FreshEd

Can education be used to create peace? Can it help mend long standing issues in conflict afflicted regions? These questions don’t have easy answers, but we’ll jump into the debates surrounding them feet first.

My guests today, Mieke Lopes Cardozo and Ritesh Shah, have been studying education, social transformations, and peacebuilding for the past decade and have worked and written together since 2011. They find that education has the capacity for both positive and negative outcomes. Education can certainly help resolve conflict by creating community and giving voice to under-represented groups in society. However, education can also be used as tool by ruling elites as a way to maintain their grip on power, which may sow further divisions in society.

Think of it this way: imagine if a ruling party in a country decides to censor content from history textbooks that may question its power. Would that really create the conditions under which peace is possible? Or imagine if minority groups are purposefully excluded from school-based decisions. How can peace be sustainable if the structures of education systematically exclude certain people? These issues are not strange or reserved for “poor” or “developing” countries. In fact, the politics of education happens in every country.

With me to talk about peacebuilding and education are Mieke Lopes Cardozo and Ritesh Shah. Mieke is assistant professor in International Development Studies at the Institute of Social Science Research at the University of Amsterdam, and Ritesh is a Senior Lecturer of Comparative and International Education at the University of Auckland.

One of the primary goals of education is to prepare youth for the labor market. This task is infinitely difficult because economies are constantly changing. What will the global labor market look like in 30 years and how will it impact specific countries? It’s impossible to know for sure, which therefore makes deciding which skills to teach inside national school systems difficult to pinpoint. It’s a major public policy question facing many governments.

But there are some skills that employers want right now that they feel schools are not teaching. Plus, with the labor movement in decline worldwide, jobs have become precarious for many people. This reality requires laborers to have the grit and tenacity to be flexible in their job choices as economies change. Can schools teach these soft-skills to students?

My guests today have recently co-edited a book that dives into the subject, looking at the skills deemed necessary by employers but lacking in students. The book is entitled “Bridging the Skills Gap: Innovations in Africa and Asia, which was published by Springer earlier this year.

With me today are two of the co-editors, Wambui Munge and Shubha Jayaram. Wambui is a Communications Officer at Results For Development where Shubha is a Senior Program Officer.

For the past few years, the Globalization and Education Special Interest Group of the Comparative and International Education Society has hosted an annual keynote address focused on cutting edge issues in the study of globalization and education. In early March at the CIES conference held in Atlanta, Fazal Rizvi gave the annual address. Fazal Rizvi is a well-known and prolific scholar on issues related to globalization, and was one of the first guests on FreshEd in 2015.

He is a Professor of Education at the University of Melbourne, where he joined in 2010 after being based at the University of Illinois at Urbana Champaign, where he directed the Global Studies in Education program. Along with Professor Bob Lingard, who also joined FreshEd, Fazal is the author of a widely-read book, Globalizing Education Policy.

His keynote address was entitled “Globalization and education after Trump and Brexit”.

Following his remarks, we will hear a few words from Dr. Mario Novelli, who is Professor of Political Economy of Education at the University of Sussex.

Enjoy the hour-long address!

The field of Global Studies has a similar historical trajectory as the field of comparative education. Both fields in the American context were formalized in the 1950s during the Cold War and expanded in the 1980s when scholars “began to take note of the rapidly increasing transnational flows of people, ideas, and products, and the social, political, economic, and cultural consequences of these trends.” Both also lack a clear disciplinary home. Scholars bring myriad academic perspectives to each field, from economics to sociology and from history to anthropology.

So today we explore global studies in depth in an effort for mutual learning.

With me today is a leading scholar of global studies, Hilary Kahn. Hilary Kahn is the assistant dean for international education and global initiatives and director of the Center for the Study of Global Change in the School of Global and International Studies at Indiana University. She is a co-director of the Framing the Global project, which is trying to “develop and disseminate new knowledge, approaches, and methods in the field of global research.” She co-edited a book entitled Framing the Global: Entry points for research that I think could be valuable to comparative education researchers.

Rwanda is perhaps most well-known for the genocide it experienced in the 1990s. In its post-conflict development, the country has had to balance colonial legacies, state centralizing tendencies, and the zeitgeist of neoliberalism. This has made for a careful balancing — one that has left the government regulating the society and economy while simultaneously reducing its responsibility to citizens.

In education, this balancing act manifests in the government’s three aims: credentials, controls, and creativity. The education system is based on credentials awarded through examinations, a colonial hangover, and controls students as part of the state’s centralization efforts; yet, somehow, the system promotes creativity so students can pursue a learner-centered education tailored to their own needs, preparing them for the 21st century labor market of precarious work.

My guest today, Catherine Honeyman, has a new book that explores Rwanda’s opportunities, challenges, and paradoxes in post-conflict development through the policy of mandatory entrepreneurship education, which is believed to be the country’s beacon for economic growth. Catherine Honeyman is a visiting scholar at the Duke Center for International Development and Managing Director of Ishya Consulting. Her new book, The Orderly Entrepreneur, takes us inside both policy making circles and classrooms to understand part of Rwanda’s social transformation. The Orderly Entrepreneur received an honorable mention from the Globalization and Education SIG’s 2016 Book Award.

Rwanda is perhaps most well-known for the genocide it experienced in the 1990s. In its post-conflict development, the country has had to balance colonial legacies, state centralizing tendencies, and the zeitgeist of neoliberalism. This has made for a careful balancing — one that has left the government regulating the society and economy while simultaneously reducing its responsibility to citizens.

In education, this balancing act manifests in the government’s three aims: credentials, control, and creativity. The education system is based on credentials awarded through examinations, a colonial hangover, and teaches students control and order as part of the state’s centralization efforts; yet, somehow, the system promotes creativity so students can pursue a learner-centered education tailored to their own needs, preparing them for the 21st century labor market of precarious work.

My guest today, Catherine Honeyman, has a new book that explores Rwanda’s opportunities, challenges, and paradoxes in post-conflict development through the policy of mandatory entrepreneurship education, which is believed to be the country’s beacon for economic growth. Catherine Honeyman is a visiting scholar at the Duke Center for International Development and Managing Director of Ishya Consulting. Her new book, The Orderly Entrepreneur, takes us inside both policy making circles and classrooms to understand part of Rwanda’s social transformation. The Orderly Entrepreneur received an honorable mention from the Globalization and Education SIG’s 2016 Book Award.

The Globalization and Education Special Interest Group holds an annual book award to honor an outstanding book that addresses issues related to globalization and education. The 2016 award will be presented on March 8 to Toni Verger, Clara Fontdevila, and Adrian Zancajo for their book The privatization of education: A political economy of global education reform, which was published by Teacher College Press. The award committee praised the book for its clear-eyed and theoretically-rich contribution to the larger debate on privatization and education in the context of global education reforms.

I interviewed Toni Verger about the book last year, so will replay the episode in full today. If you happen to be attending the CIES conference in Atlanta this week, please attend the Globalization and Education SIG’s keynote address on March 8 where the book award will be presented.

Toni Verger is a researcher in the Department of Sociology at the Autonomous University of Barcelona.

A few of you have reached out to me, recommending that I ask guests about their biographies. For young scholars, it is valuable to learn from scholars with lots of experience about how they navigated the field of comparative and international education.

This year FreshEd will broadcast short supplementary shows with some guests about their backgrounds and tips for young scholars. For our first installment, Joel Samoff joins me to talk about his career.

Joel Samoff is Adjunct Professor in the School of Humanities and Sciences at the Center for African Studies at Stanford University"

I hope you enjoy this new segment and please do keep emailing me your suggestions to make FreshEd better. You can contact me anytime at [email protected].

Since the death of Chairman Mao in 1976, China has experienced a “Reform and Opening” period. In education, this has meant a change from an egalitarian to an elite system. Examinations emerged has the primary way of sorting students. Those who did well on various examinations rose to the next level, working their way up to higher education.

This system, combining credentialism, competition, and Confucian traditions, has had profound consequences, including a rise in inequality and a growing divide between urban and rural communities.

My guest today, Edward Vickers, has a new co-written book called Education and Society in Post-Mao China, detailing the past forty years in educational development. This book is the first monograph in English to offer a comprehensive analysis of China’s educational development since the death of Chairman Mao.

Edward Vickers is a Professor in the department of education at Kyushu University, Japan. He specializes in education and history in East Asia.

Rui da Silva joins me today to talk about his PhD research on Portuguese Aid to Guinea-Bissau. Rui is a PhD candidate at the Institute of Education, University of Minho. He is also a board member of the Centre of African Studies of the Oporto University.

Guinea Bissau is a small state in West Africa that was formally colonized by Portugal. Since independence in the 1970s, the country has experienced tremendous political instability. As such, the educational development that has been undertaken in the country has been precarious. On top of this, there are many colonial legacies that make educational provision difficult. For instance, although Portuguese is the official language and language of instruction in public schools, only a handful of people in the country actually speak it.

In our conversation, Rui details this history and the attempts at educational development by different organizations. He’s recently co-written articles on these topics that appear in the journals Compare and Globalisation, Societies and Education.