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Conversations 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.

Drawing on a rare cross-regional comparison of Kenya and India, Playing with Fire develops a novel explanation about ethnic party violence. Combining rich historical, qualitative, and quantitative data, the book demonstrates how levels of party instability can crucially inform the decisions of political elites to organize or support violence. Centrally, it shows that settings marked by unstable parties are more vulnerable to experiencing recurring and major episodes of party violence than those populated by durable parties. This is because transient parties enable politicians to disregard voters'future negative reactions to conflict. By contrast, stable party organizations compel politicians to take such costs into account, thereby dampening the potential for recurring and severe party violence. By centering political parties as key actors in the production of conflict, and bringing together evidence from both Africa and South Asia, Playing with Fire contributes new insights to the study of political violence.

The story this book follows begins on August 15, 1947. As the new nation-states of India and Pakistan prepared to negotiate land and power, the citizens of the princely state of Hyderabad experienced the unravelling of an intense political conflict between the Union government of India and the local ruler, the Nizam of Hyderabad. The author explores how the state of Hyderabad was struggling to produce its own tools of cultural renaissance and modernity in the background of the Union Government of India's deployment of the central army, the Nizam's idea of an'Muslim state'and the Telangana Armed struggle fostered by leftist parties. With evidence from the oral histories of various sections - both Muslims and non-Muslims - and a wide variety of written sources and historical documents, this book captures such an intense moment of new politics and cultural discourses.

Worldwide, the COVID-19 pandemic has been an enormous shock to mortality, economies, and daily life. But what has received insufficient attention is the impact of the pandemic on the accumulation of human capital—the health, education, and skills—of young people. How large was the setback, and how far are we still from a recovery? Collapse and Recovery estimates the impacts of the pandemic on the human capital of young children, school-age children, and youth and discusses the urgent actions needed to reverse the damage. It shows that there was a collapse of human capital and that, unless that collapse is remedied, it is a time bomb for countries. Specifically, the report documents alarming declines in cognitive and social-emotional development among young children, which could translate into a 25 percent reduction in their earnings as adults. It finds that 1 billion children in low- and middle-income countries missed at least one year of in-person schooling. And despite enormous efforts in remote learning, children did not learn during the unprecedentedly long school closures, which could reduce future lifetime earnings around the world by US$21 trillion. The report quantifies the dramatic drops in employment and skills among youth that resulted from the pandemic as well as the substantial increase in the number of youth neither employed nor enrolled in education or training. In all of these age groups, the impacts of the pandemic were consistently worse for children from poorer backgrounds. These losses call for immediate action. The good news is that evidence-based policies can recover these losses. Collapse and Recovery reviews governments'responses to the pandemic, assessing why there was a collapse in human capital accumulation, what was missing in the policy architecture to protect human capital during the crisis, and how governments can better prepare to withstand future shocks. It offers concrete policy recommendations to recover losses in human capital—programs that will end up paying for themselves in the long term. To better prepare for future shocks such as climate change and wars, the report emphasizes the need for solutions that bring health, education, and social protection programs together in an integrated human development system. If countries fail to act, the losses in human capital documented in this report will become permanent and last for multiple generations. The time to act is now.

Education, which has been at the heart of the Middle East and North Africa (MENA) region's history and civilizations for centuries, has a large untapped potential to contribute to human capital, well-being, and wealth. The region has invested heavily in education for decades, but it has not been able to reap the benefits of its investments. Despite a series of reforms, MENA has remained stuck in a low-learning, low-skills level. Expectations and Aspirations: A New Framework for Education in the Middle East and North Africa identifies four key sets of tensions that are holding back education in the region: credentials and skills, discipline and inquiry, control and autonomy, and tradition and modernity. These tensions are shaped by society and are reflected in classrooms. If they are not addressed, MENA will continue to operate at a level below its potential. This report outlines a new framework with a three-pronged approach that can help address these tensions and unleash the potential of education in MENA: • A concerted push for learning that starts early for all children regardless of background, with qualified and motivated educators, and that leverages technology, uses modern approaches, and monitors learning outcomes • A stronger pull for skills by all stakeholders in the labor market and society that involves coordinated multisystem reforms within and beyond the education system • A new pact for education at the national level with a unified vision, shared responsibilities, and accountabilities. Education is not just the responsibility of the education system—it is everyone's business. The push, pull, and pact framework offers an opportunity for MENA to move forward to reclaim its heritage of a learned region and to meet the expectations and aspirations of its people. The current situation in MENA requires a renewed focus on education, not just as a national priority for economic growth and social development, but as a national emergency for stability, peace, and prosperity.

There is great interest in recent scholarship in the study of metropolitan cultures in India as evident from the number of books that have appeared on cities such as Delhi, Mumbai, Chennai and Kolkata. Though Hyderabad has a rich archive of history scattered in many languages, very few attempts have been made to bring this scholarship together.The papers in this volume bring together this scholarship at one place. They trace the contribution of different languages and literary cultures to the multicultural mosaic that is the city of HyderabadHow it has acquired this uniqueness and how it has been sustained is the subject matter of literary cultures in Hyderabad. This work attempts to trace some aspects of the history of major languages practiced in the city. It also reviews the contribution of the various linguistic groups that have added to the development not just of varied literary cultures, but also to the evolution of an inclusive Hyderabadi culture.The present volume, it is hoped, will enthuse both younger and senior scholars and students to take a fresh look at the study of languages and literary cultures as they have evolved in India's cities and add to the growing scholarship of metropolitan cultures in India.

One-quarter of the world's school-age children live in East Asia and Pacific. During the past 50 years, some economies in the region have successfully transformed themselves by investing in the continuous upgrading of the knowledge, skills, and abilities of their workforce. Through policy foresight, they have produced graduates with new levels of knowledge and skills almost as fast as industries have increased their demand for skilled workers. Yet the success of these high-performing systems has not been replicated throughout the region. Tens of millions of students are in school but not learning, and as many as 60 percent of students remain in school systems that are struggling to escape from the global learning crisis or in systems where performance is likely poor. Many students in these systems fail to reach basic levels of proficiency in key subjects and are greatly disadvantaged because of it. Growing Smarter: Learning and Equitable Development in East Asia and Pacific focuses on the experiences of economies in the region that have been able to expand schooling and learning and showcases those that have managed to pursue successful education reforms at scale. By examining these experiences, the report provides both diagnoses and detailed recommendations for improvement not only for education systems within East Asia and Pacific but also for countries across the globe. In East Asia and Pacific, the impressive record of success in education in some low- and middle-income countries is proof of concept that schooling in resource-constrained contexts can lead to learning for all. This report identifies the policies and practices necessary to ensure that students learn and suggests how countries can improve learning outcomes.

Every year, the World Bank's World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education's Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education's promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.

This volume focuses on the rise of educational regulation and educational governance in a post-2015 era. Across the globe, unfettered globalization is being curtailed and cooperation and collaboration at the regional level appears to be at an unprecedented high, yet there are still substantial disparities across national levels in education, social, political, and economic sectors. This volume investigates the nexus between national policy mandates, regional aspirations and international benchmarks and commitments. In doing so, it uses a critical educational policy studies approach to examine the various scales of the politics of education to explain how changes in the global and political economy influences national educational policies and practices. Thus, the politics of education within small (and micro) states is linked to various educational agenda settings and attitudes within the national and regional policy environment and the actors and institutions that shape these agendas. Chapters within this volume explain at what scale policy decisions are taken within the policy environment and who has the authoritative allocation of values.

Philanthropy is a general term used to describe actions taken by individuals and organizations to benefit social units and universal causes. In practical terms, philanthropy is a type of social movement for the sake of human needs and generally refers to individual contributions or those of larger organizations aiming to serve the public good. This book discusses the past, present and future perspectives of philanthropy. Chapter One examines the tensions between discourses of philanthropy, social welfare, and social reform as they played out in parliamentary debates around proposed legislation and in localised public debates in the province of Auckland in New Zealand in the early 1870s. Chapter Two addresses the link between individual level theories of volunteering and organizational level approaches of philanthropic activity. Chapter Three discusses rational philanthropy in the Muslim world.

This innovative new handbook offers a comprehensive overview of the ways in which domestic education policy is framed and influenced by global institutions and actors. Surveys current debates about the role of education in a global polity, highlights key transnational policy actors, accessibly introduces research methodologies, and outlines global agendas for education reform Includes contributions from an international cast of established and emerging scholars at the forefront of the field thoughtfully edited and organized by a team of world-renowned global education policy experts Each section features a thorough introduction designed to facilitate readers'understanding of the subsequent material and highlight links to interdisciplinary global policy scholarship Written in an accessible and engaging style that will appeal to domestic and international policy practitioners, social scientists, and education scholars alike

This volume approaches the study of Muslim societies through an evolutionary lens, challenging Islamic traditions, identities, communities, beliefs, practices and ideologies as static, frozen or unchangeable. It assumes that there is neither a monolithic, essential or authentic Islam, nor a homogeneous Muslim community. Similarly, there are no fixed binary oppositions such as between the ulama and sufi saints or textual and lived Islam. The overarching perspective — that there is no fixity in the meanings of Islamic symbols and that the language of Islam can be used by individuals, organizations, movements and political parties variously in religious and non-religious contexts — underlies the ethnographically rich essays that comprise this volume. Divided in three parts, the volume cumulatively presents an initial framework for the study of Muslim communities in India embedded in different regional and local contexts. The first part focuses on ethnographies of three Muslim communities (Kuchchhi Jatt, Irani Shia and Sidis) and their relationships with others, with shifting borders and frontiers; part two examines the issue of ‘caste'of certain Muslim communities; and the third part, containing chapters on Tamil Nadu, Andhra Pradesh, Mumbai and Gujarat, looks at the varied responses of Muslims as Indian citizens in regional contexts at different historical moments. Although the volume focuses on Muslim communities in India, it is also meant to bridge an important gap in, and contribute to, the ‘sociology of India'which has been organized and taught primarily as a sociology of Hindu society.The book will appeal to those in sociology, history, political science, education, modern South Asian Studies, and to the general reader interested in India & South Asia.

Schooling for Social Change offers fresh perspectives on the emerging field of human rights education in India. 60 years after independence, the Indian schooling system remains unequal. Building on over a year of fieldwork, including interviews and focus groups with policymakers, educators, parents and students, Monisha Bajaj examines different understandings of human rights education at the levels of policy, pedagogy and practice. She provides an in-depth study of the origins and effects of the Institute of Human Rights Education, a non-governmental program that operates in over 4,000 schools in India.This enlightening book offers an instructive case study of how international mandates and grassroots activism can work together.Bajaj shows how the Institute of Human Rights Education has gained significant momentum for school-based adoption, textbook reform, and policy changes in a nation-state still struggling to ensure universal access to education. Schooling for Social Change provides a wealth of analysis from the frontlines of education reform and will be of interest to all those working in international and comparative education, human rights, and South Asian development.

“There is no peace with hunger. Only promises and promises and no fulfillment. If there is no job, there is no peace. If there is nothing to cook in the pot,there is no peace.�- Oscar, a 57-year-old man, El Gorrión, Colombia“They want to construct their houses near the road, and they cannot do that if they do not have peace with their enemies. So peace and the road have developeda symbiotic relation. One cannot live without the other....�- A community leader from a conflict-affected community on the island of Mindanao, PhilippinesMost conflict studies focus on the national level, but this volume focuses on the community level. It explores how communities experience and recover from violent conflict, and the surprising opportunities that can emerge for poor people to move out of poverty in these harsh contexts.'Rising from the Ashes of Conflict'reveals how poor people’s mobility is shaped by local democracy, people’s associations, aid strategies, and the local economic environment in over 100 communities in seven conflict-affected countries, including Afghanistan. The findings suggest the need to rethink postconflict development assistance.This is the fourth volume in a series derived from the Moving Out of Poverty study, which explores mobility from the perspectives of poor people in more than 500 communities across 15 countries.

'To take birth as a poor man itself is a big punishment. We are facing many difficulties and there is none to support us. We cannot die also. … Our condition is like applying perfumed oil to mustache when there is no food to eat.'- Male focus group discussion, Appipuram, Andhra PradeshIndia has experienced accelerating growth in the last 10 years, yet millions of Indians remain mired in poverty. Why? Most books on growth and poverty reduction are dominated by the perspectives of policy makers and academic experts.'Moving Out of Poverty: The Promise of Empowerment and Democracy in India'brings together the voices of poor men and women from 300 villages across Andhra Pradesh, Assam, Uttar Pradesh and West Bengal, as it seeks to understand how these people have managed to escape poverty, while others remain stuck, and still others fall into poverty. The study explores the role of institutions such as family, markets and local panchayats, and factors such as aspiration, empowerment, social exclusion and conflict, health and asset accumulation, in explaining escape from poverty and falling into poverty.

'No matter if I fall, I get up again. If I fall 5,000 times, I will stand up another 5,000 times.'-- William, a 37-year-old from El Gorrión, ColombiaWhy and how do some people move out of poverty—and stay out—while others remain trapped? Most books on growth and poverty reduction are dominated by the perspectives of policy makers and academic experts. In contrast,'Moving Out of Poverty: Success from the Bottom Up'presents the experiences of poor people who have made it out of poverty. The book's findings draw from the Moving Out of Poverty research conducted in communities in 15 countries in Africa, East Asia, Latin America, and South Asia. The authors synthesize the results of qualitative and quantitative research based on discussions with over 60,000 people in rural areas. They offer bottom-up perspectives on the processes and local institutions that play key roles in escapes from poverty.The study finds that there are no differences in the initiatives taken by the poor, the rich, and the upwardly mobile. What, then, explains the difference in outcomes? The authors demonstrate how—in the face of deep social inequalities that block access to economic opportunities and local democracies—individual initiative and empowerment by themselves are often not enough to escape poverty.This book will be of interest to all concerned with equity in an increasingly unequal world.