Comparative Education Review

17/01/2023

The November 2022 issue of is out and has hopefully landed in your inboxes, university libraries, and/or mailboxes! 📧📚📭
In the posts that follow, find a brief overview of the TOC for volume 66, number 3.

10/08/2022

Several exciting book and media reviews are also included at the link below.

Please join us in congratulating the Themed Issue Editor and all the authors, reviewers, and journal editors for their excellent work on this important issue! 🎉

As always, please share these pieces with others and consider submitting future work to . 📖

This article proposes that the concept of “educational state of exception” (based on Giorgio Agamben’s idea of the “state of exception”) can productively explain a history of school administration, teachers, and class organization observed by the author at a school in a l***r village. The ...

10/08/2022

Last, Roozbeh Shirazi asks "How then, is it possible to confront recurring forms of exclusion, discrimination, and hierarchy when the very concepts by which these experiences can be theorized and understood are suppressed from public discourse in France?" (545).

The lives of minoritized migrant youth are marked—although distinctly—by histories and contemporary practices of exclusion. As subjects who are refused (or refuse) recognition as members of settler-colonial or postcolonial states, these youth often contend with disaffection within the spaces whe...

10/08/2022

Kēhaulani Natsuko Vaughn and Theresa Jean Ambo then explore how "American Indian/Alaska Native and Native Hawaiian/Pacific Islander students engaged in trans-Indigenous education across Tovaangar (what is known as the Los Angeles Basin)" (508).
https://www.journals.uchicago.edu/doi/10.1086/720611

10/08/2022

In the fifth article, Luis Urrieta and Judith Landeros "rethink how fundamental education projects in the 1960s often viewed Indigenous communities in deficit and were implemented as 'experimental' interventions with mixed goals" (484).
https://www.journals.uchicago.edu/doi/10.1086/720560

10/08/2022

Seu’ula Johansson-Fua then proposes "an Oceania-based platform, Wansolwara, as an Indigenous dialogic and relational space for regional collaboration..." and "an act of reclaiming ownership of the structures and processes for collaboration…" (465, 474)

The links between development and education have long been focal points for comparative researchers and practitioners. Over the past several decades, Indigenous scholars and communities have contributed to these conversations by pushing back on replication of dominant approaches to development and a...

10/08/2022

Next, Meixi and co-authors engage "the stories of our trans-Indigenous teacher collective to illustrate how poetic ways of making relatives across time advanced our intellectual, ethical, and political work" (442).

We write this article as educators working at Sahasatsuksa school, an urban Indigenous school in Thailand, who also maintain ties with related Redes de Tutoría work in Mexico. This article engages the stories of our trans-Indigenous teacher collective to illustrate how poetic ways of making relativ...

10/08/2022

Teresa L. McCarty and colleagues then explore "relationality and relational accountability in Indigenous education, contextualizing these processes within a current US-wide study of Indigenous-language immersion schooling" (417).
https://www.journals.uchicago.edu/doi/10.1086/720509

10/08/2022

In the issue introduction, Sumida Huaman writes: "The deepening of Indigenous worlds through stories and the bridging across those worlds through the sharing of stories is a motivation for how we conceptualize comparative Indigenous education" (394).

As a project of state political and economic agendas, the schooling of Indigenous peoples has historically tended to reflect everyone else’s values, standards, and objectives but our own. However, for Indigenous communities, education is part of an array of long-term self-determination strategies ...

10/08/2022

The August 2022 issue of is out! This themed issue, edited by Elizabeth Sumida Huaman, focuses on "Comparative Indigenous Education: Indigenous Knowledge Systems and Research toward Decolonial Educational Practices." Here is an overview of the TOC for vol. 66, no. 3.

This article proposes that the concept of “educational state of exception” (based on Giorgio Agamben’s idea of the “state of exception”) can productively explain a history of school administration, teachers, and class organization observed by the author at a school in a l***r village. The ...