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Group Submission Type: Highlighted Paper Session
The field of Comparative and International Education (CIE) continues to evolve through the refinement of our methodologies and the development of effective CIE programs and research. Therefore, it is essential for CIE educators and practitioners to continue to explore interdisciplinary approaches to expand the reach of CIE, fostering the decolonization and democratization of academic practices across all disciplines. In essence, the future of CIE and its impact on higher education hinges on our ability to advance our understanding of CIE research and teaching methods while also enhancing our capacity to disseminate this knowledge effectively, through both teaching and practice.
In this regard, this round table session focuses on the use of CIE methods as instructional tools, featuring scholars with expertise in the methodologies of teaching, researching, and consulting within CIE. This session aims to showcase best practices for teaching CIE at the graduate and undergraduate levels, as students are prepared for careers as academics and practitioners. Key questions to be addressed by the panelists include:
• What distinguishes comparative education methods from those used in other educational fields or in other related fields (e.g., anthropology, economics, history, political science, etc.)?
• How can CIE teaching methods be applied to promote anti-colonialism and anti-oppression, especially in a field substantially shaped by Anglophone scholarship?
• How can comparative methods be effectively taught and applied across different educational levels (undergraduate, graduate)?
• How do you think about the relationships between teaching theory, method, and practice (e.g., consulting or applied work within education-focused organizations), as you prepare students for a variety of careers related to CIE?
Anne C Campbell, Middlebury Institute of International Studies at Monterey - Monterey, CA
Jihae Cha, The George Washington University
InJung Cho, The George Washington University
tavis d jules, Loyola University Chicago
Elisabeth E Lefebvre, Bethel University
Matthew A.M. Thomas, The University of Glasgow