School Schools Act (SASA) and the subsequent 1998 National Norms Autonomy and Accountability in Bank Projects [Panel] and Standards for School Funding. Panelists will comment on In this panel, project managers and country representatives will the following: (1) conceptualizing governance, participation and discuss how Bank-financed projects in Brazil and Nicaragua have democracy, drawing on lessons from the literature; (2) the Gau- come to grips with the apparently conflicting issues of school teng Province pilot study; (3) methodological issues in analyzing autonomy and accountability. As governments move at varying inter- and intra-provincial variations in government financing; (4) rates toward greater decentralization, institutions and individuals challenges in related government financing to that socio- at the local level are gaining greater autonomy and decision- economic backgrounds of communities and school quality, in an making responsibilities. In exchange for this empowerment, effort to better understand conditions likely to effect progress in however, central governments are demanding increased account- the implementation of new school governance and financing poli- ability; for education this usually means higher test scores or cies; and (5) existing provincial legislation related to SASA. This more efficient student flows. In this panel we will look at how resulting discussion will deepen our understanding of educational the tension between autonomy and accountability has played out decentralization in resource-constrained contexts. in two World Bank-financed education projects. In the case of Green, Paul (University of California at Riverside) Brazil, representatives from the Ministry of Education will pre- Globalization and Transformation in American Higher sent initial findings from the Fundescola’s School Development Education [Symposium] Plans, under the auspices of which some 1500 schools have re- Numerous factors affect the integration and status of African ceived technical assistance in the elaboration and funding for their Americans and Latinos participation in the labor force and its in- school plans. For the case of Nicaragua, representatives from the fluence upon access to educational opportunities in higher educa- Ministry will present findings from Aprende’s Autonomous tion. These include institutional and personal discrimination, re- Schools model, under which some 1900 schools currently manage demptive public policies, level of education, skills and work ex- their own human and financial resources. Robin Horn, as task perience, and the state of the economy. While no one cause de- manager and World Bank Education Economist, will offer a per- termines the status of poor communities, one factor that is in- spective on balancing the issues of autonomy and accountability creasingly decisive is globalization. Globalization has been de- in project design. Amber Gove, doctoral student at the Stanford fined as “ the intensification of economic, political, social and School of Education, will mediate the panel and offer a theoreti- cultural relations across borders.” (Hans-Henrik & Sorensen, cal perspective as to why this tension has developed in education 1995, p. 3). As such, globalization will be a driving force influ- policy in two such disparate countries. encing governmental and non-governmental decision making in Grandbois, Alain (Universite du Quebec a Montreal) the new millennium. For African Americans and Latinos, the im- Linking Normal Schools and Classrooms: pact of global transformation is compounded by racially discrimi- Guinea’s Pre-Service Teacher Education Program [Sym- natory labor markets, lack of access to education and training, the posium] disappearance of low-skill mid to high wage jobs, political mar- In 1998, Guinea launched a reform of its pre-service teacher edu- ginalization in public policy, and an ideological backlash that cation system. With World Bank funding, Guinea established seeks to reverse social, political, economic, legal and legislative two new models of teacher education. The first starts with a four gains. This symposium focuses on educational access and oppor- month period of teacher education in regional normal schools, fol- tunity of an increasingly diversified populace in the United States, lowed by one year of supported student teaching. Students then and highlights strategies for facilitating educational attainment return to normal school for another four month training period, which will have profound consequences for individuals, the which leads to certification. The second model consists of one global economy and ultimately for society as a whole. In an at- year of normal school-based teacher education followed by one tempt to answer these questions, this symposium will present the year of student teaching and certification. following four papers. Establishing these models of teacher education required Harris, Katherine (George Washington University) replacing the system of select demonstration schools with a wider Abroad and Beyond: 21 Century Initiatives in Interna- network of collaborating schools. The program also replaced the tional Education [Panel] former evaluation and control-oriented supervisory system with a The year 2000 saw a historic initiative in International Education system of mentoring and professional development. made by the U.S. Secretaries of State and Education and the The panel will begin by describing how the Ministry set up President of the United States, holding that the promotion of edu-

Abstracts for Group Sessions

102 CIES 2001 Annual Meeting

cational exchanges with other countries should figure prominently relationships and their effects on identity construction. Fre- in U.S. foreign and educational policy. Advanced technologies quently, the cultural choices made by individuals and groups in and changing times have opened up the world, and as a result, such contexts express resistance to incorporation into dominant study abroad and exchanges have become an imperative in higher cultural modalities of production and identity-making. At the education around the globe. Particularly in the United States, stu- same time as they resist on some levels, however, individuals also dents’ academic goals and destination choices are changing. More participate in dominant cultural patterns on other levels, some of and more, students go abroad not only to study language or cul- which evince connection to transnational political economy. The ture, but also to conduct research at a foreign university that ex- papers on this panel explore the ways in which minority identities cels in their chosen field. Professional expertise and cross- and selves are actively constructed through resistance and in- cultural adaptability gained through foreign scholar exchange and volvement in perceived dominant/transnational cultures. Two of recruitment will serve not only future economic and political the papers examine how selves and identities are produced and leaders, but also their communities as international relationships sustained in U.S. minority communities in the Appalachian region become more pertinent in the expanding global market. and among Old Order Mennonites in Virginia. The final paper * Excerpted from A. Landau, Abstract; Climate for Change: an brings an international minority perspective to dominant dis- Investigation of Study Abroad Opportunities between the U.S. courses on individualism in U.S. education. Together the papers and Cuba explore the culture/structure nexus and its implications for iden- Hartwell, Ash (Education Development Center, Inc) tity construction. Nurturing Diversity in Education Systems: A Global Per- Husain, M. Asghar (UNESCO) spective [Panel] Education policies, strategies and practice: challenges for Policies on the role of education systems in societies with diverse the future [Symposium] ethnic, linguistic, religious communities have focused on how to Education policies and strategies have multiple objectives, the integrate populations to achieve unity and equity. Within the USA predominant one being to adapt children and adults to fast chang- policies and practice in public schools have historically worked to ing societies. In trying to achieve this, policy makers have been assimilate immigrant and minority groups into a monocultural working under increasing political and resource constraints at system. Likewise, new nation states have attempted to shape na- both at the national and international levels. The local political tional unity with a uniform curriculum, staffing and linguistic contexts under which education systems and strategies operate are policies. With increasing diversity within nations, and with the becoming increasingly vulnerable to civil disorder, political insta- increasing contact between communities throughout the world, bility and financial crisis, often imported owing to their transna- educational policies which seek to impose monocultural unity are tional nature. In many cases, the state has been weakened without challenged. the requisite strengthening of the private sector in the field of This panel will explore another perspective - that education education. Although most countries can now boast of qualified systems within an increasingly democratic, pluralistic world can professional staff responsible for running educational and related support both social harmony and learning by nurturing diversity, activities, lack of exposure to the appropriate skills required to within a fundamental valuing of human unity. The panel will face the new challenges combined with staff instability have cre- examine strategies for nurturing diversity within education ated an environment which is not always conducive to sound pol- systems by analyzing initiatives underway within rural icy formulation and implementation. Further, project and sub- communities in Peru and Ghana, US school districts, and a global sectoral approaches adopted in many cases have failed to recon- education project linking diverse communities through cile the micro and the macro levels, leading often to policies iso- information technology. It will seek to address the question: How lated from the overall social and economic strategy framework. to mine the potential of cultural differences in education policies Such policies also lack a vision which projects the increasing as- Harwood,and practice? William (BEPS/CARE) piration of individuals to benefit from the fruits of democratiza- The Impact of National Disaster on Education and Learn- tion as well as from the new information and communication ing [Panel] technologies. Similarly, the weak participation of the multiple When a national crisis occurs governments cannot ensure the de- partners involved, either directly or indirectly in the education delivery of normal support systems. Frequently the last of the sys- cision making process, has deprived this sector of much needed tems to be assesses and remediated is the educational system. Ex- support. perience shows, however, that once basic needs are met, educa- Against the backdrop of international development cooperation’s tion activities can be a key factor in reestablishing structure and experience aimed at supporting national education reconstruction, stability, and can serve as a venue by which communities begin to reforms and innovations, the panel will present the lessons reestablish their role in civil society. Crisis situations include: po- learned and alternative approaches for the future. The following litical, economic, environmental and natural disaster. This presen- areas will be covered by four panelists who have been closely as- tation will deal with those concepts, as well as the differences be- sociated with national education policy dialogue processes: tween relief and development. The roles of humanitarian organi- 1.Education policy preparation experience, particularly in the zations will also be discussed. Although national disaster may South: lessons for policy dialogue; take many forms, this panel will focus on 3 examples and relate 2.Linking policies, strategies and their implementation; resourc- them to the quality and accessibility of education systems, as well ing national capacity building (IIEP¨) as the role of education in the long term national recuperation. 3.Quantum leaps and quality deficits: addressing the relevance These three examples will be (1) post conflict impact on a na- gap, norms, standards and values education (IBE) tional educational system; (2) the child soldier and education and 4.Implementing education policies: utilizing the array of norma- ;(3) the impact of the Asia crisis on girls’ and women’s education tive instruments in Indonesia. 5.Maximizing local participation and responsibility : governance Hoffman, Diane (University of Virginia) and decentralization (F.Khan) 6.Interaction of globalization and international cooperation in na- Identities, Resistance, and Individualism: Minority Per- tional policy making: forging new partnerships, mobilizing sup- spectives on Education in the United States [Panel] port for education for all and poverty reduction strategies; While much recent work concerning identity in education recog- Israel, Ron (Education Development Center, Inc) nizes the ways in which culture and structure work Education and Democracy: Global Trends and Local Is- together to generate situated and actively “produced” identities, in an age of globalized cultural flows, more inquiry in needed into sues [Symposium] the ever-evolving nature of minority culture-dominant culture This Symposium will review recent lessons learned about the re-

Abstracts for Group Sessions 103

lationship between education and democracy. A global analytic erate higher education at various levels, from advanced vocational framework will be presented, along with short descriptive studies institutions to research universities. Finally, a panelist provides a of education and democracy issues in Guatemala, Honduras, Ma- case study of continuous circulation of scholarly exchanges origi- lawi, and Ghana. Members of the audience will be asked to com- nating from a government funded exchange project. ment on the presentations, and share experiences of their own. Johnstone, Bruce (SUNY Buffalo) The Symposium will be coordinated by the USAID sponsored Ramifications of Cost Sharing in Higher Education Improving Educational Quality (IEQ) Project [Panel] Jansen, Jonathan (University of Pretoria) Cost sharing in higher education is a shift in the burden of higher Education Policies after Apartheid: Tracing Patterns of education costs away from the government, or taxpayer, toward Resonance and Resistance in Policymaking [Panel] the parent and/or student. Rationalized either by the neo-liberal Global patterns of policymaking such as the performance based economic case for efficiency and equity, or by the pragmatic need pedagogies and life long learning, are reflected and contested for revenue supplementation, cost sharing embraces: (1) tuition in within local communities of practices in the third world. This se- both private and public higher education; (2) more nearly full-cost ries of papers use specific case studies of policy making in the six recovery on the costs of food, lodging, and other student living years after the end of legal apartheid to demonstrate the ways in costs; and (3) a shift of existing forms of student assistance from which patterns of resonance and resistance in policymaking at grants to loans, graduate taxes, or other repayable forms. The global-national levels are also played out as national-local ten- maintenance of equity and accessibility in the face of this shift of sions as demonstrated in the words and through the eyes of practi- cost burden requires some kind of financial assistance-most com- tioners. The role of the Chairperson is to provide a coherent theo- monly need-based grants and loans— that attempts to balance the retical framework for understanding and approaching the South public need for revenue supplementation with the need to expand African case reports which follow. access to higher education without regard to family financial cir- Johannessen, Gloria (California State Polytechnic Univer- cumstances. sity, Pomona) This panel is presented by members of the International Bilingual Intercultural Education: Challenges and Suc- Comparative Higher Education Finance and Accessibility Project cesses in the Autonomous Regions of the Atlantic Coast of at the University at Buffalo. The panel features several themes related to cost sharing that “cut across” countries with disparate Nicaragua [Symposium] higher educational resources, traditions, and growth potential. In this panel, the discussants will present various aspects and per- Jones, Beverly (Academy for Educational Development) spectives pertaining to the primary education reform that began in Nicaragua in 1994 by the Ministry of Education, with support Continuing Influences of the Escuela Nueva Model in from various international donors. The USAID basic education Community-Based School Reform: The Nicaraguan Ex- profect BASE, now in its second phase, began its bilingual com- perience [Panel] ponent in 1998 with the purpose of developing bilingual intercul- The current primary school reform undertaking in Nicaragua is tural education in the autonomous regions of the Atlantic Coast. one of numerous Latin American educational reform efforts that In this panel, a brief history of bilingual education will be pre- have been influenced by and share characteristics with the land- sented as background to a description of the current approach, mark Colombian Escuela Nueva program. The Nicaraguan pro- lessons learned and challenges ahead presented from the perspec- gram began in 1994 with support from USAID and other interna- tives of the donor, profect coordinators and the key international tional donors. The school-autonomy, community-participation, consultant. The education of Indigenous and Creole English and process-based learning orientations of the Nicaraguan pro- populations pose many challenges, among them the isolation and gram were strengthened beginning in 1997. The panel will pre- remoteness of schools and the historical and traditional cultural sent an overview of the Nicaraguan effort, including an account differences that exist between and among the various ethno- of the USAID-funded Nicaragua Basic Education (“BASE”) pro- linguistic groups. The work of international donors in this aspect ject sequence that provides technical and financial support for the of education will be examined from the standpoint of the collabo- effort, and results to date of a longitudinal study begun in 1998, ration that has been achieved among donors. This synergetic ap- being conducted by the BASE project in a sample of model proach to identifying and responding to education needs will be schools supported by the project. Presentations and discussion discussed as a means for providing assistance effectively and effi- will focus on the specific field reform interventions being applied ciently. in Nicaragua; on efforts to bring communities in into close alli- Johnson, Jean (National Science Foundation) ance with local schools in support of improved classroom quality Changing Patterns of International Mobility of Scholars: as well as school administration; on early findings of the longitu- Reverse Flow and Second Generation Collaboration dinal study about those efforts; and on what the Nicaraguan experience may reveal about the reform trajectory that began with [Panel] Escuela Nueva and about the international replicability of com- Over the past several decades, three worldwide trends in higher munity based, process-based school reforms in general. education have contributed to the global diffusion of knowledge: Kamat, Sangeeta (University of Massachusetts) 1) the increasing institutional capacity for advanced training in many countries; 2) increasing flows of students and postdocs Are We Postmodern Yet? Historical and Theoretical Ex- among countries; and 3) new patterns of mobility by foreign doc- plorations in Comparative Education. [Panel] toral recipients in remaining abroad, returning home, or circulat- This is a panel in which the presenters will lay out a few premises ing between home and abroad during their career. on the question at hand and take varying ‘stands’ in response to The panel presents research on the increasing international the main question. Comparative education, a relatively young mobility of students in higher education, and the increasing re- field in the ‘sciences’ of education, strongly tied to development verse flow of scholars. An overview paper provides the macro- projects in former colonies and non-Westernized countries, has level view of flows of foreign students into higher education to recently experienced attempts to take on a more postmodern pos- five major industrialized countries and the circulation of returning ture. Such attempts follow over fifty years of knowledge produc- scholars to Asian, European and American regions. Two panelists tion under the domination of functionalism, with modernization then provide country-level analyses. A paper on mobility of theory in sociology and human capital theory in economics being French postdocs reviews the initial study of US-French mobility the main theoretical underpinnings of comparative education. and recent updates (abstract to be submitted). A Chinese paper The calls for ‘new ways of knowing’ dating from the late 1980s presents information on new international arrangements to accel- have only become more insistent as this century nears its end, while the political and economic interests in education continue

Abstracts for Group Sessions

104 CIES 2001 Annual Meeting

as strong as ever. Both Rust’s presidential address of 1990 and AIDS and education around the world, and research directions Paulston’s “invitation to postmodern social cartography” in his which are presently being pursued or which could be pursued. edited 1996 volume have had at best a slow trickle-down effect Special attention will be placed on discussing various ways of on the field. The research tools of postmodernism have been un- bringing issues related to AIDS into the education research and derutilized and their relevance to the field largely unexplored. An policy arena (e.g. AIDS as a public health issue, as a curricular underlying problem here is that such calls for change have rarely concern, as a staffing concern, as an underlying issue that should involved the traditional areas of Comparative Education: namely, be addressed by all research and reform efforts, etc.) A second, policy, planning, and implementation. In this session we hope not but critical, goal of the symposium will be to create a contact list only to touch upon our intellectual history but also to voice differ- and perhaps a website that allows interested researchers to learn ing views on the question that we comparativists are or are/not yet what others are doing in relation to this topic, to contact one an- postmodern. other, and hopefully to in the future encourage a broader segment Kane, Eileen (Groundwork, Inc) of the CIES community to participate in thinking through how the Myths and Facts About Participatory Research [Sympo- complex effects of AIDS affect the educational system, and in sium] turn how the educational system does or could impact the AIDS Increasingly, educators are including participatory research as epidemic. part of their research repertoires. Nonetheless, they are often hin- Klees, Steven (University of Maryland) dered in their efforts to use it by the myths that surround partici- Debates About Education and Development: Two Exam- patory research: it isn't “scientific”; it is only suitable for rural ples, the Use of IT the Attention to Girls’ Education” people in developing countries; you can't “scale up”—what you [Symposium] get is a unique picture of a small number of communities; it For many decades, local, national, and global educational policies shouldn't be integrated with conventional techniques; the process have been enacted in order to improve the well-being of individu- of moving from information to action is vague, and many other als and nations. The success of these efforts has been assessed ideas which keep people from using participatory research to its quite differently from different perspectives. This panel aims at full power. Some educators have also seen the results of poor better understanding these differences by focusing the discussion participatory research and now wonder if it is simply a cookbook on two priority areas in current educational policy in developing collection of techniques for making people feel good. This session countries — the need for expanding information technology use examines these by looking at practical lessons drawn from actual in schools and the need for the expansion and improvement of successful projects. educational opportunities for girls. We will spend half of the ses- Kazamias, Andreas (University of Wisconsin and Athens, sion on each topic, with each panelist offering a brief discussion Greece) of what they see as key issues on the topic, followed by a discus- Citizenship and Education from the Ancient Polis to the sion with those attending. We hope to better understand how we Modern Ethnopolis and the Post-Modern Cosmopolis differ on these specific issues and, by looking at two topics, also [Panel] better understand how these specific differences reflect broader From the ancient world of the Greek “polis” or “city-state” to the underlying theories and philosophies. Enlightenment world of the “ethnopolis” or nation state and the Kuroda, Kazuo (Hiroshima University) postmodern world of the multi-ethnic/multicultural and globalized Potentials of Japanese Educational Aid: Can it make “cosmopolis”, the concept of citizenship has been of central sig- original contributions? [Panel] nificance in political and social discourse and analysis. In the The World Conference on Education for All in 1990 and its fol- mounting literature on citizenship—-what it means, what “a good lowing international conferences and agreements on educational citizen” or “good citizenship” is, how citizenship in the modern development had a great impact on Japanese educational aid. Its world of the nation-state and the coming world of the global quantity has risen steadily since the Jomtien in spite of the stag- “cosmopolis” differs from citizenship in the ancient world, one nating total budget for development assistance. Its priority has comes across references to and some analytic studies of the edu- been clearly set in basic education rather than vocational and cation of the citizen or of citizenship education. Educating for higher education, which received most of Japanese educational good citizenship has been considered necessary for the viability aid before the Jomtien. Japan expanded its educational aid to Af- of modern politics, especially modern liberal democracies. Mod- rica, the most needy region in respect of EFA, putting relatively ern nation states have always included citizenship education, civ- less emphasis in Southeast Asia, where most Japanese aid went to ics or political education among the goals and in the curriculum earlier. So far, at least in terms of the quantity of input, Japanese of a good general or liberal education. But citizenship and its rela- educational aid has achieved much for last decade. tionship to education have also been contested conceptual epis- However, what is most important is its impact, the real out- temic terrain as well as practical/policy arenas. The contemporary put for educational development, but not the amount of input. world of high modernity, even postmodernity, with all the certain- This session critically examines the quality of Japanese educa- ties and uncertainties that such a cosmos signifies, poses new tional aid, and also discuss how Japan can make its original con- challenges for citizenship and citizenship education as modern tribution for educational development in developing countries and modernist institutional political frameworks and as socio- from various perspectives. cultural and pedagogical significations. In the discourse on the Linden, Tobias (World Bank, Africa Region) global cosmopolis, for one, there is much talk about post-national Developing Country Perspectives On Secondary Educa- citizenship, multicultural citizenship and even world citizenship tion and Training Reform [Symposium] (cosmopolitica). This panel will examine critically the liberal de- The purpose of this panel is to investigate systemic reform of sec- mocratic concept of citizenship as it developed in the post- ondary education and training from the perspective of developing Enlightened nation state and the related citizenship education, or countries who are currently engaged in such reform. This panel pedagogy of the modern democratic citizen, with particular refer- will fall into three parts. First, representatives from two coun- ence to the American liberal democratic polity. The methodologi- tries, one from Latin America and one from Africa, will present cal approach is historical and comparative, what we would call an overview of the reforms in which they are engaged, bringing comparative historical analysis. out the key issues as they see them, their successes, and the areas Kendall, Nancy (Stanford University) in which they are now focusing their efforts. In the second part, a AIDS and Education [Symposium] representative from the World Bank will describe the wider les- The symposium will provide a venue for researchers and practi- sons that the World Bank is learning from developing country ex- tioners to discuss the shape and scope of the interaction between

Abstracts for Group Sessions 105

periences in secondary education and training reform. Finally, there are still many challenges to be faced. The panel will reflect there will be a moderated discussion to identify key areas where on some of the dimensions of these complex challenges. further knowledge is needed to enable developing countries to de- Lu, Meg (University at Buffalo) sign their own reforms. Academic expectations and adjustment of International Lisovskaya, Elena (Western Michigan University) students in the US: the comparison of the Asian and Afri- Educational Change in Russia: Lessons for Comparative can Students [Symposium] Studies of Educational Transitions [Panel] International students studying in the U.S. often experience aca- Russian education has been undergoing dramatic changes since demic adjustment difficulties. This is because they are exposed to the collapse of communism. These changes involve all levels and different teaching methodologies than those in their home coun- aspects of educational system, from administration and govern- tries. These differences, as well as international students’ aca- ance to curricular transformation. At the same time, the case of demic expectations in the U.S. will be discussed in this paper. Russian educational transition can be viewed as the one that ex- MacDonald, Lary (University of Maryland, College Park) emplifies general trends and regularities of educational changes in Northeast Asian Education, Cognitive, and Familial Pat- the societies in the state of transition. Lessons derived from this terns and Practices: Convergence or Divergence with case have heuristic value for understanding context, course, and possible outcomes of educational changes in other postcommunist Western Practices? [Panel] societies. They are also instrumental for better understanding Recent national statistics have revealed a significant increase in educational changes in western societies, the United States in- the amount of Japanese elementary classrooms experiencing cluded. Therefore, the study of Russian transition is an important Gakkyu Houkai or classroom breakdown. In an educational sys- resource for furthering comparative studies of educational transi- tem accustomed to attentive students who are eager to learn, this tions in general. This panel is going to discuss some of these phenomenon has caused great alarm in the education community changes and suggest those lessons for comparative analyses of and society at-large. This paper reviews the literature on elemen- educational transitions that could be derived from the study of tary education settings in Japan, which are examined in the con- Russian case. Thus, the proposed papers would look into the is- text of the recent Gakkyu Houkai phenomenon, bringing into sues of outside stresses, such as demographic shift, on educational question early childhood socialization and educational practices reform, continuity and change in teacher profession, problems and in Japan. prospects for civic education, and deliberate on the general theo- Magno, Cathryn (Columbia University) ries of educational transformation. Educational borrowing: Encounters between the global Lockheed, Marlaine (World Bank) and the local [Panel] AIDS and Education in Africa [Symposium] As globalization overshadows the socio-political landscape of our The AIDS/HIV epidemic is now recognized to have a major im- times, theorists in comparative education have attempted to ex- pact on the education sector in many countries, particularly in Af- plain the effects of globalization through modernization and rica where a majority of the total HIV infected people live. While world systems analysis. This panel on educational transfer and there have been many efforts to access the health impact of AIDS borrowing attempts to problematize such recent theoretical em- on Africa, there has been a lack of attention to the effect of the phasis by employing new interpretive frameworks to explain the epidemic on the education sector. This panel will review the effects of global forces on local practices. The panelists will pre- situation in Africa at various levels and will lead a discussion on sent four case studies, which capture the effects of global forces how to react to the epidemic in Africa that has profound impact on local practices by examining the mapping of transfer, the poli- not only in the education sector but also in the future of Africa in tics of transfer, the local adaptation of borrowed educational general. models, and the agencies of transfer. The first group of presenters will discuss the demographic Majhanovich, Susan (The University of Western Ontario) analysis of HIV/AIDS impact on four countries in southern and Grappling With Globalization? Education in a Changing eastern Africa, the hardest hit region of Africa; review the micro- World [Panel] level impact of these demographic changes in the classroom level Over the past decade and more, Western governments have sub- in Malawi; and review the effect these macro- and micro-level jected the public education system to massive restructuring and changes are having on girls, a sector of population that has been reform. Ostensible, their rationale for this upheaval was to repair under-served by education and will continue to be disadvantaged. failings in a system that was not preparing youth to be competi- The second group of presenters will review two sets of active in the global economy. Restructuring has included extensive tivities in response to the situation: Efforts to prevent HIV trans- changes in curriculum, implementation of ever more standardized mission among school children and teachers and education sector testing and a shift of administrative control of teachers and the programmatic responses to high death rates of teachers, increas- system away from local authorities to the central government. ing number of orphans, and other consequences of the epidemic. Such changes have been ongoing in Great Britain, New Zealand Lopez-Sanders, Laura (Harvard University) and Australia, the United States, and more recently in parts of Transition Times in Mexico: Topics on Inequalities in Canada. Education [Panel] Masemann, Vandra (University of Pittsburgh) Mexico is going through important changes that have the poten- Looking Forward by Looking Forward: Resonance, Resis- tial to permeate every fiber of the nation. These changes provide a tance, and Affirmative Policies in the CIES [Symposium] fertile terrain to set the basis for educational policy dialogue. The In response to the panel last year on “Looking Forward by Look- panel will present complementary views of educational inequali- ing Backward” I propose that we have a symposium made up en- ties in Mexico. The presenters will address affirmative alterna- tirely of women, past or present or future presidents of CIES who tives for education and poverty, such as compensatory programs, speak on the theme of this conference. They will speak on ways school management, parental participation, and early childhood in which the CIES has taken steps to move forward in the areas of development. gender, under-represented and minority issues, epistemologies Given the impact of these topics on the improvement of and other issues. The symposium will provide an opportunity to Mexico’s educational policies and practices, under the framework speak to our history at CIES so that more new scholars can hear of the interactions between poverty and education, the panelists about some of the struggles we have launched even within our will explore relevant educational policies to address the inequality own society or academic life. of opportunities and the growing gap between the affluent and the Mayo, Peter (University of Malta) poor. Although new hopes and dreams figure in Mexico’s future, Gramsci & Education: International Perspective [Sympo-

Abstracts for Group Sessions

106 CIES 2001 Annual Meeting

sium] Problems [Symposium] Antonio Gramsci is one of the most cited figures in the contempo- This panel is a final report of the experiences of the Six Nation rary debate on education focusing on social justice and equity is- Education Research Program, a collaborative venture begun in sues. His writings on the School are constantly referred to in the 1994 involving researchers and policy makers in China, Germany, debate on schooling, whereas his writings and accounts of his ac- Japan, Singapore, Switzerland, and the United States. The Six Na- tivism in the broader domain of ‘workers’ education and cultural tion Program differs from other examples of international coop- development’ are a constant point of reference in the contempo- eration in 4 major ways: 1) The initial organization of the Project rary debate on radical adult education. This set of four presenta- was through and with policy makers rather than with researchers. tions will draw on papers being prepared for a compilation of As each country has a unique political structure and history it is readings for a forthcoming book dealing with different aspects of likely there were variations in the extent to which policy makers Gramsci’s thought relevant to different areas of education. The participated in definition of research questions, and in ensuing brief introduction will highlight the themes tackled in the forth- stages of the research projects. 2) Each country was given respon- coming compilation, to provide an indication of the breadth of sibility for organizing research on one of the following topics: vo- Gramscian analysis with respect to education. cational technical education, language of instruction, educational McClure, Maureen (University of Pittsburgh) indicators, math and science education, and higher education. Inter-Agency Consultation on Education Each country carried out at least two studies. 3) Research teams In Situations of Emergency and Crisis [Symposium] communicated within and across countries but each developed its The purpose of the symposium is to share the work of the Inter- own methodologies and analyses (except for Math and Science agency Consultation on Education in Situations of Emergency Education). 4) Countries raised their own funding, a further and Crisis, and to encourage scholarship, research, and policy, source of cross-national variation. 5) Finally, the Six Nation Pro- program and professional development in the area. The consulta- gram has been unique in the frequency of and public attention tion was officially formed at UNESCO’s Education For All given to meetings involving research and policy makers from the (EFA) meeting in Dakar in April, 2000, and is one of EFA’s ma- various countries. The panel summarizes findings of three of the jor follow up activities. The purpose of the consultation is pro- research themes and comments on how cross-national collabora- vide rapid access to high quality education knowledge and exper- tion influenced national efforts. tise to both the educational professional community and UN Miller-Grandvaux, Yolande (USAID) Member States. The founding members of the Consultation are Community Schools: A new Future for basic Education in UNESCO, UNHCR and UNICEF. They are attempting to agree Africa? [Panel] on norms, standards and benchmarks that can be useful to the Community schools are rapidly transforming the picture of basic field. It has established the following working groups and en- education provision and delivery in West Africa as we know it. courages participation in its work: Current experiences in several USAID and World Bank supported 1. Materials and supplies for teaching and learning in programs point to a new understanding of quality and ownership emergencies in schools and education systems. 2. Monitoring of emergency and crisis education programs While schools have flourished and spread in countries like 3. Post-primary education in emergencies and crisis Mali, Guinea, Zambia and Malawi, and access rates have rocketed 4. Education Staff training in emergencies and crisis as a result, other issues have not been resolved. In this locally 5. The UN Girls’ Education Initiative owned, bootstrap process, parents and teachers are asked to play 6. Sourcing agency staffing for emergency education new roles and sustain them...Whose schools are they? What status 7. Information sharing and networks for emergency educa- do they hold? What place do they hold in struggling education tion staff systems? What future do they have? They can be seen as creating 8. Program co-ordination mechanisms a “parallel” education structure competing with the conventional McClure, Maureen (University of Pittsburgh) education systems, as the new basic education model, or yet as a The Interagency Consultation for Secondary Education successful but temporary phenomenon.. The panel will present Reform and Youth Policy [Symposium] and discuss the Mali, Guinea and the Benin community school This UNESCO-based collaborative working group was founded programs from these various angles and focus on success and in June 1999. Its purpose is to assess the global educational needs failures, cost efficiency and lessons learned. of teenagers and to inform policy analysts and policymakers in Milliken, Phoebe (George Washington University) UNESCO Member States. Consultation members include Northern Concepts, Southern Application [Panel] UNESCO, Agence Internationale de la Francophonie, The British Through many years and many programs of international devel- Council, The Commonwealth of Learning, The Commonwealth opment, ideas generated by the northern/developed world for their Secretariat, The Council of Europe, DFID, Education Interna- own education system have been transposed onto education in the tional, IIEP, IBO, ILO, Ministère des Affaires étrangères de southern/developing world. Can development programs or in- France, OECD, UNDP, UNICEF, USAID, World Bank, and oth- digenous organizations adapt the concepts and practices promoted ers. by the north for the north in ways that benefit education in the The symposium will introduce the CIES community to the south? The panelists will look at three northern concepts that have work of the consultation which includes conferences, case studies, been introduced into education in the south to assess their im- review papers, and planning for the secondary education and pacts. Betsy Mull will examine the attempt to achieve gender eq- youth policy components of the national education action plans uity in Guatemala by giving girls access to the same education for Education For All. The group has interests in the following available for boys. Phoebe Milliken will look at the effect of pro- areas: review papers and case studies, website, secondary and vo- fessional development associations on education in Nigeria and cational education, the role of youth in reform, curriculum reform, Cameroon. XXX will address YYY. the role and the condition of the teacher, information technology Miske, Shirley (Miske Witte and Associates) and education, non-formal education, distance education, finance, Transforming Attitudes, Practices and Policies: Lessons and organization, form and management. It invites scholarly in- from IEQ Research on Implementing Ghana’s School terest in the area and will encourage a network of research and Language Policy [Symposium] collaborative work with comparative and international students, In 1999-2000, teacher educators and other researchers from three scholars and policymakers in this area of growing importance. universities together with officials from the Ghana Education McGinn, Noel (Harvard University) Service developed a unique partnership to study Ghana’s school Collaborative Cross-National Research: Promises and language policy through the USAID-funded Improving Educa-

Abstracts for Group Sessions 107

tional Quality (IEQ) project. They conducted a six-site case study questionnaire and follow-up interviews will be conducted to ex- in order to describe policy implementation and its implications for plore the effectiveness of Internet activism. teaching and learning and language policy reform. The policy Motola, Shirleen (University of Witwatersrand) calls for the Ghanaian language prevalent in the local area to be Education Reform in South Africa: Policy to Practice the medium of instruction for the first three years of primary edu- [Panel] cation and for English to be studied as a subject. Transition to This panel contributes to the ongoing debate on education change English-only instruction is to occur in the fourth year. The re- and transformation in South Africa with specific reference to search examined classroom interactions, parent and community school reform which has been driven by the goals of access, eq- support, curriculum and materials, teachers’ preparedness in the uity, redress, efficiency and democracy. These goals, in the con- local language and in bilingual instruction, and the role of teacher text of a limited fiscus, as well as the practical implementation education in implementing the language policy. challenges at the chalk-face, continue to dominate the policy de- The first round of data collection revealed a mixture of op- velopment process which is struggling to reconcile two impera- position and support for the policy in both attitudes and resources: tives. First, the post apartheid challenge of providing a system of for example, a lack of local language materials, inappropriately education that ensures that South Africans have the knowledge, trained teachers, and understanding of the policy. The second values, skills, creativity, and critical capacities required to build data set revealed the possibilities of transformation for improved democracy, development, equity, cultural pride, and social justice. bilingual education: changes in parental attitudes toward mother Second, the global competitive challenge to establish a cost effec- tongue instruction, teaching practices that promote language de- tive system of life long learning that will develop the skills, velopment and learning, and an experimental teacher training knowledge and competencies required to facilitate innovation and program. economic growth in the 21st century. This panel will review the Mitchell, Claudia (McGill University) recent school reform initiatives, curriculum change and bureau- Gendering HIV/Aids Prevention: Creating Action spaces cratic change processes to understand how the government faces for Canadian and South African Youth [Panel] these two conflicting demands. HIV/AIDS is fast becoming a global crisis and young people, Shireen Motala’s paper sketches the broad context and worldwide, are one of the most vulnerable groups. Within the framework within which school reform has occurred, and then youth population, there is strong evidence that girls are particu- critically examines whether current systemic reform initiatives larly at risk (UNAIDS, 1999). In both Canada and South Africa with align with our policy goals. Michael Cross and Sepi Rou- the HIV incidence rate is increasing more rapidly in females than hani analyze the process of curriculum reform and its structural in males. Although female vulnerability to HIV infection is now and policy tensions to examine the meaning of the recent para- acknowledged, there are few studies or program that deal specifi- digm shift in the curriculum debate. Francine de Clercq examines cally with issues related to gender, HIV and youth. At the same the problems of policy implementation and service delivery, and time, the First World Conference of Ministers Responsible for suggests that the commonly accepted tensions and constraints Youth and the Third World Youth Forum of the United Nations faced by the educational management structures, even though System both held in 1998 were two major events that highlighted real, are also symptoms of the more complex and inadequate at- the role of youth as protagonists in the area of HIV/AIDS preven- tempts at transforming the education bureaucracy. tion. Indeed, there is every reason to believe that young people, Mullinix, Bonnie (Monmouth University) whilst being the most vulnerable, are also the best resource for Converging Pathways: Strategies for Addressing Educa- changing the course of HIV/AIDS. The focus of our 3 member tional Equity in Namibia [Panel] panel is on looking at ways in which young people can be di- Concluding its first decade of independence, Namibia remains ac- rectly involved in “turning the tide” of HIV/AIDS prevention. In tively committed to redressing inherited educational inequalities. approaching the issue of “Gendering HIV/AIDS Prevention” we Emerging from 23 years of armed struggle and a long history of have been exploring the use of participatory methodologies which separate and unequal educational opportunities, generations of position young people as experts of their own culture and as co- Namibians were denied the basic tools needed to improve quality researchers in the study of sexuality within their own lives. Thus, of life and contribute to nation building. National development the symposium will focus on methodologies which link research strategies have clearly identified the importance of education for and social change with each panelist looking at a different aspect Namibia’s historically disadvantaged majority population. These of participatory process and youth involvement. policies have promoted innovative efforts from governmental and Monkman, Karen (Florida State University) nongovernmental organizations, collaborations between local, and Technology, Gender and Social Activism [Panel] international organizations, and formal and nonformal educational The first portion of the panel examines secondary research and interventions with Namibians of all ages. As no single strategy feminist epistemologies to elucidate the issues surrounding the could possibly meet existing needs, establishing multiple, special- gender gap in technology-education: gender biases in the design ized and intersecting pathways has provided a network of avenues of computer programs/software, girl’s ‘virtual’ and ‘real’ learning leading towards educational and social empowerment. spaces, and pedagogy, and the curriculum. We will highlight two This panel will provide participants with a glimpse into challenges that educators and policy-makers face in the design three of these paths. Following an introduction to the historical and implementation of these technology programs: (1) students as and structural issues associated with educational reform efforts in consumers versus producers of technology and (2) single-sex ver- Namibia, panel members present information and critical reflec- sus integrated approaches to technology education. A multi- tions on projects targeting reform in primary school instruction, media case study will explore these issues and engage participants parent/community empowerment, and nonformal education of in the task of devising strategies for technology education through adults. The panel then transitions to dialogue with the audience the application of feminist epistemological principles. Secondly, regarding the intersection of these pathways and their impact on several hundred web sites related to women’ s issues have flour- the redistribution of educational opportunities within Namibia. ished in the last decade; however, it is unknown to what extent Mundy, Karen (Stanford University) these sites are capable of inducing change for women’s equality. Globalization Theories in the Teaching and Research of Therefore, the efficacy of the Internet as a tool for social activism International Comparative Education [Symposium] is examined in three ways: Is the information being exchanged The participants of this symposium all share an interest in con- online effective in provoking action? What initiatives have been tributing to globalization theories from an international compara- successfully launched? Finally, how do these web-based tive perspective. The perspectives of the participants are grounded organizations remain afloat and retain members for sustained in different areas of research (non-governmental organizations, action? A questionnaire and follow-up interviews will be

Abstracts for Group Sessions

108 CIES 2001 Annual Meeting

multilateral aid agencies, grassroots movements), in different re- tion as well as the community participation and policy parameters gions of the world and different methods of inquiry. The partici- in which these operate. The panel will attempt to draw out com- pants of the symposium acknowledge that the analysis of transna- mon themes to inform broader policy and practice. tional and transcultural developments in education has always Muskin, Joshua (World Learning) been a central research domain of international comparative edu- Community Participation in Ethiopian Schools: an update cational research and teaching. Hence, the field of international [Panel] comparative education appears to be predisposed to respond to The USAID Basic Education System Overhaul project in Ethiopia globalization theories that are increasingly emerging in the social is in its fourth year, with gains especially evident in the areas of sciences and educational research. teacher training and community participation. The panel will of- There are, in particular, two themes that the symposium fer of forward perspective on the project, looking at ways to will address: How do we contribute to and expand existing glob- measure the progress to date and addressing the question of how alization theories by including an international comparative edu- to sustain its positive aspects. The assessment aspect will focus cational perspective? And, vice versa, how do we introduce glob- especially on (i) representing the nature and systemic effects of alization theories in ongoing debates of the international compara- the community participation component and (ii) the impacts of tive education research community? the overall initiative on student performance. Addressing sustain- The symposium addresses both research and teaching of ability, the major concern will be (i) the relevance of the issue for globalization theories. Several participants focus on their recent such a project and (ii) steps that can be taken to heighten the research and publications in that particular domain of study, prospects for sustainability, where deemed relevant. whereas others present their methods of presenting and reflecting Muskin, Joshua (World Learning) on globalization theories in international comparative classes at graduate schools of education in the United States. Sustainability in Education Projects: does it really mat- Murphy, Lynn (Stanford University/Save the Children) ter? [Symposium] The Role of Save the Children’s Community Schools in The challenge of addressing the aim of program sustainability in the area of education internationally is fraught with contradic- Expanding EFA: Challenges in Partnerships, Assessment, tions. This challenge is heightened as countries move to greater and Scaling Up. [Panel] decentralization in the management and funding of national edu- Almost a decade has passed since Save the Children launched cation systems. The major factors that compromise, or even un- Strong Beginnings, the agency’s response to the global “Educa- dermine, education program sustainability in developing countries tion For All” initiative. This response mainly became developing can be attributed to the donor environment, to host country poli- community schools. As the community schools have common re- cies and administration and to the very nature of the education sponse, both in Save the Children and in other organizations, to cycle and delivery systems. For example, looking at donor sup- rapidly expand access to basic education, the argument has been port, the typical 3 to 5-year life-of-project format is inadequate to made that they are more cost effective, can maintain quality, and assess the impacts, and therefore the effectiveness, of interven- have “spill over effects” through their innovations and commu- tions. As a program ends, both donor and host country expecta- nity-based approach. There are concerns, however, that as com- tions about the local capacity to maintain momentum may be un- munity school projects move to scale and partner increasingly realistically high, underestimating both the effects of withdrawn with government and other organizations, some of the innova- external support (technical as well as financial), nor at a greatly tions, quality, and “spill over effects” may be lost. This panel “scaled-up” level of program implementation. The symposium will attempt to address these concerns by asking the following will build upon the case of USAID’s Basic Education Support questions. Over the past ten years, as Save the Children has ex- Overhaul in Ethiopia to stimulate a broad discussion of the factors panded its projects into several countries, and as each country has that oppose sustainability in education programs. In addition, it expanded its programs, is the vision of the community school, will elicit ideas on how this aim might be achieved despite the and the approach taken, still a relevant and viable response to systemic constraints and on where it really should not matter. EFA? How does the “community” stay central in the community Neyestani, Lily (Harvard University) school when scaling up and building partnerships? What are the Transplanting Alternative Models of Education: The Piv- challenges of assessing quality education in and the “spill over effects” of the community school? otal Role of Teacher Professional Development [Panel] Muskin, Joshua (World Learning) In a world where the Internet has become as common as the television, we see the sharing of knowledge as being paramount in Bilingual multicultural education for indigenous and dis- the learning process. Through this sharing of ideas, the transplant- placed populations: Native Americans ing of alternative models of education is becoming common in ef- Guatemalan Mayans and recent U.S. immigrants” [Panel] forts to seek effective ways of bringing quality education to stu- As national and regional frontiers become increasingly porous, dents. While factors such as culture, politics, economic condi- the challenge of living across societies also grows quickly, even tions, donor agendas and program flexibility need to be taken into for populations that do not travel beyond their home. This situa- consideration when transplanting education models, an important tion describes equally immigrant populations settling into a new contributor to the process is professional development. The panel home and the populations where these displaced groups settle. In will explore the question: Does professional development facili- turn, these two scenarios refer equally to newly relocated groups tate the transplanting of education models? Case studies from Co- - e.g., Salvadorans and Vietnamese in suburban Washington, D.C. lombia, Honduras and Pakistan will be used to explore this ques- - and to indigenous populations co-habitating with the inheritors tion. A combination of literature reviews and on site observations of their former colonial conquerors - e.g., Native Americans and will provide support to the notion that teacher training plays a Guatemalan Mayans. The role of education in facilitating this pivotal role in the success of transplanting models of education. mixing has always been important, but the aims attributed to this While professional development alone does not ensure transport- process have clearly changed over time; characterized most sim- ability of education models, its impact is significant enough to ply as an evolution from education for assimilation to one for ad- warrant greater attention and research from the education com- aptation and accommodation. The current panel will present the munity. strategies taken by three governments - U.S., a Native American Nieto, Carolina (Harvard University) Tribe, and Guatemala - to use education to promote cultural and Does Decentralization Impact Educational Quality? linguistic maintenance and pride within a monolingual social con- [Panel] text. The focus of all four papers will be to address the pedagogi- Decentralization reforms promise improvement in educational cal challenges and imperatives of bilingual multicultural educa-

Abstracts for Group Sessions 109

quality and efficiency. Although central governments have been tion to the community in which it is produced, will be discussed critical of the initial phase of decentralization, many reformers by a researcher. The panel provides an overview of the research and communities stress that decentralization provides mecha- and training being undertaken within the framework of PRES- nisms for meaningful participation and, over time, is quite suc- TiGE. cessful from a local point of view. Ouane, Adama (Director, UIE) Research on decentralization reforms has resulted in dif- Follow-up to Dakar: Education for All [Symposium] ferent conclusions as to the wider implications of the process for This Panel intends to explore the issues surrounding the bold education. Most studies focus on concerns of highest priority for commitment made in Dakar (April 2000) during the World Edu- the national level of government, such as efficient financing. cation Forum (WEF) by Member States, NGOs/CSOs, private However, few studies examine changes at the local level, with re- sector and international development agencies to achieve the goal gard to the community’s involvement in and ownership of the of Education for All (EFA) by the year 2015. Is this another slo- educational process. gan? Is this the repetition of Jomtien? What is different? Where A key issue not yet satisfactorily addressed is the impact of are the differences? And why should the countries and interna- decentralization reforms on educational quality. The Escuela tional community succeed this time? Several indicators are point- Nueva innovation in rural Colombia and its adaptation in Bolivia, ing to the right direction. Education is acknowledged as a right, as well as rural education programs in Chile and minority lan- quality is at its center and holistic, integrated inclusive policies guage policies in Spain, provide four examples of decentralization are advocated to cater for the learning demands of all – from early efforts with varying outcomes. By examining the goals, assump- childhood to adulthood. Links with an overall development tions, and resulting mechanisms of decentralization within these framework in a sector-wide approach are acknowledged and used four particular political and economic contexts, this panel will as a filter to validate and support planned activities. Community consider the implications for similar projects undertaken else- participation in educational governance is perceived as a key where. strategy to achieve Education for All. Ninnes, Peter (University of New England Australia) NGOs and civil society organizations are launching a Opening Up Comparative Education: Teaching, Dis- world campaign to watch the implementation of the Dakar course, Theory [Symposium] Framework. What are national prerequisites to success? Which The focus on this symposium is on opening up comparative edu- differentiated strategies will bring all to the set goals? How to cation in two senses of the phrase. First, we think of opening up grant participation ad ownership and how to monitor results? in terms of a package. We want to open up the parcel of com- What are the new policy directives and key changes in practice parative education, unpack it, and see what is inside. To this end leading to the EFA goals and objectives? The panel will present a we specifically explore the theoretical perspectives which are par- range of cases and discuss key issues related to these educational celed up with teaching of and research in comparative education. challenges. In particular we are interested in the extent to which bits of post- Pai, Seeta (Harvard University) positivist perspectives are in the container, how they are pack- Culture, Gender and Education: A Conversation Between aged, who put them there, for what purpose, with what effects, Anthropology and Comparative Education [Symposium] and which other perspectives accompany them as part of the bag- The proposed symposium aims to encourage conversations be- gage. In the second sense, we wish to open up comparative edu- tween anthropological and comparative education perspectives on cation as one might open up a house after the winter. We want to links between culture, gender, and education in various settings. throw open the windows and invite in some fresh spring/post- While discourses about development and equity are familiar to positivist sunshine and breezes, and examine and reflect on the ef- comparative educationists interested in gender education themes, fects this has on the interior of the house of comparative educa- anthropological approaches to the cultural mediation of these tion, the impact and responses of its occupants, and on the way phenomena seem somewhat neglected. Thus, the symposium is we see each other and our work in the house and surrounding specifically structured to facilitate dialogue. Following brief pres- fields. The symposium will be an interactive one, in which the entations, reflections by invited commentators will provide a presenters take turns reflecting on the way in which the research bridge to audience participation. Commentators will extend the reported in their papers informs the process of opening up com- discussion to different cultural contexts and assess the utility of a parative education, and in which audience members are encour- cultural models approach for comparative education research and aged to actively contribute to the discussion. policy. Presenters will explore how local cultural models of fam- O’Dowd, Mina (Karolinska Institutet) ily, gender, and school-going mediate global pressures for educa- Studying Knowledge within the Framework of PRESTIGE: tion. In particular, we document how culture specific family A European Comparative Education Research and Train- structures and meaning systems around gender shape and are ing Network [Panel] shaped by educational strategies, choices and outcomes. The first PRESTiGE is a European comparative education network, the four presentations concern diverse populations in India and are purpose of which is to study processes of educational standardiza- offset by the fifth with evidence from the US. Besides highlight- tion and transformation in a global environment. Six universities ing cultural models in our own research, we will point to meth- are included in this network, which trains doctoral and post doc- odological implications of cultural context approaches for com- toral students in comparative education. Since its start in 1998, parative education, underscore their relevance in Western and network meetings and international seminars have been held non-Western contexts, and raise questions about the ubiquitous twice a year, providing ample opportunities for researchers and policy emphasis on schools and schooling as social panacea. students from all six universities to meet, exchange ideas and dis- Paine, Lynn (Michigan State University) cuss their research. Exchange has lead to the establishment of Listening to Teachers Talk about Teaching: Studying new commonalties, not fully anticipated at the outset. In this Teaching across Cultural Contexts [Panel] panel, knowledge will be discussed from five different perspec- Despite its long history of examining education across national tives. Knowledge management within companies, the role and the boundaries, comparative education has traditionally paid rela- forms of educational knowledge in processes of internationaliza- tively little attention to teaching as a practice and instead empha- tion, and the limitations of international aid and NICT with regard sized systems of education and often conceptualized teachers as to the achievement of educational goals will be presented by three passive recipients of policy. Recent epistemological and concep- of the scientific leaders involved in the network. Knowledge actual shifts have moved the lens for understanding education closer quisition within the framework of PRESTiGE will be discussed to the classroom and teachers. There is now renewed interest in by a doctoral student, while knowledge construction, seen in rela- understanding teaching comparatively and conceptualizing teach-

Abstracts for Group Sessions

110 CIES 2001 Annual Meeting

ing as a cultural practice. Perspective [Panel] This panel explores a particular dimension of cultural prac- While the seriousness of the HIV/AIDS pandemic is finally get- tices associated with teaching—teachers’ talk about teaching. ting more attention, its gender dimensions are often underplayed. Public conversation about teaching is a common part of teaching This session will look at some of the relationships between in both China and Japan, one strikingly different from the HIV/AIDS and girls’ education. These relationships are important traditionally individualized and privatized approaches to teaching both for better understanding how to prevent and cope with the found in many U.S. schools. In this panel we examine cases of disease and for achieving quality basic education for all— teacher talk in both societies in order to understand its nature and HIV/AIDS could undermine the gains that have been made so far, the roles it plays. By bringing in both Chinese and Japanese especially with regard to girls’ education. cases, we can begin to deconstruct “Asian” education practices. Poindexter, Maria (Pennsylvania State University) In addition, by looking closely at teachers talk as a form of The Spirit of Education: Transforming Policy Through teacher learning, we can push further in conceptualizing the no- Practice [Panel] tion of “community of practice” and see how practices of particu- The approach nations take to successfully build a global society lar communities support different kinds of teacher learning. Fi- begins with education. The nature of scholarship, curriculum, and nally, by exploring the ways in which U.S. teachers engage with evolving dynamic paradigms in addressing international needs some of these practices, the panel can inquire into the possible must be at the forefront of a participatory academy with a global resonances across cultures and communities of practice. The three focus. David Scott suggests a systemic approach through a papers in this panel come out of two ongoing research projects— movement that reconnects higher education with human whole- the Lesson Study Research Group and the Middle Grades ness, “a movement to return matters of wisdom, care, and spirit to Mathematics and Science Teacher Induction Study. The discuss- the fore of our educational agenda” (Scott, 2000). ants—Catherine Lewis and Joseph Tobin—bring rich insights The challenge to many developing nations is providing from their work examining teaching close up in Japan and China large numbers of people with quality education effectively and and grappling with how one can study practices in one culture to efficiently. This panel will focus on educational programs and support conversation and learning in another. policies that provide solutions through teaching, research, and Parker, Christine (Ohio State University) outreach. The first will examine innovations in the delivery of Political, Economic, and Cultural Aspects of Textbook secondary education in Columbia. The second will focus on the Policy [Panel] central role higher education plays in the social, cultural, and eco- Textbooks are at the core of nearly any educational program, and nomic development of Southern Africa. This discussion will their creation is influenced by a multitude of factors. This panel highlight how higher education can support public policy in main- has come together in order to investigate humanities textbooks in taining socioeconomic development in Southern Africa. The four different countries: Japan, Poland, Greece and Italy. Each third will focus on the importance of developing higher education participant’s focus is slightly different. Ed Beauchamp analyzes policies in a global context for a rapidly changing economy like the political battles raging between over history textbooks in Ja- South Africa’s and other developing countries. pan, where the more democratically-minded political left opposes Porter, Maureen (University of Pittsburgh) the conservative right over how Japan’s history should be inter- Forging L.I.N.C.S. Among Educators Through Interna- preted and taught. Angie Bartolomei looks at the degree of multi- tional Service Learning [Panel] cultural representation found in photographs and illustrations in These dual panel sessions aim to further critical, research-based foreign language textbooks in Greece and Italy in order to ascer- reflection on the significance of international service-learning tain the reasons behind any differences. Lastly, Christine Parker programs. In session I we offer findings drawn from the Learning argues that it is only a combination of political and economic fac- Integrated with Needed Construction and Service (LINCS) pro- tors that recently elicited real change in the Polish model for his- gram at the University of Pittsburgh. This program of local, tory textbooks. In every case we present, we find a democratic community-based action was designed to further faculty and stu- educational model it pitted against more particularistic value sys- dent participants’ global sense of self and community. We con- tems. The theme of this year’s conference is a suitable starting sciously worked to create a community of practice among educa- point for presenting our proposal. If one desires to bring about tors at all levels (teacher certification candidates to professors). more enlightened policy creation and implementation, one needs Further, our community brings together students (from eight to investigate all elements that help, hinder or otherwise affect countries) with colleagues in rural Peru, who were our partners in policy before, during, and after its realization. the project of building a preschool. The common threads that run Phillips, David (Oxford University) through our two semester course sequence are: a focus on local- Aspects of Education in Germany since Unification global sensibilities of place and membership, a concern for social [Panel] justice through service, fostering critical education professionals, In 1990-91 I was a member of a Commission of the German Sci- institutional capacity-building for (international) service-learning, ence Council, the Wissenschaftsrat, which investigated the posi- and creative means of evaluation and communication about our tion of teacher education in the universities and colleges of the project. In session I we initiate paper-based discussions of these former German Democratic Republic, now incorporated into the interrelated issues. In session II will show a 30-minute video that Federal Republic following the Unification of the two Germanies. we made about LINCS. Then, we will facilitate an open debate Some ten years on, one of my doctoral students, Nina Arnhold, and collaborative critique of the ideas, challenges, and questions has investigated the work of the Teacher Education Commission, raised in both sessions. and a detailed diary I kept during 1991 has formed the basis of Rambaud, Marylee (Creative Associates International) much of her reconstruction of the Commission’s activities. I have The Role of Education in Addressing Child Labor [Panel] found myself involved therefore both as subject and object of her An estimated 250 million children work in the developing world, research, and this unusual position has led me to reflect in this often in situations that harm their physical, emotional, intellec- paper on the problems of near contemporary record keeping in di- tual, social or spiritual development. Children’s work that is ex- ary form and its use in academic writing. The paper also consid- ploitative and dangerous poses a major human rights and social- ers the rationale and aims of the Commission and draws some in- economic challenge. In an era of globalization, child labor has exact parallels with the immediate post-war years in Germany and been the most visible issue generating discussion about how to the need then to ‘reconstruct’ educational provision. define children’s rights, including the right to an education. Pigozzi, Mary (UNICEF, Education Section) Working children who are excluded from educational opportuni- Girls’ Education and HIV/AIDS: Intersections from a UN ties need and deserve alternative educational policies and prac-

Abstracts for Group Sessions 111

tices. This panel will first review the current situation and com- The basic theme of this book is that there are deep inequalities in plexity of child labor issues worldwide, present the diverse educational opportunities in the Americas for children of different frameworks used to understand child labor issues, and highlight social backgrounds. Even as the countries of the hemisphere have barriers that prevent working children from having access to edu- made gains in expanding access to education at all levels, when cation. Regional examples will illustrate the range of child labor everybody gains and non-school resources become more unequal issues linked to policies and practices of formal education sys- in society, inequality is stubbornly persistent and the educational tems and examine how children’s work affects school enrollment, requirements for accessing the jobs that matter to improve life attendance and achievement. Finally, the panel will focus on key opportunities may be raised. A basic paradox of both the United processes for developing alternative educational policies, pro- States and Latin America is that of growing levels of educational grams and practices that successfully reach working children and opportunity and attainment but growing levels of income inequal- youth with meaningful education and help combat child labor. ity and very severe persisting poverty. Some look at this pattern Ramos, Flavia (George Washington University) and the sharp link with educational attainment and argue that edu- Building Dialogue Across Cultures Within Schools [Sym- cation can overcome inequality and that, since all groups strongly posium] desire education, the key is raising the quantity and quality of In this symposium, we discuss the issues and challenges involved educational inputs and standards. Recognizing the importance of in building dialogue across diverse cultural groups within schools. education to attain greater social equity, this book takes issue with As classrooms in contemporary plural societies grow more cultur- the view that overall expansion and improvement will do it. ally diverse, the need to incorporate multicultural education into Given that there are many mechanisms that will tend to preserve the school curricula by addressing the traditions and ways of educational inequality even as general levels rise and that the knowing of every ethnic group in the classroom has become economic and educational inequalities and other advantages of widespread. Despite the efforts many teachers are making to in- middle and upper class families are so powerful, some combina- corporate the cultural contributions of diverse ethnic groups in the tion of social and economic policy and explicitly redistributive classroom, intergroup relations within schools are often embed- educational policy is necessary to produce greater educational eq- ded in an aura of mistrust, prejudice, and conflict. Participants in uity on a large scale, which would, in turn, tend to produce still this session have conducted research related to multicultural edu- greater economic and social equality. The chapters in this book cation in several settings, and will present their findings of studies provide evidence on three topics: 1) the extent and persistence of conducted in schools in the United States, Northern Ireland, and educational inequality, 2) the factors that are associated with dif- Israel. We will look into what schools and teachers in these different levels of achievement across groups of children, and 3) the ferent settings are doing to improve intergroup relations, and the kind of policies and programs that have been implemented to fos- lessons that have been learned from multicultural programs. We ter greater educational equality and the impact of those programs will examine curricula, policies, and practices used to address cul- on access to education and learning. tural diversity among school students; attempts to discover under- Rihani, May (Academy for Educational Development) lying barriers to implementing multicultural curricula; and how Multi- Sectoral Approach to Girls’ Education [Sympo- students and their parents view schoolteachers’ efforts at bridging sium] the communication gap between culturally diverse groups, espe- Objective: To discuss and debate the multi-sectoral approach to, cially in conflict situations. and results of the Strategies of Advancing Girls’ Education Reimers, Fernando (Harvard Graduate School of Educa- (SAGE) Project, by presenting the conceptual framework of this tion) multi-sectoral approach, the approach used to measure indicators Education Policy Reform in Mexico. Policy Formation and results, and two case studies from Africa. and Implementation The Panel: Will begin by detailing the conceptual framework of the multi-sectoral approach to girls’ education and the reasons for Results. [Panel] adopting it as an intervention strategy; and by discussing the n 1992 a major policy reform took place in Mexico. The National strong linkages within a multi-sectoral approach, the sense of Agreement for the Modernization of Education transferred re- ownership at both the national and local levels, the capability of sponsibility for educational management from the Federal Gov- mobilizing national and local resources, and implications for sus- ernment to the States of the Mexican Republic. Through two suc- tainability. Then the panel will present two quite different case cessive Federal Governments there was remarkable continuity in studies that are implementing this approach: The Guinea Model implementing policies to achieve the objectives of the Agreement. that has been very successful in involving, in addition to the pub- This panel will discuss the forces that influenced the shaping of lic sector, the religious and media sectors, and its initiatives to in- this agreement, and will examine recent empirical evidence of volve the business sector; and the Mali Model that involved inter- what changed and what remained the same after the changes went national and national NGOs, and the media sector with the public into effect. sector. Finally, the panel will discuss its approach to measuring Reimers, Fernando (Harvard Graduate School of Educa- indicators of progress and success and will present specific results tion) to date at the national and local levels in both countries. Unequal Schools, Unequal Chances. The Challenges to Riley, Kathryn (World Bank) Equal Opportunity in the Promoting Good Teaching and Learning [Symposium] Americas. [Symposium] Education For All (EFA) has brought children to school who had In this symposium, several of the authors of a recent book just previously been excluded - girls, the poor, the disadvantaged - but available from Harvard University Press will discuss some of the attendance at school is not a guarantee of access to learning. A core questions and chapters of the volume. The purpose of this range of factors combine to limit the impact of schooling in many book is to help us think about the following questions: Is it possi- developing countries. These include lack of connection between ble to attain equality of educational opportunity in highly unequal schools and communities; limited access to good health and nutri- societies? How much of this can be accomplished with education programs; poor teaching (and a depleted teaching force in tional interventions? Is it possible to make education systems many countries because of the spread of AIDS); materials and ap- more egalitarian, at least to counter the inertia that leads them to proaches which do not accommodate learners’ needs or different reproduce initial inequalities? These questions are central to ad- mother tongues; and strategies which fail to recognize that for vance our understanding of the links between education and soci- many children schooling is not a continuous but a fragmented ex- ety, but they are especially pressing to inform the policy choices perience. that will shape the future of the children of the Americas today. Dakar 2000 has highlighted the importance of quality, part

Abstracts for Group Sessions

112 CIES 2001 Annual Meeting

of a recognition that education expansion will need to be pro- unique challenges posed by violent conflict. This panel will offer moted through a focus on quality improvement. Developing an multiple perspectives on post-conflict community interventions, understanding of the shape and nature of success is a critical ele- grounded in the experience of a recent training conducted in ment in achieving this quality improvement. Equally important is Azerbaijan by several of the panelists. Specifically, topics will the recognition that change and improvement depend on the will, include the following: a) approaches to education in capacity and actions of many players at different levels in an edu- post-conflict settings internationally; b) community mobilization cation system. This interactive symposium brings together a range and leadership training in Azerbaijan; c) participatory monitoring of educators involved in supporting change and improvement to and evaluation training in Azerbaijan; and d) policy considera- discuss some of the pressing issues. Contributors will draw on tions to address the gendered impact of conflict. The panelists their experience in a number of countries, particularly in Africa will also discuss an experimental graduate course on learning in and the Asian Pacific, to focus on strategies which can reduce post-conflict settings they have co-constructed at the Center for repetition and drop out; lead to improvements in the quality of the International Education, University of Massachusetts Amherst. educational experience offered to children and young people; and Rust, Val (UCLA) which can strengthen local communities and help alleviate pov- Knowledge and New Definitions of Literacy: Technologi- erty. Contributors will focus on three interrelated issues which cal, Global and Feminist Applications [Panel] parents and communities see as being particularly critical: com- Panelists will collectively speak to current indigenous and femi- munity participation; language of instruction and teacher quality nist ways of knowing that generally remain remote or obscure and will address such questions as: from established methods of teaching and learning and common · Community involvement: In what ways can community in- definitions of literacy. Conventional approaches typically ignore volvement be harnessed to improve the quality of schooling variable constructions of knowledge and disregard the potential of available to children? what such constructs could produce and protect. Not only are the · Language of instruction: What kinds of changes in policy and ostensive losses or neglect of indigenous knowledge acute, but the practice are needed to widen access and improve learning oppor- documentation and integration of such knowledge often seems tunities? abstract and complex, even problematic. Swiftly spreading inter- · Developing teachers’ skills and capacities: What kinds of strate- net and communication technologies combine with revisions of gies appear to be working, and in what kinds of contexts? environmental awareness, cultural identity formation and intellec- Robb, Janet (Creative Associates) tual property rights to yield real economic and political controver- Social Mobilization Campaigns: An Affirmative Strategy sies about the digital divide, neo-colonialism and American glob- for Involving Communities [Symposium] alization. Out of this turbulence, this panel would like to create Creative Associates International, Inc (CAII) has developed and open spaces for indigenous knowledge and new definitions of lit- tested an innovative social mobilization process for increasing eracy to emerge. Literacy for the 21st century and the information the awareness and ownership of ideas and practices related to age is no longer based on reading and writing print material. This education and other social issues. Unlike many social mobiliza- has profound implications for equity and human rights, develop- tion campaigns, which rely heavily on mass communication ment, international education and globalization. Papers will ad- methodologies such as television, radio and newspaper, this cam- dress information literacy, technology and the individual learner; paign employs grassroots level methodologies and person to per- oral and indigenous knowledge for females and school curriculum son communication at the community level. The process creates in Kenya; and ecological literacy for women food producers in an atmosphere for dialogue concerning issues within and among African development during the onset of the “New Green Revolu- the communities and then mobilizes communities to accept re- tion.” sponsibility and take action to address those issues. Key stake- Samoff, Joel (Stanford University) holders and policy makers are kept informed of the community The Politics of Education Policy in Africa [Panel] activities and work to influence policy to impact change. This Notwithstanding the periodic calls for apolitical policy-making SMC process has been utilized in Malawi to increase girls’ par- guided by research and professional expertise, the process of set- ticipation in school, improve educational quality, and most re- ting public policy always reflects interests, pressures, alliances cently raise community awareness of strategies to alleviate and compromises. That is particularly clear for education, perhaps HIV/AIDS. It is now being adapted to raise community awareness the most contested of public policy arenas and often a ringing about girls’ education, school health and nutrition, and HIV/AIDS confirmation of Lindblom’s notion of “muddling through.” in Zambia. This symposium will present the rationale and concep- Hence, rather than counterpose a depoliticized, rational orderly tual framework of the SMC process, summaries of selected im- model of policy making on the one hand and the maelstrom of plementation issues in Malawi and Zambia, and a basic frame- pork barrel politics on the other, it is far more instructive to un- work for adapting its implementation to other countries and or so- derstand policy making as an inherently political process and to cial issues. Experiences provide valuable insights into the rela- explore the intersection and interaction of knowledge and inter- tionship of the community to education and the utilization of ests, and expertise and compromises. Where, for example, does, community initiating lasting social change. should, and can authority lie for higher education? What are the Rossman, Gretchen (University of Massachusetts, Am- consequences of particular mixes of national direction and institu- herst) tional autonomy? Similarly, who does, should, and can bear the Community Intervention in post-conflict settings: Experi- costs of educational innovation and reform, including the costs of ences in Azerbaijan and beyond. [Panel] failed efforts? Increased reliance on foreign aid involves foreign Throughout the world, communities that have survived violent participants, often with firm agendas and strong preferences to conflict often struggle with the complexities of reconstruction and accompany their funds, in education policy making. Thus, we revitalization. Depending on their severity and duration, conflicts seek to explore the politics of education policy and to use that ex- can debilitate formal educational systems, displace large numbers ploration to understand better accomplishments and frustrations in of people, change familiar gender roles and relations, disturb education in contemporary Africa. leadership capacity, create economic hardship, and leave deep Samoff, Joel (Stanford University) psychological wounds across generations. In recent years, practi- Reflections on Aid to Education: High Hopes, Critical tioners, researchers, and policy-makers have become more so- Choices, Mixed Outcomes [Round Table] phisticated in their approaches to post-conflict reconstruction, External aid has come to play an increasingly prominent role in moving beyond traditional modes of relief assistance and adapting education in many countries. For some, beyond development as- education and community development strategies to meet the sistance, that aid supports meeting the basic needs of students,

Abstracts for Group Sessions 113

teachers, and schools. The forms of aid have changed over time Guatemala, and Malawi will stimulate a comparative international and, where outcomes are identifiable, frustration and disappoint- discussion of national, official, and local language use in schools. ment have been common. This round table will provide an oppor- Group discussion will explore implications of school research for tunity for senior staff in education funding and technical assis- those who make and implement school language policy. tance agencies to reflect on their experiences over several dec- Schubert, Jane (American Institutes for Research) ades, from expectations to experiences to assessments to frustra- Strengthening the Quality of Education [Symposium] tions to future directions. Their frank, critical, and self-critical re- Throughout the developing world, enormous human energy and flections offer insights into the social history of foreign aid and financial resources are being poured into activities aimed at im- challenges to current aid policies and practices. proving how schools are structured, how education is delivered, Schriewer, Juergen (Humbolt University Berlin) and how and what students learn. Too often, however, well- Comparative-Historical Research in Education: The Role intentioned project design and implementation strategies are more of Expert Knowledge, Social Interpretations and Meaning strongly driven by strongly held beliefs than solid evidence of the Patterns in Shaping Educational Reality [Panel] likely effectiveness of the interventions being advocated. This The comparative-historical approach in social and educational re- symposium seeks to separate facts from beliefs, evidence from search has acquired new relevance. This is a consequence of theo- deeply held personal commitments. What really does work in retical and methodological developments which have taken shape education? What interventions, once in place, really lead to learn- in different fields of social study. Thus, it is not only insights ing? What are the political and economic factors that might cause from historical sociology that suggested the “reconciliation of his- us to shy away from the evidence? tory and comparison”; world systems analysis as well has meant Schwille, Jack (Michigan State University) re-introducing, into comparative research, a macro-historical per- Voices of Experience: The Guineans Who Facilitate and spective which mainstream methodologies had excluded from it Evaluate Teacher Initiated Professional Development for decades. While the panel is aimed, thus, at illustrating at the Projects [Panel] methodological level more generally the renewed relevance of Since 1994, a World Bank funded program to help Guinea pri- combining historical and comparative research, it is also meant to mary school teachers design and carry out their own school im- elucidate in greater detail the particular role that expert knowl- provement and professional development projects has expanded edge, social interpretations and classifications, or meaning pat- from a small experimental program in one region to a national terns deeply rooted in cultural traditions have played in shaping program for the whole country. To support all these projects, social and educational reality. nearly 200 facilitators and about 80 evaluators have been re- Schubert, Jane (American Institutes for Research) cruited among mid-level ministry personnel, given special train- Improving Educational Quality: Implementing an Ap- ing and assigned to teacher teams to assist with writing proposals proach Within Educational Priorities [Panel] and carrying out projects. Each of these individuals has a story to Educational systems in developing countries are strained by the tell about what can be learned from this experience. At a recent need to provide and support a system which enables pupils to national dissemination conference for the program, the organizers successfully complete primary school. A wide range of national of the conference selected a number of facilitators and evaluators reform efforts to improve quality “compete” with sometimes to reflect publicly on their experience. The national team has se- overwhelming challenges within the larger societal context—e.g. lected two of the best-written versions of these presentations for implementing universal primary education and learning to live CIES. In addition, two other key regional actors in the program and function with HIV/AIDS. The USAID IEQ Project works will provide further background and context. with host country individuals and institutions to strengthen their Shaeffer, Sheldon (UNICEF, Education) capacity to examine “quality”. A key focus is to look at the extent Rights-based, Child-friendly Schools: Theory and Practice to which specific educational reforms reach the school and class- [Panel] room in quality of teaching and learning improved? The IEQ Education systems around the world are faced with the challenge Process is guided in each partner country by principles which: not only of increasing access to but also the quality of their pri- generate knowledge about the reality of teaching and learning(e.g. mary schools. The Dakar Framework for Action makes clear that assessing pupil performance; observing instructional practice); fa- such “quality” must be broadly defined, to include the quality of cilitate local, national and international mechanisms to users of the learners, of content, of teaching-learning processes, of the the findings; collaborate with a local institution so as to learning environment, and of the final outcomes. strengthen the in country capacity to sustain a process appropriate The Convention on the Rights of the Child talks about to monitoring the implementation of host country educational pri- more than the right of all children to education. It also discusses orities at the local level. This panel will describe how three coun- the nature and characteristics of schooling from the perspective of tries are implementing the IEQ process to examine, pinpoint and child rights. The framework of a “rights-based” or “child- define educational quality within the context of their national re- friendly” school – which is both child-seeking (trying to identify form efforts. excluded children and get them into school) and child-centered Schubert, Jane (American Institutes for Research) (working for the best interests of the child) – represents a useful Which Language? Findings from Improving Educational approach to the implementation of a broader definition of quality. Quality (IEQ) School Language Policy and Use Studies in Such child-friendly schools are: Ghana and Malawi. [Symposium] · inclusive of children Kasem or English? Quiche or Spanish? Chiyao or Chichewa? · effective with children Many factors influence teachers; choices of language use in the · healthy and protective of children classroom and the effective implementation of school language · gender-sensitive and policies: teachers and parents’ beliefs about how children learn a · involved with children, families, and communities language and content material; education officials’ support-or This panel will explore in greater detail what each of these com- lack of same- for bilingual education; teachers’ preparedness to ponents means and discuss examples of how child-friendly teach bilingual classes; limited resources, especially for less schools are being implemented in practice. widely spoken languages, and the presence or absence of political Shaeffer, Sheldon (UNICEF, Education) will to implement existing policies. Panelists will discuss the lat- Global Movements and Essential Documents in Compara- est findings from Improving Education Quality (IEQ) classroom tive and International Education [Plenary] research on pupil learning and school language use in three coun- The worlds of academic research and teaching in comparative and tries. The implementation of school language policies in Ghana,

Abstracts for Group Sessions

114 CIES 2001 Annual Meeting

international education and of UN conference, conventions, and connections to local communities and are better able to articulate declarations are often far apart-neither one informing the other. and respond to their needs and priorities than either international Students in international education often know little about the agencies or government bodies. This panel/symposium examines fundamental movements of the field or the essential documents the varying representations of community interests in NGO- upon which these movements are based. Of particular importance government-donor partnerships in three contexts (Kenya, Pales- are the following: The Convention on the Rights of the Child, the tine, and India), focusing on the definition of educational agendas, most universally approved treaty in the world, the Education for articulation of local voice, and levels of cooperation and resis- all Movement and its essential documents, the Declaration of the tance to and within NGO participation in educational develop- World Conference on the Education for All and the Framework ment programs. Three non-formal education programs designed for Action, The new Global Agenda for Children and the United and managed by NGOs in response to community needs are ex- Nations Special Session on Children. These documents, and the amined for their actual representation of key stakeholder prefer- movements they represent, lay out fundamental principles and ences and the extent to which they represent alternatives to the definitions, goals and targets, strategies and activities of devel- usual mode of community representation in the educational plan- opment agencies, many non-governmental organizations, and ning and delivery systems of these countries. The contextual fac- governments. But they are seldom included in the coursework of tors influencing NGO success in this arena are highlighted, result- students in international education or referred to in the literature ing in a call for more critical examination of the potential of part- of the field. This symposium will describe these documents and nerships to revitalize education in particular contexts. offer comments on their utility from the perspectives of academ- Smith, Sarah (Harvard University) ics, NGOs, and government. Teacher Education in Namibia: Five Perspectives [Panel] Sherman Swing, Elizabeth (Saint Joseph’s University) In the years following independence, Namibia has embarked on Archives and the Uses of Memory [Panel] ambitious reforms in education. A primary component of these In Kent State University Archives are to be found papers of the reforms has been teacher professional development. Many efforts Comparative and International Education Society. In addition, have been made to promote the principles of learner-centered and papers of the late Raymond Ryba, long-time Secretary General of democratic education through teacher education. This panel will the World Congress of Comparative Education Societies, will examine five areas of teacher professional development in Na- soon be deposited there. These two sets of papers constitute, al- mibia: beit in fragmentary form, much of the written record of two major 1. Pre-Service Teacher Education in Namibia: The BETD After comparative education organizations. For historians, however, Eight Years there exists another valuable resource, the collective memory of 2. The Role of Action Research in Building Local Capacity for senior Society members. That archival records do not always coa- Educational Reform lesce with disparate memories, or disparate memories with one 3. In-Service Training Connected to Curriculum Reforms: Life another, is a particular challenge. On this panel, the CIES Histo- Sciences rian; the Kent State University Archivist’ and two former CIES 4. In-Service Teacher Training: Pedagogy for Lower Primary Presidents, one a former editor of Comparative Education Re- Teachers view, the other a former Secretary-General of the World Council 5. Continuous Assessment as a Component of Educational Re- of Comparative Education Societies, examines the role of written form documents and the uses of memory in determining what really Each paper addresses various components of teacher education in happened in the past. Namibia. The panel will explore the strengths and weaknesses of Shin, June (Harvard University) these efforts while taking into consideration assumptions about The Power of Policy in Southeast Asia: Educational Eq- teacher professional development. Each perspective provides uity Issues in Indonesia, Malaysia, and the Philippines valuable lessons for future initiatives in teacher education. [Panel] Spreen, Carol Anne (Columbia University) In recent years, Southeast Asian countries have looked to eco- Opportunities for Innovation in Internationalization: The nomic growth as a vehicle for national development. These eco- National Security Education Program [Panel] nomic development objectives call for a labor force that is highly Formidable obstacles face the widespread integration of interna- skilled in science and technology. As a result, educational plans tional education—emphasizing the study of languages and cul- have been closely aligned with human resource development de- tures—into U.S. higher education. The National Security Educa- signed to bring the nations to competitive standing with other key tion Program (NSEP) seeks to facilitate the development and/or players in the global market. The educational policies that ensue enhancement of innovative approaches to increasing the quantity are directly influenced by these broader government goals. This and quality of participation in internationally-oriented curriculum panel addresses the current state of educational policy formation development and international education opportunities. The in Indonesia, Philippines, and Malaysia. We consider the impact NSEP consists of three initiatives: (1) Scholarships to U.S. under- of these policies by asking key research questions: In what ways, graduate students to study abroad in world areas critical to U.S if any, do government policies address or exacerbate equity issues national security; (2) Fellowships to U.S. graduate students to in education? Who does educational policy serve? In the creation study foreign languages, disciplines, and/or geographic areas that of educational policies that embody a national development will strengthen U.S. national security; and (3) Grants to U.S. agenda, which groups are promoted and which groups are dis- institutions of higher education (or consortia led by such institu- missed or marginalized? Although these issues are global policy tions) to establish and/or improve programs in critical but less concerns, they will be examined within the Southeast Asian con- commonly studied foreign languages, area studies, and other criti- text in order to draw attention to parallels or distinctions within cal fields of study. the region. Unlike most other students who study abroad, NSEP award Singh, Manjari (Indiana University) recipients study in and about areas under-represented by U.S. stu- The great Balancing Act: Competing and collaborating dents. They study languages, academic topics, and cultures in voices of stakeholders in NGO educational programming and of diverse world regions outside the normal destinations of Western Europe, Canada, Australia and New Zealand. They in Kenya, Palestine, and India [Symposium] bring considerably different perspectives to issues related to A key component of recent development agendas in education has cross-cultural understanding, multiculturalism, and definitions of been the inclusion of local non-governmental organizations societal values and norms. The uniqueness of the venues where (NGOs) as partners in program planning and implementation, in NSEP undergraduate scholars and graduate fellows study, and the the belief that these organizations have deeper, more genuine

Abstracts for Group Sessions 115

acquisition of skills in less commonly taught languages have re- nia as well as the implications for other states in the United sulted in numerous “life-changing” experiences. There are clear States. The ramifications of legislation, political initiatives and lessons that have been learned about diversity, multilingualism, administrative policy in terms of educational programming and and cross-cultural understanding through the unique international outcomes will be compared and contrasted. education experiences of these students. There are also lessons to Tatto, Maria (Michigan State University) be learned from students who chose to pursue study in world re- Accreditation and Accountability Systems in Teacher Edu- gions that are outside the usual destinations for U.S. students. At cation [Symposium] the institutional level, the learning modules broaden the base of Increased world-wide calls for educational reform to develop sys- academic cooperation and international relations study and dis- tems capable of providing access and quality education for all seminate much needed authentic learning materials for languages children, have fueled policy makers’ interests on teachers. Al- that currently lack adequate traditional text-based materials such though more than 40 years ago Beeby (1966) pointed out that the as textbooks, dictionaries, audio and video tapes. The proposed quality of educational systems could not be improved without si- panel session will enable CIES members and other conference at- multaneously improving teachers’ quality, current research has tendees to hear the experiences of three direct recipients of our ef- begun to provide empirical results supporting that assertion forts. One undergraduate scholar, one graduate fellow, and an in- (TIMSS, 1997). These studies have also found that teacher prepa- stitutional grant awardee. ration seems to have an influence on their practice and an influ- Steiner-Khamsi, Gita (Columbia University) ence on what pupils learn (Darling-Hammond, Cohen and Hill, The Mongolization of Imported Educational Reform 2000). However these links have received little attention in the [Panel] general and international research literature (Tatto, 2000). But The panel explores various implementation strategies that hint at while we know intuitively and increasingly empirically that forms of cultural adaptation, “indigenization” or “Mongolization” teacher preparation must be intrinsically linked with high quality of imported Western or North American reforms. At center stage teaching, we do not know what are the kinds of mechanisms that of this panel is the question how local actors in educational re- support teacher learning throughout their professional life cycle. form (local NGOs, educators and stakeholders) re-interpret and Indeed frequent questioning regarding the value of teacher prepa- recontextualize international educational reform programs in ration has raised parallel to the growing need for the development ways that suit their local context. This approach acknowledges ac- of accountability systems in teacher preparation. Although this tive agency on the part of local program designers and implemen- call for accountability and development of standards of perform- ters and calls in question those traditional approaches in educa- ance seems to be a worldwide phenomenon, few of these efforts tional evaluation research that simply identify the gap between have been documented in the international arena. The literature project design and project implementation as aberrations or lack on teacher preparation is for the most part, descriptive, few stud- of project management. Put positively, this panel examines how ies have been directed at researching empirically the links be- local project designers and implementers have creatively changed tween teacher preparation, practice and pupil learning, and on the the original design of an international educational program in mechanisms that support teacher learning. In this panel our inten- ways that are culturally sensitive and responsive to local needs. tion is to include ongoing efforts in this area (e.g., documented The panel responds to the overall theme of the conference by ex- evaluation studies; self-studies, etc.) that have attempted to do re- ploring how local forces encounter and react to global forces in search and answer questions related to accountability in teacher educational reform. education (e.g. how cost-effective are current accreditation sys- Taiber, Julie (International and Cultural Exchange) tems? What is the value added of different approaches to teacher Lobbying for International Education: Current Issues and preparation? What are the mechanisms that support accreditation? the Challenges Ahead [Symposium] Theisen, Gary (The World Bank) Lobbying has helped policymakers see that international educa- World Bank Symposium: Priorities, Opportunities, Trends tion is not a special interest, but a national interest. This sympo- and Tensions [Symposium] sium will take stock of recent achievements and future policy A panel of senior staff from the World Bank will present a brief challenges to international education, with a particular look at the overview of Bank education priorities and activities by geo- recent National Policy on International Education initiative. Inter- graphic region. Representatives from the Bank’s offices responsi- national education lobbyists will provide a behind-the-scenes ble for research, dissemination, instruction and evaluation will glimpse into the implementation of a national policy on interna- also describe their activities in support of strengthening education tional education, attempts to protect and boost funding for inter- investments. The panel will discuss recent trends and tensions national education activities, and other issues. In the continuing within the Bank and their implications for the character of the drive to move international education from a special interest to lending portfolio, project, management and occupational opportu- the national interest, this interactive session will also address lob- nities with the Bank. Approximately one-third of the session will bying techniques that have proven effective in securing policy be devoted to addressing questions from the audience. improvements to international education. Thomas, Mathai (University of Bridgeport) Tarrow, Norma (University of California) Millennium Summit of the World Leaders at the United Linguistic Diversity and Language Policy: Canada, Mex- Nations: A Dialogue of Cultures for Building a Global ico, and the U.S.A. [Panel] Community [Panel] Bilingual education is a current educational and political issue in Scholars of International Education are greatly concerned with the many parts of the world and for at least three different purposes: ‘state’ of the emerging world, its shape and quality. It was best • to encourage knowledge of more than one language in an in- expressed recently at two summits arranged by the United Na- creasingly global economy tions in August and September 2000. ‘The Millennium World • to revitalize or establish the equal value of a language other than Peace Summit of Religious and Spiritual Leaders’ consisting of the national language, or, when there are two national languages, heads of states brought together by the UN which provided a fo- as in Canada rum to express their hopes and fears, the problems and prospects • to provide instruction in the primary language of immigrant or of the new world in the making. Do religious leaders bring new indigenous children insights and understanding of global problems in building a just The panelists will focus on each of these aspects to different de- and peaceful world? What are the major social problems and is- grees —-the French-English situation in Canada (more specifi- sues that these world leaders select? What are the differences or cally in Québec). the difficulties involved in the education of in- similarities between Third World and Industrialized nations re- digenous children in México, and bilingual education in Califor- garding values and commitments? Does the United Nations Mil-

Abstracts for Group Sessions

116 CIES 2001 Annual Meeting

lennium Declaration sufficiently express the hopes and fears of subsidies, the contracting of the private sector to manage govern- people entering a new millennium? Is globalization a suitable ment schools, and the conversion of government schools into concept to explain the emerging relationships between nations in schools run by non-government organizations. Drawing upon the the present decade? These and similar questions are raised by the recent evidence in several developing countries, this panel exam- panel members for their analysis of the short presentation of ines education effects of privatization initiatives in education, fo- world leaders at the United Nations. cusing on school effectiveness, school governance and curricu- Torney-Purta, Judith (University of Maryland at College lum, the availability of school choice and educational access. Park) Urwick, James (College of the Bahamas) Citizenship and Education in Twenty-Eight Countries: Educational Policy Alternatives in the Commonwealth Civic Knowledge and Engagement at Age Fourteen Caribbean [Panel] [Panel] As societies in transition which have accumulated considerable The International Association for the Evaluation of Educational “educational capital” but continue to have great problems of so- Achievement (IEA), headquartered in Amsterdam, is a consor- cial deprivation, the states of the Commonwealth Caribbean face tium of educational research organizations in 50 countries. many educational policy choices involving complex issues. As Twenty years after the first IEA Civic Education Study (in which the papers of Anne Hickling Hudson and James Urwick will illus- nine countries participated), the IEA General Assembly decided trate, some of these choices are concerned with the allocation of to mount a second, two-phased study of civic education to explore roles between governmental and other agencies in educational how students view their citizenship identity and how their views provision. In this area, the advantages of independent initiatives are influenced by the political, educational, and social context in have to be weighed against the risks of reinforcing educational the countries in which they live. The overall goal of the study is to and social stratification. Anthony Laynes paper will elaborate on identify and examine in a comparative framework the ways in some aspects of the latter problem. Other choices are concerned which young people are prepared for their roles as citizens in de- with the adoption of new, or non-traditional, approaches to the democracies and in countries aspiring to democracy. The first phase livery of education within the school. Such approaches, as Hya- of this second IEA Civic Education study—conducted in 1996 cinth Evans’ paper will show, may or may not be able to trans- and 1997—was the more qualitative phase. Researchers collected form the school’s environment. In spite of the heritage and prob- documentary evidence on the circumstances, content, and proc- lems which they have in common, however, these states present a esses of civic education in response to a common set of framing mosaic of variations in policy decisions and outcomes, a few of questions. More specifically, national researchers examined what which will be explored in Urwick’s paper. adolescents in their countries are expected to know about democ- Vawda, Ayesha (The World Bank) ratic practices and institutions and looked at the ways in which Public and Private Education: Mechanisms for Equity their societies convey a sense of national identity to young peo- [Panel] ple. The researchers also investigated what adolescents are taught Governments remain the largest financiers and providers of edu- about international relations and about diversity. cation in most countries. The magnitude of public investment is a Thirty-one countries from Europe, North and South Amer- potentially powerful instrument for achieving equity in education. ica, Asia, and Australia have participated in one or both phases of However, research indicates that the incidence of public spending the study. Those countries include the following: Australia, Bel- disproportionately favors higher income groups. At the same gium (French), Bulgaria, Canada, Chile, Colombia, Cyprus, time, the private sector (for profit and not-for profit) is playing an Czech Republic, Denmark, England, Estonia, Finland, Germany, increasingly important role in education delivery, finance, man- Greece, Hong Kong, Hungary, Israel, Italy, Latvia, Lithuania, the agement and choice. Some countries are experimenting with tar- Netherlands, Norway, Poland, Portugal, Romania, Russia, Slova- geted financing mechanisms and a redefinition of the role of the kia, Slovenia, Sweden, Switzerland, and the United States. Of the government vis a vis the private sector to achieve greater equity. countries mentioned above, only Canada and the Netherlands are This session will discuss the evidence from a number of countries not participating in the second phase of the study. on equity in the distribution of public finances on education and The Phase 1 national case studies contributed to the design the increasing role the private sector is playing in the delivery, fi- of instruments for the second, more quantitative phase of the nancing, and management of education. Mechanisms for en- study. During Phase 2, approximately 90,000 students aged 14 hanced equity (including public-private partnerships) will be con- from nationally representative samples in twenty-eight countries sidered and the panel will shed light on a redefined role of the were tested during 1999 and several thousand 15-18 year olds government. were tested in 2000. Questionnaires also were administered to Wagner, Dan (University of Pennsylvania) teachers and school heads. IT, Learning and Education in Developing Countries: The student test and survey consists of five types of items: New Bridges over the Digital Divide [Panel] items which measure: (1) cognitive knowledge of principles as The “digital divide” is a global phenomenon. In industrialized well as of threats to democracy; (2) skills in interpreting political countries, the knowledge economy, powered by the internet and communication; (3) concepts of democracy, citizenship, and e-commerce, has become a key driver of growth and productivity, scope of government; (4) attitudes related to trust in institutions, leading to new levels of prosperity. Yet, at the same time, a global national feeling, opportunities for immigrants and women; and (5) digital divide is growing, such that the poor and disadvantaged students’ expected participatory actions relating to politics. A fi- peoples of developing countries are falling further and further be- nal part of the student survey assessed the students’ perceptions of hind in economic and social development. The relationship be- classroom climate as well as other background variables. The first tween the development of new information technologies (IT) and report of international/comparative findings from the IEA Civic education has become a topic of increasing interest over the last Education Study will be available to the press and public in early decade. This is true not only because of rapidly changing tech- March, 2001 (still to be scheduled between March 6 and March nologies, but also due to dramatic changes in how nations and in- 15). dividuals think about education and educational opportunities, Tsang, Mun (Columbia University) both in and out of school. Recent Evidence on the Effects of Privatization Initiatives To bridge this technological and education gap will not be in Education in Developing Countries [Panel] easy. In the developing world, disadvantaged in-school and out- A variety of privatization initiatives in education have been un- of-school children youth and adults are composed of many di- dertaken in developing countries, including public support of pri- verse groups, such as women, ethnic and linguistic minorities, vate schools through vouchers and other forms of government refugees and migrants. This diversity is one of the most important

Abstracts for Group Sessions 117

features in understanding why narrowly focused, middle-class sult, their good intentions often lead them to practices that un- oriented, and “one size fits all” education programs - especially dermine the development of indigenous author’s, scholars, and when complex technology is introduced - have often met with publishers. During this symposium, we will share some of our poor results and lost resources. One major challenge is to main- experiences and suggest some positive alternatives to traditional tain a focus on learning, rather than simply access to IT. A second book donation. The World Library Partnership (WLP), an active major challenge is to avoid or reduce the cost of the inevitable advocate for alternatives to traditional book donation, is an or- problems associated with the integration of emerging and chang- ganization working with school and community libraries in de- ing technologies into educational programs and processes that are veloping countries. Assistant Director, Maggie Hite, leads groups practical on the ground, especially in impoverished settings. Re- of US volunteer librarians to Southern Africa. In conjunction with cent advances in IT may offer new opportunities to address these the training and hands on assistance provided by the volunteers, challenges, as well as pitfalls from increased expense and under- WLP’s Book Coupon Program provides certificates for the pur- trained personnel. Furthermore, disadvantaged populations will chase of local materials. This program empowers African schools have major difficulties in utilizing the technological literacy skills and communities to choose for themselves what materials will be needed in order to take advantage of these advances. in their libraries. It also contributes to the long-term sustainabil- This panel will focus on various dimensions of these is- ity of libraries by supporting African publishers and booksellers. sues, from research, policy, and practice perspectives, with de- Finally, it saves thousands of dollars in shipping and customs scriptions of recent initiatives in formal basic education, higher charges. Join Ms. Hite and WLP Executive Director, Laura education, and non-formal literacy education in developing coun- Wendell to explore these issues and learn about positive, affirma- tries. tive and sustainable practices. Wang, Jian (University of Nevada, Las Vegas) Zajda, Joseph (Australian Catholic University) Looking Into the Familiar Through a New Lens [Panel] Education Reforms in Russia and Eastern Europe: Af- In this panel, three qualitative studies will explore the ways in firmative Alternatives for Educational Policy [Panel] which some Chinese teachers, who are in different periods of There has been a good deal of public debate about the reform of their professional careers teaching different subject areas and the education system in Russia and Eastern Europe during the grade levels, learn to teach. The three participants in this panel 1990s.The panel presents an overview of the curriculum reforms were born and grew up in China but received their training as re- and the politics of educational restructuring in Russia and Eastern searchers in the US education institution. They will look at the is- Europe during the 1990s. It also explores political and pedagogi- sues of teachers’ professional development in a familiar context cal factors that may enhance or hinder the adoption of education of teaching with a newly acquired conception, pedagogical con- reforms. The panel evaluates the politics of education transforma- tent knowledge (Shulman, 1987), which are shaping the research tion in Russia and its intended and unintended impact on social and reform on teaching and teacher learning in the US. The first class, ethnicity and gender stratification. study focusing on three Chinese expert teachers and their instruc- In the 1990s, education policy reforms in developed and tion analyzes the ways in which these expert teachers internalize developing economies have emerged as a top-priority political, the goals of reform-minded reading instruction and transcend economic, and cultural issue. Improving the quality of education their existing content knowledge and pedagogy into a new form in the new Russia and Eastern Europe has become associated with of pedagogical content knowledge crucial for teaching as ex- the following three key goals of post-industrial states. First, im- pected by reformers. The second paper on two second-year proving the quality of education is linked to international eco- mathematics teachers examines the ways in which some contrived nomic competitiveness. This is highly significant for Russia, one structures, public observation and examination of teaching, and of the global military powers, currently undergoing a painful tran- organization of teachers’ work, shape the development of the sitional period. Second, quality education is a necessary condition teachers’ pedagogical content knowledge for mathematics teach- for development and higher living standards. Third, the affective ing. The third paper studies three first-year teachers teaching three dimension of education reforms is a catalyst for transforming and subjects and the ways in which their conceptions of subject mat- changing attitudes and values. ter, teaching, and learning are influenced by the mandated cur- Education and economic reforms in post-communist Russia, riculum and mentoring relationship. which re-defined the nature and direction of education and train- Wendell, Laura (World Library Partnership) ing, attempted to respond to the market forces and demand for Alternatives to Traditional Book Donation [Panel] privatization, deregulation and localization. Russia, like other na- The donation of outdated and inappropriate teaching materials tions, has rejected a rational foundation for the modern welfare from developed countries to libraries and schools in developing state, choosing “charismatic” leaders in Yeltsin, (and currently countries can be a very damaging practice with far reaching con- Putin), forsaking humanistic and rational ideals, and preferring a sequences. This is not an issue many people think about. As a re- culture of “personal gain” rather than “communal goals”

Abstracts for Group Sessions

118 CIES 2001 Annual Meeting

 Index of Authors 

Aahlin, Unni ...... 2 Banya, Kingsley...... 8, 9, 95 Chang, Carolyn...... 15 Abdi, Ali ...... 2 Barcikowski, Elizabeth ...... 9, 95 Chan-Tiberghien, Jennifer...... 16 Abelson, Michael...... 2 Barone, Thomas ...... 9 Chapman, David...... 16, 97 Accioly de Amorim, Ana Christina2 Bashshur, Munir...... 9 Chen, Peiying ...... 16 Acedo, Clementina ...... 2, 94 Beauchamp, Edward ...... 10 Cheng, Baoyan ...... 16 Adams, Don...... 2 Belalcazar, Carolina...... 10 Cheung, Kw...... 16 Adams, Jennifer ...... 2 Benson, Carol...... 10 Chhetri, Nalini...... 17 Addae-Boahene, Akwasi ...... 45 Berber, Sakir ...... 3, 63 Chilora, Henry...... 17 Adeyinka, Augustus...... 3 Berry, Susanna ...... 28 Chinapah, Vinayagum...... 97 Adotevi, Jean ...... 26 Bhikha, Sharma...... 10 Choi, Jun ...... 66 Aemero, Abebayehu ...... 3 Bies, Angela...... 10 Christina, Rachel ...... 17 Afacan, Hakan ...... 3 Biraimah, Karen...... 10, 80 Chung, Yue ...... 17, 35 Affolter, Fritz...... 3 Birk, Nancy...... 10 Ciminillo, Cara...... 17 Agarwal-Harding, Seema...... 3 Bjork, Christopher...... 10 Clair, Nancy ...... 17 Agborsangaya, Ozong...... 4 Blaeser, Marilyn...... 11 Clark, Paul...... 17 Agyemang, Samuel...... 4 Boakari, Francis ...... 11 Clarke, Jody...... 55 Ahmed, Manzoor...... 94 Boe, Erling...... 72 Clayton, Thomas ...... 17, 97 Akiba, Motoko...... 4 Bokhorst-Heng, Wendy...... 11 Cleghorn, Ailie...... 18, 97 Akukwe, Grace ...... 4 Borden, Allison...... 11 Clements, Margaret ...... 18 Alcantara, Armando...... 4 Borg, Carmel...... 11, 52 Clemons, Andrea...... 18 Al-Harthi, Hamood...... 4 Bosch, Andrea...... 12 Clothey, Rebecca...... 18 Al-Hoshan, Hala ...... 83 Boubkir, Abdechafi...... 12 Cockley, Suzanne...... 18 Ali, Mehrunnisa...... 4 Boukamhi, Abdenour...... 12 Collier, Edmond ...... 18 Almonte, Sherlyne ...... 61 Bowen, Jessica ...... 57 Colvin, Shane ...... 18 Alromi, Naif...... 89 Boyle, Helen ...... 12, 95 Contreras, Manuel ...... 19 Altbach, Philip...... 94 Braslavsky, Cecilia...... 12 Cook, Bradley...... 34 Alvarez, Benjamin ...... 5 Bray, Mark ...... 95 Cordova, Victor...... 19 Alvarez, German...... 73 Breslar, Zoey...... 12 Cornbleth, Catherine ...... 19, 97 Alves Filho, Eloy...... 5 Brewster, Andrea ...... 95 Correa, Hector ...... 19 Amadeo, Jo-Ann...... 83 Briks, Hilda...... 12 Cosante, Gina ...... 19 Amuah, Isaac ...... 5 Brock-Utne, Birgit ...... 12 Costa, Vincent ...... 19 Anderson, Eileen...... 5 Brooks-Buck, Judith...... 5 Cowles, Spencer ...... 19 Anderson, Eugene...... 5 Brown, Kara...... 13, 96 Craig, Helen ...... 59 Anderson, Stephen...... 5 Brown, Katherine...... 13, 96 Cross, Michael...... 20 Anwar, Aamir ...... 5 Bryant, Shannon...... 13 Culcer, Casandra ...... 20 Aoki, Aya...... 6, 94 Buchert, Lene...... 13, 96 Cummings, William ...... 20, 97 Appiah-Padi, Stephen ...... 6 Buckwalter, Patrick...... 13 Curdt Christiansen, Xiao Lan ...... 20 Archer, David ...... 6 Bundy, Donald ...... 13 Dall, Frank...... 21 Ardizzone, Leonisa...... 6, 94 Burde, Dana ...... 13 Darnell, William...... 98 Arimoto, Akira...... 6 Burnett, Greg...... 13 Daun, Holger ...... 21 Arjmand, Reza...... 6 Cafoglu, Zuhal ...... 13 David-Gnahoui, Emmanuel...... 21 Arkorful, Kingsley...... 45 Cai, Wei ...... 30 de Almeida Neto, Antonio...... 21 Ashby, Dianne ...... 62 Calvo Ponton, Beatriz ...... 14 de Clerq, Francine ...... 21 Astiz, Maria ...... 7 Camara, Karamoko ...... 26 de Wilde, Johan...... 22 Awedoba, Albert...... 7 Camp Yeakey, Carol ...... 14, 96 Defrin, Alyssa...... 22 Aypay, Ahmet...... 63 Capper, Joanne...... 14 Delgadillo, Gabriela ...... 22 Baba, Masateru ...... 7 Cardenas, Ana...... 14 Delimon, Florence...... 55 Back, Lucien...... 7 Carlson, Sam...... 14 Dembek, Bettina...... 22 Badur, Gulistan...... 7 Carnes, Amanda...... 14 Dembele, Martial...... 22 Bae, Seong-Geun ...... 7 Carrillo, Felipe ...... 84 Demerath, Peter...... 22 Bah Lalya, Ibrahim ...... 8 Carroll, Katherine...... 15 Diallo, Abdoulaye ...... 22 Bain, Olga...... 8 Caruso, Marcelo...... 15 Diallo, Alpha...... 23 Baker, David...... 89, 94 Castillo, Laura...... 15 Diallo, Ibrahima ...... 23 Bakia, Marianne...... 8 Castillo, Melissa...... 15 Diallo, Saliou...... 23 Balestino, Raymond...... 8, 90 Castro, Vanessa...... 15 Diebolt, Claude...... 23 Balodimas-Bartolomei, Angelyn ...8 Chabbott, Colette ...... 96 Ding, Xinjie...... 23 Balzer, Harley...... 94 Chan, Elaine...... 15 Dmitriyev, Grigori...... 23 Banda, Grace ...... 9 Chandler, DJ ...... 15 Dodd, Melissa...... 23

Index of Authors 119

Draxler, Alexandra ...... 98 Grandbois, Alain ...... 101 Kachur, Jerrold...... 38 du Plessis, Joy...... 23 Grant-Lewis, Sue ...... 101 Kaiser, Frans...... 42 Edge, Karen ...... 24 Gray, James...... 31 Kakkar, Mariam ...... 38 Edwards, David...... 24 Green, Paul...... 31, 101 Kamat, Sangeeta...... 103 Ehara, Hiromi ...... 24 Gui, Qin ...... 32 Kamibeppu, Takao ...... 38 Epps, Beverly...... 56 Gustafson, Darcy...... 45, 89 Kamyab, Shahrzad...... 39 Epstein, Erwin ...... 15, 24, 98 Gyamera, Emma...... 32 Kane, Eileen ...... 39, 104 Epstein, Irving ...... 98 Hahn, Carole ...... 32 Kanyike, Lawrence...... 17 Erdenejargal, Perenlei...... 24 Haiplik, Brenda...... 32 Kaphesi, Elias...... 39 Ertl, Hubert ...... 24 Halperin, Lucilla ...... 13 Kariuki, Sera...... 39 Espinoza, Oscar ...... 24 Hanson, Mark...... 32 Karpov, Vyacheslav ...... 39 Etsey, Kafui ...... 24 Harding, David...... 32 Kayashima, Atsushi...... 39 Evans, Hyacinth...... 24, 25 Harper, Helen...... 32 Kazamias, Andreas...... 40, 104 Evers, Michael ...... 25, 99 Harris, Abigail...... 32 Kealing, Jeffrey ...... 40, 87 Fagerlind, Ingemar...... 25 Harris, Katherine...... 33, 101 Kee, Hwa Geok ...... 2 Fair, Kristi...... 25, 99 Hartigan, Tim...... 33 Kendall, Nancy...... 40, 104 Faiter, Gheorghita...... 25 Hartwell, Ash ...... 33, 102 Keoun, Dong-Taik...... 40 Fang, Yanping ...... 25 Harwood, William...... 33, 102 Kerr, Stephen...... 40 Farrell, Joseph...... 25, 51, 99 Hawkins, John...... 80 Khan, Faryal...... 40 Farrell, Robert...... 25 Hayhoe, Ruth ...... 33 Khoman, Sirilaksana ...... 27 Feng, Li...... 26 Herrin, Carl ...... 33 Kidder, Nancy ...... 41 Fernandez, Clea ...... 26 Hess, Diana ...... 33 Kim, Irene ...... 41, 76 Fischman, Gustavo ...... 26 Heyneman, Steven ...... 33 Kim, Kiseok ...... 41 Fleisch, Brahm...... 26 Hickling-Hudson, Anne ...... 34 King, Kimberly...... 41 Fonfana, Misbabou ...... 26 Hinton, Samuel ...... 34 Kinnear, Penny...... 41 Fossum, Paul...... 43 Hite, Julie...... 34 Kirchmeier, Andrew...... 41 Franchette, Lisa...... 99 Hite, Maggie ...... 34 Kirk, Jackie...... 29, 42 Franks, Bonita...... 27 Hite, Steven...... 34 Kissane, Carolyn ...... 42 Frick, Susan ...... 27 Hoffman, Diane...... 34, 102 Klees, Steven...... 42, 104 Fry, Gerald...... 27 Holbrock, Mary...... 34 Klemperer, Anne ...... 42 Fujisawa, Miki ...... 27 Holland, Margaret ...... 35 Kochan, Anna...... 42 Galinova, Elena...... 27 Holsinger, Donald ...... 35 Koda, Yoshiko...... 59 Gallagher, Tony...... 27 Hoover, Morris...... 35 Kolenda, Pauline ...... 42 Gamponia, Deborah...... 28 Horan, Julie...... 35 Kolouh-Westin, Lidija...... 21 Garakani, Tatiana...... 28 Houlihan, Christina ...... 35 Kondo, Chiharu ...... 42 Garb, Gill...... 28 Houston, Irene...... 41 Kong, Ailing...... 43 Garcia, Marcelia ...... 28 Huerta, Aurora ...... 35 Koo, Ki-Sung ...... 27 Garcia, Patrica ...... 28 Hung, Fan...... 17, 35 Koriakina, Tanya...... 43 Garcia-Calderon, Rosario ...... 28 Hunter, Cheryl...... 36 Krech, Robert ...... 43 Garcia-Sellers, Martha...... 28, 99 Husain, M. Asghar ...... 102 Kubow, Patricia...... 43 Garrow, Stephanie ...... 28, 29, 99 Hyer, Karen...... 36 Kuroda, Kazuo ...... 43, 104 Geboe, Charles...... 29 Inoue, Keiko...... 36 Kuroiwa, Moemi ...... 54 Geckler, Per ...... 29 Iram, Yaacov...... 36 Laflin, Mike...... 39 Genereux, Anne ...... 29 Ishizawa, Tomoko...... 36 Landau, Anya ...... 43 Gershberg, Alec ...... 29 Israel, Ron...... 36, 102 Langager, Mark ...... 43 Gertel, Hector ...... 29 Istanbouli, Mazen...... 36 Larkin, June...... 44 Ghosh, Ratna ...... 30 Ivic, Ivan ...... 21 LaRocque, Norman ...... 44 Gierdien, Faaiz...... 30 Jacob, James...... 35 Larsen, Marianne...... 44 Gilbert, Richard ...... 30 Jacobsen, Veronica...... 44 Latham, Michael...... 44 Giles, Susan ...... 30 Jadamba, Badrakh ...... 37 Lauglo, Jon...... 44 Ginsburg, Mark...... 30, 100 Jansen, Jonathan...... 37, 51, 103 Layne, Anthony...... 44 Glazier, Jocelyn ...... 30 Jere, Docks...... 37 Lee, Changhyun ...... 44 Gogia, Nupur ...... 30 Jiang, Haoming ...... 37 Lee, Chung Mei...... 44 Gomez, Joel ...... 100 Johannessen, Gloria ...... 103 Leherr, Kay...... 45 Gonzalez, Roger ...... 45 Johnson, Jean ...... 37, 103 Lehmann, Rainer ...... 45 Gordon, Joan...... 31 Johnson, Mark...... 37 Leisyte, Liudvika...... 45 Gordon, June...... 31 Johnston, Scott ...... 37 Lelei, Macrina ...... 45 Gorin, Stephanie ...... 31, 100 Johnstone, Bruce...... 38, 103 Lerda, Daniela ...... 45 Gormley, Kevin ...... 31 Jones, Beverly...... 103 LeTendre, Gerald...... 45 Gorostiaga, Jorge ...... 30 Jordan-Taylor, Donna ...... 38 Li, Wenli ...... 46 Gottlieb, Esther...... 31, 100 Joshi, Aida ...... 38 Lin, Jing...... 46 Gove, Amber ...... 101 Josiah, Mary...... 15 Lin, Lin...... 2, 46

120 CIES 2001 Annual Meeting

Linden, Tobias...... 46, 59, 104 Miller-Grandvaux, Yolande ...... 106 Ogut, Adem...... 3, 63 Lindsay, Beverly...... 46 Milliken, Phoebe...... 54, 106 Ohlms, Derek ...... 63 Lingens, Hans ...... 46 Mintrop, Heinrich...... 54 Oka, Tomodo...... 63 Linse, Caroline...... 47 Miske, Shirley...... 17, 106 Oketch, Moses...... 63 Lisovskaya, Elena...... 39, 105 Mitchell, Claudia...... 55, 107 Okuma, Michiyo...... 64 Liu, Bing...... 47 Miwa, Chiaki...... 55 Okwany, Auma...... 64 Liu, Hsiao ...... 47 Mochizuki, Yoko ...... 55 Orivel, Francois...... 64 Liu, Judith...... 47 Mogollon, Oscar...... 55 Ornelas, Carlos...... 64 Lockheed, Marlaine ...... 47, 105 Monard, Kathia ...... 55 Ortega, Orlando...... 64 Loera-Varela, Armando...... 47 Monkman, Karen ...... 55, 107 Ouane, Adama...... 64, 109 Logan, John ...... 47 Moosabhoy, Laila...... 55 Owusu-Ansah, Lawrence ...... 32 Lopez, Violeta ...... 48 Morales, Sofialeticia ...... 56 Ozturk, Ali...... 64 Lopez-Sanders, Laura ...... 48, 105 Moran, Patricia...... 56 Padavil, George ...... 64 Lu, Meg ...... 105 Morimoto, Toyotomi...... 56 Pae, Hye ...... 65 Lucas, Sarah...... 48, 84 Moroishi, Yasumi...... 51 Pagano, Monica...... 65 Luecke, Julie...... 48 Morrison, Harriet ...... 56 Pai, Seeta...... 65, 109 Lummer, Lewis...... 48 Morrow, Raymond...... 56, 83 Paine, Lynn...... 65, 109 Maamouri, Mohamed...... 48 Mosa, Ali ...... 56 Papagiannis, George...... 7 MacDonald, Lary...... 48, 105 Mosselson, Jacqi ...... 57 Papanastasiou, Elena ...... 65 Maclure, Richard ...... 48 Motola, Shirleen...... 57, 107 Park, Jong-Kook...... 65 Magadan, Cecilia ...... 49 Mourchid, Younes...... 57 Park, Namgi...... 65 Magno, Cathryn ...... 49, 105 Mueller, Christine ...... 57 Parker, Christine...... 66, 110 Maile, Simeon...... 49 Mugimu, Christopher...... 35 Patino, Elena...... 55 Majdzadeh, Mojgan ...... 49 Mukhopadhyay, Carol...... 57 Patrinos, Harry ...... 14, 66 Majhanovich, Susan...... 105 Mukundun, M.V...... 57 Peacock, Alan...... 66 Majhanovich, Suzanne...... 49 Mull, Diane ...... 58 Pecikan, Ana...... 21 Malakolunthu, Suseela...... 49 Mull, Elizabeth...... 58 Peng, Zhen...... 66 Mang, Emily ...... 50 Mullinix, Bonnie...... 58, 107 Perry, Laura...... 66 Mantilla, Martha ...... 50 Mundy, Karen ...... 58, 107 Peterson, Kenneth...... 66 Manu, Steve...... 50 Mungai, Anne ...... 58 Petronicolos, Loucas ...... 66 Marchelli, Helga ...... 50 Murase, Tsutomu ...... 58 Phillips, David...... 110 Marie, OSF, Victoria ...... 50 Murphy, Lynn ...... 58, 108 Pickert, Sarah ...... 66 Marphatia, Akanksha...... 50 Murphy-Graham, Erin...... 58 Pigozzi, Mary ...... 67, 110 Martin, Don ...... 51 Muskin, Joshua ...... 59, 108 Pillai, Sharmila...... 67 Martin, Timothy...... 51 Mutumbuka, Dzingai ...... 59 Pimtchev, Sergey...... 67 Martinelli, Rosana...... 51 Myers, John...... 75 Pitman, Allan...... 67 Masemann, Vandra...... 51, 105 Myers, William ...... 59 Pitt, Jenny...... 67 Mashabane, Eubert ...... 51 Nagao, Masafumi...... 59 Plank, David...... 67 Maslak, Mary Ann...... 51 Nakajima, Chie ...... 45 Plut, Diana...... 21 Masterson, Julia...... 52 Nakamura, Hiroko...... 59 Plut-Pregelj, Lea...... 67 Masuhama, Makiko ...... 52 Namathaka, Lester ...... 37 Poindexter, Maria...... 67, 110 Matambanadzo, Annamore...... 52 Napier, Diane ...... 59 Popadic, Dragan ...... 21 Matsuda, Ryohei...... 52 Napier, John ...... 59 Porter, Maureen...... 110 Mauch, James ...... 65 Naseem, Muhammad ...... 60 Postiglione, Gerald ...... 68 Maxwell, William...... 52 Navarro, Juan ...... 14 Potter, Annie...... 68 Mayo, Peter...... 11, 52, 105 Nderu, Evangeline...... 60 Potts, Laura...... 68 Maziouglu, Handan...... 53 Nelles, Wayne...... 60 Preston, Rosemary...... 68 McClure, Maureen...... 106 Ness, Erik...... 60 Price Rom, Alison ...... 68 McCurry, David...... 53 New, William...... 60 Prime, Tanya ...... 68 McEneaney, Elizabeth ...... 53 Neyestani, Lily...... 58, 108 Prochner, Larry...... 68 McEwen, Patrick...... 53 Nieto, Carolina...... 61, 108 Puchner, Laurel ...... 69 McGinn, Noel ...... 106 Ninnes, Peter...... 61, 109 Puigvert-Mallart, Lidia...... 78 Mebratu, Belete...... 53 Ninomiya, Akira...... 61 Punchi, Laksham ...... 69 Mehta, Sonia...... 53 Nishio, Masako ...... 61 Quinn, Robert...... 69 Memella, Joe...... 83 Niyozov, Sarfaroz ...... 61 Raby, Rosalind ...... 69 Menon, Mohan...... 53 Nomdo, Lavelle...... 20 Radcliffe, David ...... 69 Metzger, Christoph ...... 53 Nonoyama, Yuko ...... 61 Raghavji, Razia ...... 70 Mfum-Mensah, Obed...... 54 Norfles, Nicole...... 62 Rambaud, Marylee ...... 70, 110 Mickelson, Roslyn ...... 54 Nur-Awaleh, Mohamed...... 62 Ramirez, Francisco...... 70 Middleton, Renee’ A...... 41 Nutavong, Runganapa...... 62 Ramos, Flavia...... 70, 111 Miller, Cynthia...... 54 Nyirenda, Suzgo...... 62 Randall, Vance ...... 36 Miller, Vachel...... 54 O'Gara, Chloe...... 63 Rapoport, Liora ...... 70

Index of Authors 121

Rawley, Christina ...... 70 Silova, Iveta ...... 77 van Vollenhoven, Willie...... 84 Reddy, Jairam ...... 70 Silverman, Michael ...... 77 Vanderstraeten, Raf...... 85 Redmon, Kent...... 71 Singh, Manjari...... 78, 114 Vavrus, Frances...... 85 Reed, Gay Garland...... 71 Siri, Carmen ...... 78 Vawda, Ayesha...... 85, 116 Reimers, Fernando...... 71, 111 Skerry, Christine ...... 52 Vega, Jennifer...... 85 Rezai-Rashti, Goli...... 71 Smit, Brigitte...... 78 Vogt, Christina ...... 16 Rhodes, Rebecca...... 71 Smith, Sarah...... 78, 114 Vu, Tammy...... 85 Richardson, Cheryl ...... 71 Sobe, Noah...... 78 Waga, Takashi...... 7 Richardson, Jeanita...... 62, 71, 72 Somers, Marie-Andree ...... 88 Wagner, Dan...... 85, 116 Rideout, William...... 72 Sorde-Marti, Tere...... 78 Waldow, Florian...... 85 Rihani, May ...... 111 Spaulding, Seth ...... 79 Walker, Christopher ...... 86 Riley, Kathryn ...... 111 Spiro, Jody ...... 79 Walsh, Jacqui ...... 55 Rivera Vargas, Maria Isabel ...... 72 Sporn, Barbara ...... 79 Walter, Pierre ...... 86 Robb, Janet ...... 112 Spratt, Jennifer ...... 79 Wane, Njoki ...... 86 Rodgers, Janet...... 72 Spreen, Carol Anne...... 79, 114 Wang, Chengzhi ...... 86 Rodriguez, Encarna...... 72 Stacki, Sandra ...... 79 Wang, Jian...... 65, 86, 117 Rohlen, Thomas...... 45 Stambach, Amy...... 79 Wang, Ling...... 86 Ronald, Margaret ...... 55, 72 Stein, Gabriela Livas...... 28 Wang, Xin ...... 66, 87 Ross, Heidi...... 73 Steinbach, Marilyn...... 80 Watson, Vajra...... 87 Rossman, Gretchen ...... 73, 112 Steiner-Khamsi, Gita...... 68, 115 Weeks, Sheldon...... 87 Rouhani, Sepi...... 20 Stevenson, Robert ...... 80 Weidman, John...... 87 Rowley, Dunham ...... 73 Stoicescu, Dan...... 80 Weiler, Hans...... 87 Rubio, Fernando ...... 73 Stokes, Helga ...... 80 Wein, Barbara...... 19 Ruiz, Guillermo ...... 73 Stone, Kathleen...... 80 Welmond, Michel...... 87 Rust, Val...... 112 Stromquist, Nelly ...... 80 Wendell, Laura...... 34, 117 Ryser, Erika ...... 73 Su, Justine ...... 80 Westebbe, Shelly...... 87 Sakurai, Riho ...... 73 Suspitsin, Dmitry ...... 81 Wheeler, Christopher...... 88 Salcides, Arlete...... 5 Sutton, Margaret...... 81 White, Melissa...... 88 Samoff, Joel...... 73, 112 Tai, Hsiou-Hsia...... 81 Wilde, Stephanie ...... 88 Samoura, Moussa...... 22 Taiber, Julie...... 81, 115 Williams, Douglas...... 88 Sanborn, Joanna...... 74 Talbani, Aziz...... 81 Williams, James ...... 88 Sanchez, Magdalena ...... 16 Tamas, Peter...... 81 Winter, Carolyn...... 89 Savukova, Galina...... 74 Tanae, Miki...... 81 Wiseman, Alexander ...... 28, 89 Sawamura, Nobuhide...... 74 Tanaka, Kazutoshi...... 82 Wolff, Laurence ...... 89 Schofield, Andrew ...... 74 Tarrow, Norma...... 82, 115 Womack, Faith ...... 16 Schreiner, William...... 74 Tatto, Maria...... 82, 115 Wong, Chung-Kee, Steve...... 89 Schriewer, Juergen...... 74, 113 Taylor, Philip ...... 82 Wong, Marina...... 90 Schubert, Jane...... 32, 74, 113 Taylor-Haynes, Katherine...... 82 Wong, Pia...... 90 Schugurensky, Daniel ...... 75 Thapliyal, Nisha...... 82 Woode, George...... 5 Schwille, Jack ...... 75, 113 Theisen, Gary...... 115 Wotipka, Christine...... 70, 90 Scoppio, Grazia...... 75 Theisens, Henno...... 42 Yamada, Reiko ...... 90 Seeberg, Vilma ...... 75 Thiagarajan, Maya ...... 83 Yamal, Cesar ...... 90 Sehoole, Trevor...... 20, 75 Thomas, Mathai ...... 115 Yan, Shufeng...... 90 Seymour, Susan ...... 75 Tikly, Leon...... 83 Yariv-Mashal, Tali ...... 91 Shaeffer, Sheldon...... 75, 113 Timbil, Hakan ...... 83 Yeager, Deborah...... 91 Shanahan, Theresa ...... 75 Tjivikua, Michael...... 83 Zaitsev, Andrei ...... 91 Shanahan, Yvonne ...... 76 Torney-Purta, Judith...... 83, 116 Zajda, Joseph...... 91, 117 Shapiro, Mindy ...... 76 Torres, Carlos...... 83 Zajda, Rea ...... 91 Shen-Keng, Yang...... 90 Tortello, Rebecca ...... 83 Zeichner, Ken...... 91 Shenoy, Anuradha...... 76 Trevino, Ernesto...... 84 Zeng, Kangmin...... 45 Shikakura, Hisayo...... 76 Trevino, German ...... 84 Zewdie, Debrework...... 91 Shimada, Koji ...... 7 Tsang, Mun ...... 84, 116 Zewdie, Tassew...... 92 Shimomura, Tomoko ...... 76 Undrahbuyan, Baasanjav...... 84 Zhang, Hui...... 92 Shin, June ...... 41, 76, 114 Uppstrom, Therese...... 84 Zhang, Junjie...... 92 Shore, Jane...... 47 Urwick, James...... 116 Zhao, Guoping...... 92 Shroff-Mehta, Preeti ...... 76 Vaillant, Janet ...... 39, 84 Zhou, Yanyu...... 92 Shultz, Greta ...... 77 Valimaa, Jussi ...... 79 Zhu, Jingfen...... 92 Sidibe, Ibrahim ...... 77 Valverde, Gilbert...... 84 Zou, Yingsi...... 92 Silander, Megan...... 77 van der Linde, Hendrik ...... 84 Zungu, Bheki...... 92