Description
Book SynopsisConversations related to epistemology and methodology have been present in comparative and international education (CIE) since the field’s inception. How CIE phenomena are studied, the questions asked, the tools used, and ideas about knowledge and reality that they reflect, shape the nature of the knowledge produced, the valuing of that knowledge, and the implications for practice in diverse societies. This book is part of a growing conversation in which the ways that standardized practices in CIE research have functioned to reproduce problematic hierarchies, silences and exclusions of diverse peoples, societies, knowledges, and realities. Argued is that there must be recognition and understanding of the negative consequences of hegemonic onto-epistemologies and methodologies in CIE, dominantly sourced in European social science traditions, that continue to shape and influence the design, implementation and dissemination/application of CIE research knowledge. Yet, while critical reflection is necessary, it alone is insufficient to realize the transformative change called for: as students, researchers, practitioners and policymakers, we must hear and heed calls for concrete action to challenge, resist and transform the status quo in the field and work to further realize a more ethical and inclusive CIE. Interrogating and Innovating Comparative and International Research presents a series of conceptual and empirically-based essays that critically explore and problematize the dominance of Eurocentric epistemological and methodological traditions in CIE research. As an action-oriented volume, the contributions do not end with critique, rather suggestions are made and orientations modelled from different perspectives about the possibilities for change in CIE. Contributors are: Emily Anderson, Supriya Baily, Gerardo L. Blanco, Alisha Braun, Erik Jon Byker, Meagan Call-Cummings, Brendan J. DeCoster, D. Brent Edwards Jr., Sothy Eng, Ameena Ghaffar-Kucher, Jeremy Gombin-Sperling, Kelly Grace, Radhika Iyengar, Huma Kidwai, Lê Minh Hằng, Caroline Manion, Patricia S. Parker, Leigh Patel, Timothy D. Reedy, Karen Ross, Betsy Scotto-Lavino, Payal P. Shah, Derrick Tu, and Matthew A. Witenstein.
Table of ContentsForeword Halla B. Holmarsdottir Preface Acknowledgements About the Cover List of Figures and Tables List of Acronyms Notes on Contributors 1 Interrogating and Innovating CIE Research: Setting the Stage Meagan Call-Cummings, Caroline Manion and Payal P. Shah PART 1: Interrogating and Innovating CIE Research 2 Onto-Epistemological Frontiers in CIE Research: Exploring the Problematic Caroline Manion 3 Before Reconciliation, There Must Be Truth Leigh Patel 4 Beauty and Comparative Education Research Methods: A Consideration for Aesthetic Cognitivism Derrick Tu 5 Interrogating Impact: Whose Knowledge Counts in Assessment of Comparative and International Education Interventions? Karen Ross PART 2: Decolonizing Methodology by Invoking Local Voices 6 Decolonializing Voice and Localizing Method in Comparative Education Gerardo L. Blanco 7 Amplifying Indian Women’s Voices and Experiences to Advance Their Access to Technical and Vocational Education Training Radhika Iyengar and Matthew A. Witenstein 8 Contemporary Traditions of State-Madrassa Relationships in India Huma Kidwai 9 ‘I Walk Each Village’: Transforming Knowledge through Citizen-Led Assessments Erik Jon Byker PART 3: Destabilizing Power and Authority: Taking Intersectionality Seriously 10 Destabilizing Power and Authority: Taking Intersectionality Seriously Payal P. Shah and Emily Anderson 11 Notes on Intersectionality and Decolonizing Knowledge Production Patricia S. Parker 12 Knowledge Hierarchies and Interviewing Methods in Cambodia: Strategies for Collaborative Interpretation Kelly Grace and Sothy Eng 13 Amplifying the Voices of People with Disabilities in Comparative and International Education Research with PhotoVoice Methodology Alisha M. Braun PART 4: Implications for Methodology: Towards More Equitable Futures 14 Implications for Methodology: Towards More Equitable Futures Supriya Baily, Betsy M. Scotto-Lavino and Meagan Call-Cummings 15 CIE Methodology and Possibilities of Other Futures Ameena Ghaffar-Kucher 16 The “Significance” of Epistemicide: Unpacking the Problematic Statistical Foundations of Knowledge Production in Global Education Governance D. Brent Edwards Jr. 17 Continuing the Conversation: Towards a Model of Collective Critical Reflection in CIE Research Lê Minh H.ng, Brendan Decoster, Jeremy R. Gombin-Sperling and Timothy D. Reedy 18 New Directions for Consideration: Looking Forward and Ahead Emily Anderson, Supriya Baily, Radhika Iyengar and Matthew A. Witenstein Index
