Description
Book SynopsisThis volume contributes to the advancement of comparative education in the world, more specifically in expanding understandings of the discourse of comparative education vis-à-vis educational transformation. Throughout the text, three critical elements that reflect comparative education as an open, inconclusive discourse come up: (1) There is sufficient pedagogical space for dissonance. It is always possible to compare one’s own authenticity with the epistemological position others hold dear and argue for. (2) The contributions in this book should not be read as absolute pieces of writing as that would undermine the flexible nature of education. It is important to point out that the opinions of the authors are temporary moments of attachment to persuasive claims. However, these claims are not cast in stone as new views continue to emerge from epistemological (re)positioning. (3) Our own reading of the book corroborates our interest in comparative education as a continuous discourse in the making. The contributions of scholars at the third symposium organized by WCCES provided a platform for them to pursue their knowledge interests. In addition, these interests have and will or ought never to be homogenous for that would be incommensurate with a defensible practice of comparative education.
Table of ContentsPreface N’Dri T. Assié-Lumumba List of Figures and Tables Notes on Contributors Introduction Yusef Waghid and Zehavit Gross 1 Buddha as an Action Researcher Shermila Milroy 2 The Teaching Profession and the Renewal of Pedagogical Practices in Higher Education in Times of the Pandemic Ana Vale, Nazaré Coimbra, Alcina Oliveira Martins and José Oliveira 3 Teaching COVID-19 for Social Justice Purposes at College Social Sciences Seminars: A Review of Challenges, Opportunities, and Strategies of Teaching Sensitive Topics on Social Justice Linli Zhou 4 Pedagogical Innovation: A New World for Comparative Education Aida Ferreira, Ilda Poças and Ricardo Teresa Ribeiro 5 Technology in Education: Some Critical Reflections Tripti Upadhyay and Vikas Baniwal 6 Impact of Remote Education in Physical Education Classes: A Perception of Teachers and Students from Brazil and Portugal Maria Jose Goncalves 7 Policies to Value Teachers: Union Struggle for a Unified Career in Portugal and Wage Floor in Brazil Andréa Barbosa Gouveia, Marcos Alexandre dos Santos Ferraz and Rosa Serradas Duarte 8 Tutor Project: The Mediated Relationship between the Professor and the Technological Apparatus in the Context of the Pandemic Maria Sara de Lima Dias and Paula Caldas Brognoli 9 Implementing Sustainable Development Goals through Education for Democratic Citizenship José Luis Parejo and Daria Mottareale Index
