Here you will find members of the CANDE SIG with attached keywords underlining their key research interest. The first members presented are those already highlighted in our recent newsletters.
Patricia K. Kubow is Professor in International Comparative Education in the Department of Educational Leadership and Policy Studies and the Department of Curriculum and Instruction at Indiana University. She has also directed the Center for International Education, Development and Research, receiving federal grant awards that have brought prestigious Fulbright teacher and international educator programs to the IU School of Education. Her comparative research focuses on global-local constructions of democracy, citizen identity, and formal and indigenous education in Sub-Saharan Africa and the Middle East. Her research has been conducted in 25 countries worldwide. Kubow has received distinguished research awards from the Comparative and International Education Society (i.e., Joyce Cain Award for Distinguished Research on People of African Descent), the American Educational Research Association, and the Association of Teacher Educators. A former President of the United States/The White House and the U.S. Agency for International Development Education have recognized her work in the area of democratic citizenship education. Kubow is a U.S. Fulbright Scholar to Jordan and has received a Fulbright-Hays Seminars Abroad award for South Africa and a Fulbright-Hays Group Projects Abroad award for Jordan. Kubow has also served as a Visiting Research Scholar at the University of the Western Cape (South Africa). Kubow’s co-authored textbook, Comparative Education: Exploring Issues in International Context, is used in universities worldwide and has been translated into Korean. Her co-edited book, Teaching Comparative Education: Trends and Issues Informing Practice, is part of the Oxford Studies in Comparative Education series with Symposium Books. Her publications also appear in a host of journals, including Comparative Education Review, Compare: A Journal of Comparative and International Education, World Studies in Education, and Higher Education in Europe.
Kubow, P.K. (2017). Exploring Western and non-Western epistemological influences in South Africa: Theorising a critical democratic citizenship education. Compare: A Journal of Comparative and International Education. Available at: http://dx.doi.org/10.1080/03057925.2017.1305881 Patricia K. Kubow 27 2016
Kubow, P.K., & Min, M. (2016, Nov.). The cultural contours of democracy: Indigenous epistemologies informing South African citizenship. Democracy & Education, 24(2), 1-12. Available at: http://democracyeducationjournal.org/home/ 2016
Kubow, P.K., & Blosser, A.H. (2016). Guest editor’s introduction to the FIRE special issue on the place and future of comparative education in teacher education. FIRE: Forum for International Research in Education, 3(1), 1-5.
Ph.D. in Social Sciences, University of Chile. Sociologist and Social Worker, Pontifical Catholic University of Chile. Master in Applied Economics, Universidad Alberto Hurtado-Georgetown University. Currently, Cristobal is a researcher at the Center of Policy and Practice of Education (CEPPE) in the Pontifical Catholic University of Chile. His principal research areas have focused on the analysis of educational policies, the study of educational inequalities and the design and evaluation of educational programs. His work has concentrated on the use of national and international data, with special emphasis on ICCS, PISA and TIMSS. He has written more than 30 articles in national and international peer-reviewed journals and more than ten books and a book chapter. Some of his recent publications are focused on the civic knowledge, youth political disposition and civic attitudes, using ICCS data.
Treviño, E., Villalobos, C., Béjares, C. & Naranjo, E. (2018). Forms of youth political participation and educational system. The role of the school for 8th grade in Chile. Young, 27(3), 1-25.
Villalobos, C., Treviño, E., Wyman, I. & Béjares, C. (2018). School segregation of immigrant students. En Sandoval-Hernández, A., Isac, M.M. & Miranda, D. (eds.). Teaching tolerance in a globalised world. Netherlands: Springer-IEA. (pp. 67-86)
Treviño, E., Béjares, C., Villalobos, C. & Naranjo, E. (2016). Influence of teachers and schools on students' civic outcomes in Latin America. The Journal of Educational Research. 110(6), 604-618).
I am an Assistant Professor at the Waseda Institute for Advanced Study, Waseda University. My research interests include the intersection of comparative and international education with international relations and the political economy of development, focused primarily in Southeast Asia. I work with the World Bank in Cambodia and Afghanistan and the Asian Productivity Organization in Tokyo; teach at Waseda’s Graduate School of Asia Pacific Studies, the University of Tokyo, Keio University, and Sophia University; and host a weekly podcast on education, globalization, and society called FreshEd.
Since 2006, I’ve worked in education in Asia. For three consecutive summers, while completing my undergraduate degree at Lehigh University, I taught advanced English in Taipei, Taiwan. During my graduate studies (also at Lehigh), I served as an NGO Representative at United Nations headquarters in New York City for a Singapore-based NGO.
Upon completion of my master’s of education in comparative and international education, I moved to and worked in Cambodia for two years, developing a research department at This Life Cambodia (TLC). While with TLC, I conducted a research study on private tutoring in six schools, which was funded by the Open Society Foundation’s Privatisation in Education Research Initiative. I also worked on Child Friendly Schools in Siem Reap, Cambodia.
After two years in Cambodia, I moved to Hong Kong to pursue my Ph.D. in comparative education under the guidance of Mark Bray. In August 2015, I completed my doctoral studies at the Faculty of Education at The University of Hong Kong. My dissertation explored the various social relations enacted by individuals in an environment of educational privatization in one Cambodian village. After completing my Ph.D., I was awarded a Japan Society for the Promotion of Science postdoctoral research fellow in the Graduate School of Education, University of Tokyo, Japan.
Brehm, W. (2019). Education’s big short: Learning peonage in American universities. Globalisation, Education and Societies. DOI: 10.1080/14767724.2019.1608163. (pdf)
Brehm, W. (2019). “Researching National and Regional identity in Southeast Asian Schools.” WIAS Newsletter, vol. 18.
Brehm, W. and Silova, I. (2019). Five Generations of NGOs in Education: From Humanitarianism to Global Capitalism. In T. Davies (ed.) Routledge Handbook of NGOs and International Relations (pp. 283-296. Oxford: Routledge.
Here you will find the members in our SIG and their recent publications and research interests.