The back and forth migration of children and youth between the United States and Mexico has created a unique group of approximately nine million "students we share" who have been educated in both countries (Jensen and Sawyer 2013). The social, political, and economic interconnectivity of the United States and Mexico suggests that these…

Early childhood education (ECE) programs are expanding across sub-Saharan Africa. But the quality of these programs, and their effectiveness when implemented at scale, remains unclear. Defining quality is not simple, as learning environments are shaped by cultural values and societal sociodemographics. Framed within sociocultural theory, this…

This article examines the potential of sociocultural approaches for making sense of the way in which globalization shapes teacher education policy and practice in particular contexts. It argues that the value of such approaches lies in their reframing of many conventional dualities that tend to characterize analyses of the process of…

With its imperial past, nationalist tradition, past westernization attempts, inverse orientalism toward populations from the East, and current neo-Ottomanist policies, Turkey presents an interesting case in which to examine the ideologies underlying its education system. Turkish schools began receiving a large number of Syrian refugees following…

Historically, education policy has frequently framed American Indians, a contested term long-used to describe peoples indigenous to the United States, through a deficit-lens as "other." While "CER" publishes research that looks at other countries as a point of analysis, rarely has it included articles that compare supposedly…

This article examines the relationships between child marriage, agency, and schooling in rural Honduras. Through an in-depth qualitative case study, we address the following questions: (1) In what ways, if any, do girls exercise agency in their decision to marry? (2) How might education enhance girls' agency, expanding their choice sets and…

This study of Chinese university students in Thailand is set within two contending traditions of analysis: theories of ethnic assimilation and theories of ethnic pluralism. (Author)

Objective is to explain how the process of rapid and thorough-going educational change is intricately bound up in the process of radical social reconstruction. (Author)

The socioeconomic importance and fierce competition related to high school and university entrance examinations in Japan, Taiwan, and South Korea lead students and their parents to seek spiritual support through prayer and religious rituals. Japanese students leave donations and written prayers and promises to the gods at Shinto shrines…

Comparative education scholarship on legitimation and educational knowledge has shifted from natural scientific definitions of knowledge to more socially critical conceptions, and encompasses both the specific processes whereby educational knowledge becomes legitimate and the dialectical relationship between legitimation of knowledge in…

Criticizes Le Thanh Khoi's article in the February 1986 (volume 30, number 1) issue of this journal for attempting to create a grand theory of education without sufficient fluency in the concepts of educational sociology. Discusses Le's arguments about dependency theory, economic versus cultural influences on education, the role of knowledge, and…

Considers 10 features of Japanese educational system which have produced egalitarian educational outcomes and the relation between these egalitarian educational outcomes and egalitarian changes in the structure of adult society. Major shift in national directions and emergence of determined and idealistic teachers are key factors. Makes…

Discusses the integral role of Vodou in the daily life and cultural identity of Haitians. Examines Vodou's beliefs and world view, importance of community and the collective self, instructional strategies for transmission of religious values and moral principles, roles of teachers and learners, and evaluation of learner progress. (SV)

Argues for the necessity of developing a general theory of education that considers all dimensions of formal and nonformal education. Proposes a general model of analysis, applicable across societies, that encompasses the influences on education of ethnic groups and languages, natural environment and resources, modes of production, ideas and…

Prevailing socioeducational models--liberal educational theory, human capital theory, and critical reproductive approaches--do not address Latin American realities related to the struggle for educational access by marginal groups, the role of technical scientific knowledge in economic growth and social power, and effects of social forces on…