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Session Submission Summary

Reflections on the field of comparative and international education: hosted by the annual review of comparative and international education

Thu, April 18, 11:45am to 1:15pm, Hyatt Regency, Floor: Pacific Concourse (Level -1), Pacific E

Group Submission Type: Formal Panel Session

Proposal

Objectives of Session
This session aims to provide a forum for scholars in comparative and international education to explore how the use of a comparative approach can contribute to a better understanding of the field, and ultimately, sustainable global development. As leaders in the field of comparative and international education and development, the participants represent a broad range of academic expertise and will come together to empirically reflect on their areas of specialization and their relationship to the broader development of the field of CIE. This discussion of comparative theories and methods of analysis and their application to research examines how different systems and policies can be studied in order to develop a deeper “understanding of educational phenomena of the schools locally, nationally, and globally” (Olivera, 1988, p. 181). This global, comparative perspective also provides a means to address the kind of “development promulgated through literacy, skills training, and formal schooling.” (CIES 2019 Call for Proposals). In keeping with the theme of CIES, this session will also highlight the necessity for critical reflection on CIE for the sustainability of the field. In order for the field to grow and evolve, it is necessary for scholars and practitioners to consider both the field’s history and future trends and directions.
This session is derived from content published in the 2018 Annual Review of Comparative and International Education (ARCIE). Without prescribing a uniform framework for CIE, the Annual Review seeks to serve as the collective memory of the field (Wiseman & Anderson, 2013a; 2013b) through chapter contents as well as by amassing and disaggregating data related to articles published in the field’s major journals (Davidson, et al., 2017). The Annual Review also provides a forum for ongoing discussions and examinations of the progression of the field over time. These ongoing debates about CIE provide evidence of growth and changes in the field as a whole. However, despite this growth, there has been relatively little advancement in articulating and clearly defining theories, methods or contents unique to the field (Wiseman & Anderson, 2013b).
It is therefore incumbent on scholarly publications such as the Annual Review to undertake the vital task of regularly examining CIE publications, for it is only through this kind of rigorous examination does the discussion of expert knowledge occur. The 2018 Annual Review has expanded the scope of research this year, focusing on the extent to which comparative and international education has ownership of the expert knowledge in the field. Rather than drawing on trends in published literature to define the field, this year’s Annual Review explores the topics that permeate CIE boundaries; examines how journals in subjects affiliated with CIE (education, sociology, political science, economics, and anthropology) include CIE-related topics; and asks how does the osmosis of CIE-topics to non-CIE fields occur.

Overview of Session
This session features four papers representing the diversity present in the field of comparative and international education; the unifying thread, however, is the role of critical self-examination of the field, which contributes to the overall advancement and sustainability of the field. Through this self-critique, we acknowledge the necessity of defining boundaries and claiming expertise. The research presented provides an array of academic perspectives, including an examination of CIE from the outside in as a means to identify the real or imagined boundaries of the field; the importance of context in CIE as an explanation of the interplay between society and education; an examination of current trends in comparative education, with an emphasis on Sub Saharan Africa; and the continued importance of sustained debate within the field as a means to promote continued growth.

Scholarly Significance
This session is important because it advances the discourse on trends in comparative and international education through the application of empirical research methodologies.The use of comparative approaches in research is critical to both the advancement of the field, and to promote rigorous, thoughtful inquiry in order to promote more sustainable development. Each paper draws on different data sources including analyses of CIE publications and reviews of relevant literature in order to comparatively analyze the dynamic status of the field. Although each paper is distinct, focusing on different aspects of CIE, they all seek to address the fundamental question of how can critical self-reflection contribute to a more sustainable future for CIE? Additionally, the session proposed here seeks to unite multiple scholars who have reflected on the field of CIE from their own perspectives in order to encourage critical debate about the current boundaries and future direction of the field.

Structure of the Session
The session will begin with an introduction to the topic by the Chair. The Chair will outline the overall theme of the session, focusing on how the application of comparative methodologies can contribute to a more sustainable development, as well as the importance of critical reflection and boundary defining on the future of the field. Each author will then have the opportunity to share how his or her areas of expertise and practical experiences draw on the union of research and practice. The session will conclude with an opportunity to engage with the presenters around their specific topics as well as the larger challenges developing from a mistrust of empirical information.

Sub Unit

Chair

Individual Presentations

Discussant