Spatial Theorizing in Comparative and International Education Research

The authors argue for a critical spatial perspective in comparative and international education. We briefly summarize how time and space have been conceptualized within our field. We then review mainstream social science literature that reflects a metanarrative, which we critique for contributing to false dichotomies between space and place and oversimplified views of the relationship between the global and the local. We present some of the key ideas associated with the “spatial turn,” including a relational understanding and productive capacity of space. In the final part of this article, we analyze the significance of new spatial theorizing for comparative and international education by reviewing examples of both comparative and educational researchers who are engaging with critical spatial theorizing. We argue that a possible way to confront binary thinking about space and place is by shifting attention to the relational conceptions of space, through analyses of networks, connections, and flows.Fil: Larsen, Marianne A.. No especifica;Fil: Beech, Jason. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin

STRESSFUL, HECTIC, DAUNTING: A CRITICAL POLICY STUDY OF THE ONTARIO TEACHER PERFORMANCE APPRAISAL SYSTEM

Teacher performance appraisal policies are a part of a global complex of accountability based teacher policies. This paper is a study of the Ontario teacher performance appraisal (TPA) system. First, the paper describes the education reform contexts associated with the origins and adoption of the TPA policy. Then the paper reports on the results of a mixed methods study that aimed to understand the effects and implications of the TPA policy from the perspective of the teacher. The study, based on a survey and interviews with 125 teachers focused on the implementation stage of the policy and demonstrates the disparate ways the policy has been taken up across the province.

Comparative and International Education, Faculty of Education, UWO

Our vision is to research, engage with and promote the study of education in international contexts from critical, comparative and ethically-responsive perspectives. We aim to provide opportunities for debate and discussion around the impact of globalization on education, the objects/subjects of our research, and the analytical approaches we deploy to understand education within the contemporary moment

Comparing Connecticut and Finland: Teacher Friendly Policies in an Age of Accountability

Educational policy makers across a wide array of settings have made concerted efforts to improve their educational systems by paying close attention to their teaching profession. The state of Connecticut in the north-eastern U.S.A. and the northern European country of Finland are two such jurisdictions. However, unlike most other settings, where low-trust, accountability based policies have been imposed on the teaching profession, Finland and Connecticut’s policies can be considered teacher-friendly. This paper compares the teacher policies implemented in those two settings over the past fifteen years. Given the well-documented link between teacher quality and student achievement, it is worth considering these teacher friendly policies, which shift the focus from high-stakes accountability to improving teachers’ working conditions and the overall prestige of the profession within a supportive policy framework. Les responsables des politiques de l’enseignement public, à travers une rangée étendue de milieux, ont fait conjointement des efforts pour améliorer leurs systèmes d’enseignement en prêtant plus d’attention à la profession de l’enseignement. L’ état de Connecticut dans le Nord-est des États-Unis et la Finlande, pays nordique de l’Europe sont deux de telles juridictions. Cependant, à l’opposé des autres milieux, où une confiance peu élevée et une politique ayant pour base la responsabilité scrutateuse se sont imposées sur la profession de l’enseignement, la Finlande et le Connecticut ont adopté une politique que l’on peut dire amicale envers les enseignants et enseignantes. Cet article compare ces politiques qui ont été mises en cours dans ces deux milieux pendant les quinze dernières années. Etant donné la corrélation bien documentée entre la qualité des instituteurs et institutrices et le résultat accompli des éléves, il vaut bien l’effort de considérer ces politiques amicales aux enseignants et enseignantes. Ces politiques ont remplacé le centre d’attention sur une responsabilité sévère par l’amélioration des conditions de travail des enseignants et ont rétabli le prestige de la profession dans le cadre d’une politique de soutien et d’appui

Preoperative Acute Normovolaemic Hemodilution (ANH) in combination with Hypotensive Epidural Anaesthesia (HEA) during knee arthroplasty surgery. No effect on transfusion rate. A randomized controlled trial [ISRCTN87597684]

BACKGROUND: Hypotensive epidural anaesthesia (HEA) combines a high epidural anaesthesia, performing a sympathetic blockade, with low-dose iv-infusion of epinephrine to stabilize circulation in the conscious patient. Mean artery blood pressure is reduced to 45–50 mmHg and hereby a reduced blood loss. In this study we have combined HEA with preoperative acute normovolaemic hemodilution (ANH) in attempt to further reduce the blood loss and need for blood transfusion in total knee arthroplasty surgery (TKR). METHODS: Twenty-eight patients scheduled for TKR are randomised to ANH or no hemodilution (non-ANH). Both groups are anaesthetized with HEA. ANH is established with predonation of 20 % of the total blood volume, and replacement with equal volume of HAES 6 %. Blood re-transfusion is completed within 6 h. RESULTS: A mean of 877 ml blood was predonated (19.7 % of the total blood volume). Blood loss was, except from the intraoperative loss, significantly higher in ANH group. The total loss was 1306 mL (ANH) vs. 1026 mL (non-ANH), p < 0.05. Except from the first hour postoperatively, hematocrit was identical in between groups postoperatively. The amount of blood transfusion was identical 386 ml (ANH) vs. 343 ml (non-ANH) (ns). 50 % went through surgery without receiving blood (ANH) vs. 58 % (non-ANH). No renal, neurological or cardiopulmonary complications were registered. CONCLUSIONS: These data suggest no benefits in combining HEA and ANH in TKR surgery. Probably because of the reduced viscosity of the blood after ANH, there is an increased postoperative blood loss. The need for homologous blood transfusion was identical

Critical Global Citizenship and International Service Learning

This article is based on a case study analyzing the impact of a long-term international service learning (ISL) internship on 8 university students. Specifically, the study set out to understand how ISL can contribute to developing university students as critically engaged global citizens. A conceptual framework of Critical Global Citizenship provides the basis for the study and analysis of the data.  There are 2 inter-related components of the conceptual framework used to understand critical global citizenship: Awareness/Analysis and Action/Engagement. Awareness/Analysis includes 4 dimensions: Awareness of Difference, the Self, Global Issues and Responsibility. Action/Engagement includes 3 dimensions: Self, Civic and Social Justice Action. The study aimed to understand what kinds of global citizens are constructed through ISL, and some of the variables (e.g. gender, background experience) that have an impact on these processes. There were three data sources: online intern blogs, a pre- and post-survey, and an interview following their internship. Data analysis demonstrates that while there is evidence that students shifted towards becoming global citizens, in most cases this shift did not incorporate critically, engaged forms of global citizenship, especially those related to social justice action. This international experience operated in ways to reinforce global citizenship dispositions, attitudes and actions that had already been previously formed in these students. This points to the importance of considering the intensification effect of long-term international experiences on the development of students as global citizens