Comparative Education Review

Comparative Education Review Comparative Education Review investigates education throughout the world and the social, economic, and political forces that shape it. journal managing editor: [email protected]
book and media review managing editor: [email protected]

MANUSCRIPT SUBMISSION

Authors should submit manuscripts online via the Comparative Education Review Editorial Manager system at http://cer.edmgr.com. Detailed instructions are available below. STATEMENT OF POLICY

For nearly 60 years, the Comparative Education Review has been the first source for theory, research, method, analysis, and critique in comparative and international education. We seek submissions based on high-quality, original research, including theoretical as well as policy-oriented manuscripts. As conditions in the world and our own field continue to develop and change, we are particularly eager to encourage the submission of manuscripts on a range of topics with the following characteristics:

Studies that critically examine (i.e., not just describe) educational content, ideas, organizations, policies, or practices
Studies that situate educational phenomena within their local, national, regional, or global context
Studies that focus on the relations between educational phenomena and cultural, economic, or political dynamics
Studies that consider educational and social phenomena historically and in the present
Studies that are explicitly anchored in conceptual frameworks, representing one or more established, emerging, or grounded paradigms
Studies that are based upon qualitative data, quantitative data, policy documents or other texts from existing scholarship
Studies that explore major issues in the comparative and international education and that have (immediate or indirect) relevance for policy and practice
Studies that have a command not only of the relevant literature but place the topic at hand into broader debates within the field. Manuscripts submitted to the CER are judged on the following criteria: use of an explicit theoretical or conceptual framework, acknowledgment of relevant literature, originality in analysis, appropriateness of methodological approach, contribution to the advancement of knowledge, use of comparative perspective and location of the topic into broader debates within the field, and clarity of expression. We seek manuscripts in which authors not only frame their work with theory and concepts, but then go further by taking a critical distance to these concepts, placing them in dialogue with others, looking for cross-cutting issues that connect them or ways in which alternative theories challenge their premises. In this way, we hope that authors will not just connect with debates within the field but will advance the debate, telling us something new or casting the question in a new light. Manuscripts that the coeditors consider to be relevant and sufficiently developed are refereed using a double-blind review process, which can take up to 3 months. Manuscripts considered by the CER should not simultaneously be under consideration by any other publication. FORMATTING ELECTRONIC FILES

Please adhere to the requirements below when submitting a new or revised manuscript via Editorial Manager. The system relies on automated processing to create a PDF file from your submission. If you do not follow these instructions, your submission cannot be processed and will not be received by the journal office. Acceptable Formats

Microsoft Word (.doc or .docx)(any recent version)
Rich Text Format (.rtf)
File Contents

Word documents should be submitted as a single file. Authors should submit figures as separate files, in TIFF (.tif) or EPS (.eps) (not GIF [.gif] or JPEG [.jpg]) format. Please note that authors of accepted manuscripts may be required to submit high-resolution hard copies of all figures during production, as not all digital art files are usable. In addition to the main manuscript file, submit your cover letter as a separate file in the same format as your main file. If you used any revision or editorial tracking tools in your word-processing program, be sure the final version of your manuscript does not contain tracked changes. Revised and Final Versions of Manuscripts

If you are submitting a revised manuscript, please include your responses to the reviewers' comments as part of the cover letter file. When submitting a revised manuscript with figures, include all figures, even if they have not changed since the previous version. The final version of your manuscript must be submitted in Word (doc. or .docx) format. For both revised and final versions of manuscripts, please observe the same formatting instructions as those outlined above. GENERAL SPECIFICATIONS

Contributors should submit an editable, electronic version of an original manuscript that has not been published and is not under consideration elsewhere. Manuscripts should be 8,000 words or less, including footnotes and references. There is additional space in the electronic version of the CER for technical appendixes, data, maps, and other supplements. In exceptional cases, longer pieces may be considered. Acronyms or abbreviations should be written out at first mention in the text—for example, World Bank (WB). Include the first name or first initial of an author the first time the name is mentioned in the text. Book Reviews

Unsolicited book reviews are not accepted. Book reviews are invited directly by the book review editor. Books for review should be submitted to Comparative Education Review, Attn: Book Review Editor, Center for International Education, School of Education, University of Massachusetts, 285 Hills House South, Amherst, MA 01003 ([email protected]). References

References to books, monographs, articles, and statistical sources must be identified within the text by the author's family name, publication year, and pagination, where appropriate. When the author's name appears in the text, cite thus: Dore (1976). When the author's name does not appear in the text, cite thus: (Dore 1976). When citing pagination for a quote or specific reference, use this style: (Kelly and Altbach 1986, 92). When a source has two authors, give both names; if there are three or more authors, use "et al." For institutional authorship, cite thus: (World Bank 2002, 110). Distinguish more than one reference to an author in one year by using lowercase letters (a, b) attached to the publication year: (2001a). Enclose a series of up to three references within parentheses, separated by semicolons. List all references chronologically, then alphabetically (Kelly 1999; Dole 2002; Baker 2003). If more than three references occur in a single sentence, use a footnote and place references in the footnote using the above format. For details, consult The Chicago Manual of Style, 15th edition. At the end of the manuscript, list sources alphabetically by author and, within author, by publication year. Examples of common references follow:
Published book

Fuller, Bruce, and Richard Rubinson, eds. 1992. The Political Construction of Education. New York: Praeger. Chapter in an edited book

Bowman, Mary Jean. 1965. "From Guilds to Infant Training Industries." In Education and Economic Development, ed. C. A. Anderson and M. J. Bowman. Chicago: Aldine. Book with multiple editions or volumes

Sorokin, P. A. 1959. Social and Cultural Mobility. 2nd ed. New York: Free Press. Article in a journal

Kelly, Gail P., and Philip G. Altbach. 1986. "Comparative Education: Challenge and Response." Comparative Education Review 30 (February): 89-107. Citation indicating more than one publication within the same year by an author

Torney-Purta, Judith. 2001a. "Civic Knowledge, Belief about Democratic Institutions, and Civic Engagement among 14-Year-Olds." Prospects 31 (March): 279-92. Work available through a URL citation

Szanton, David, ed. 2002. The Politics of Knowledge: Area Studies and the Disciplines. University of California Press Digital Collection. http:www//repositories.cdlib.org/uciaspubs/editedvolumes/3. Newspaper

Herald Times. 2007. "School Officials Could Use First Amendment Review." Herald Times, April 9, A8. Dissertation or unpublished working paper, discussion paper, etc. Kandel, Isaac L. 1910. "The Training of Elementary School Teachers in Germany." PhD diss., Teachers College, Columbia University. Published work by an organization

World Bank. 2005. World Development Report 2005. Washington, DC: World Bank. Unpublished work by an organization

United Nations. 1998. "The United Nations Decade for Human Rights Education, 1995-2004." UN Document HR/PUB/DECADE/1997/1, United Nations, New York. Tables and Figures

These should follow the text of the manuscript at the end of the manuscript. Each should be on a separate page, titled, numbered, referred to in order in the text, and no longer than one page. Sources of information and table notes should be identified under each table. Figures should be designed to fit a maximum page size of 5 × 8 inches; a figure legend is required. ONLINE SUBMISSION INSTRUCTIONS

Please have the following items readily available before beginning the online submission process:

Manuscript in an acceptable format as described above
Cover letter as a separate file
Information from title page (to be typed into the peer review database): title, short title, list of authors and affiliations, and contact information for the corresponding author
Remove all author identification from manuscript before uploading. Replace self-identifying references with "author," and delete corresponding bibliographic reference completely. The manuscript will be sent for blind review. Go to the CER Editorial Manager system at http://cer.edmgr.com to submit your manuscript. If you do not have access to the Web, please send one hard copy of your manuscript and a CD-R containing all relevant electronic files to the editorial office. It is no longer necessary to submit a hard copy in addition to an electronic submission.

Are you attending CIES this year and want to publish a review with CER? Our next issue will feature reviews from the CIE...
04/08/2019
CIES 2019: Film Festivalette Program - Comparative and International Education Society

Are you attending CIES this year and want to publish a review with CER? Our next issue will feature reviews from the CIES 2019 Film Festivalette: Reflections on the meaning of human progress. Please email Hanni Thoma, Managing Book and Media Review Editor, at [email protected] for more information.
A full list of films is available here: https://www.cies.us/news/445045/CIES-2019-Film-Festivalette-Program.htm

All screenings are first come, first served. No tickets required, registration at door. Please bring your CIES badge. You may invite non-CIES guests to join you, but CIES members have priority access if the space is full. Also, for the first time, a selection of Festivalette films will be available....

10/16/2018

Have you recently watched a film that you think should be reviewed in the Comparative Education Review? If so, contact Gerardo Blanco-Ramirez ([email protected]) or Hanni Thoma ([email protected]), our Book and Media Review Editor and Associate Book and Media Review Editor, to inquire about writing a media review for CER!

In our August issue:Global Discourses and Local Practices: Teaching Citizenship and Human Rights in Postgenocide RwandaS...
09/07/2018
Global Discourses and Local Practices: Teaching Citizenship and Human Rights in Postgenocide Rwanda | Comparative Education Review: Vol 62, No 3

In our August issue:

Global Discourses and Local Practices: Teaching Citizenship and Human Rights in Postgenocide Rwanda

S. Garnett Russell

https://www.journals.uchicago.edu/doi/abs/10.1086/698305

#humanrights #Rwanda

AbstractIn postgenocide Rwanda, education is viewed by the national government as crucial for shaping a new, unified civic identity but also as a tool to address the past genocide. Drawing on Rwanda as a case study, this article analyzes national curriculum documents, school textbooks, and interview...

In our August issue: International Tests, National Assessments, and Educational Development (1970–2012)Francisco O. Rami...
09/07/2018
International Tests, National Assessments, and Educational Development (1970–2012) | Comparative Education Review: Vol 62, No 3

In our August issue:

International Tests, National Assessments, and Educational Development (1970–2012)

Francisco O. Ramirez, Evan Schofer, John W. Meyer

https://www.journals.uchicago.edu/doi/abs/10.1086/698326

#comparativeeducation

AbstractRecent decades have seen rapid growth of national participation in international tests as well as expanded national assessment testing. This article addresses the relationship between these forms of testing and educational developments: educational enrollments, women’s participation in sch...

07/24/2018

The Comparative Education Review seeks new members for its Advisory Board to help shape the journal's future, please check the CIES weekly announcements for more information

Read the Presidential Address in our August issue:"Problematizing Comparison in a Post-Exploration Age: Big Data, Educat...
07/19/2018
Problematizing Comparison in a Post-Exploration Age: Big Data, Educational Knowledge, and the Art of Criss-Crossing | Comparative Education Review: Vol 62, No 3

Read the Presidential Address in our August issue:
"Problematizing Comparison in a Post-Exploration Age: Big Data, Educational Knowledge, and the Art of Criss-Crossing"
#ComparativeEd #BigData #KNOWLEDGE

https://www.journals.uchicago.edu/doi/full/10.1086/698348

AbstractGo toAbstractIntroductionSketching the Field of Kn...Problematizing ComparisonEnvisioning Criss-Crossin...ConclusionReferencesNotesThis article discusses the problem of comparison within comparative and international education research. It pushes back against the algorithmic and computationa...

04/18/2018
www.journals.uchicago.edu

Comparative Education Review Volume 62, Number 2 is out now! Including:

Featured Article: "The Contingent Sense-Making of Contingency: Epistemologies of Change" by Jaakko Kauko and Wieland Wermke, and

A CER Moderated Discussion on World Development Report 2018: Realizing the Promise of Education for Development by Mark Ginsburg, David Archer, Felipe Barrera-Osorio, Lucy Lake, Salim Vally, Nikola Wachter, and Jennifer Ulrick

Click below to view the entire table of contents!

11/09/2017
Comparative Education Review: Vol 61, No 4

Comparative Education Review Volume 61, Number 4 | November 2017 is now available! Click here to review the contents.

Abstracts in español, français, 中国的, العربية and русский (Abstracts in Spanish, French, Chinese, Arabic, and Russian)

10/26/2017
2017 CIES Symposium

Check out the live streaming of the CIES 2017 Symposium at George Mason in Arlington, Virginia.

Joining Plenary 2: Decolonizing methodology by invoking local voices

10/24/2017
CIES Newsletter - Perspectives - Comparative and International Education Society

If you haven't already, check out the Fall CIES Newsletter. Inside are: a rejoinder by Steven J. Klees on EFA and the 9
Education SDGs, a reflection from Bjorn Nordtveit on future possible directions for the CER, profiles of featured board Members Supriya Baily and Carol Anne Spreen, and more!

Dear CIES Members, I am pleased to present to you the Fall 2017 edition of CIES Perspectives, the newsletter of the Comparative and International Education Society. I thank all of those who contributed to this edition. I hope that you enjoy reading this newsletter, find the content to be engaging a...

CIES Statement in Response to January 2017 U.S. Executive Order on Immigration (January 31, 2017)The Comparative and Int...
02/01/2017
CIES Statement in Response to January 2017 U.S. Executive Order on Immigration – CIES 2017

CIES Statement in Response to January 2017 U.S. Executive Order on Immigration (January 31, 2017)

The Comparative and International Education Society (CIES) Board of Directors strongly denounces the blanket restrictions on travel to the US of citizens from select countries announced by the Trump administration on Friday, January 27, 2017. We stand by our longstanding commitment to global engagement, educational and cultural exchanges, free inquiry, and mutual understanding (see http://www.cies.us/news/317465/Statement-from-CIES-Following-the-US-Presidential-Election.htm). While the legal situation is still evolving, we find these discriminatory actions both contrary to core American principles and a threat to international scholarly exchange.

As an academic society dedicated to international cooperation and respectful dialogue across difference we are committed to ensuring a safe and welcoming space for all our conference attendees. CIES leadership has attempted to reach out and offer our solidarity to all CIES 2017 conference registrants from the countries affected by the Trump administration’s actions.

We believe that the field of comparative and international education cannot be neutral in this case. We call for our colleagues to continue to advocate for the flow of people and exchange as essential to inquiry and the advancement of educational knowledge and development. We urge our members to take a strong stand against discrimination and to join us in Atlanta March 5-9th where we have added special highlighted sessions and town hall forums to discuss activism and academic exchange in our current era. At CIES 2017 we will be coming together as a community of education researchers, practitioners, policymakers and students committed to advancing equality, understanding, and international cooperation.

http://www.cies2017.org/update/cies-statement/

04/12/2016
CIES Newsletter - Comparative and International Education Society

Would you like to publish a comment or view on a CER article? Contact the CIES Perspectives newsletter: http://www.cies.us/?page=newsletter

CIES Members, The next CIES Newsletter will be published in May, 2016. Please send the following to Vanessa Sperduti, Editorial Assistant, at [email protected] by April 15th. 1) Recent member book publications - Please send a cover photo and 50 word or less blurb about your book, which must have been…

New issue of CIES Perspectives Newsletter, with a CER update from Bjorn Nordtveit http://www.cies.us/?page=Newsletter
04/07/2016
CIES Newsletter - Comparative and International Education Society

New issue of CIES Perspectives Newsletter, with a CER update from Bjorn Nordtveit http://www.cies.us/?page=Newsletter

CIES Members, The next CIES Newsletter will be published in May, 2016. Please send the following to Vanessa Sperduti, Editorial Assistant, at [email protected] by April 15th. 1) Recent member book publications - Please send a cover photo and 50 word or less blurb about your book, which must have been…

03/29/2016
Schooling Achievement among Rural Zimbabwean Children during a Period of Economic Turmoil:...

New article online: "Schooling Achievement among Rural Zimbabwean Children during a Period of Economic Turmoil" by Catherıne Larochelle, Jeffrey Alwang, and Nelſon Taruvınga http://www.journals.uchicago.edu/doi/abs/10.1086/685582

Zimbabwe suffered severe economic crisis in the decade before 2009, and anecdotal evidence indicates that public education suffered due to uncertainty about salary payments and inflation. As the country recovers, it is important to understand how this crisis affected schooling participation…

03/29/2016

New article online: "What Are the Role and Impact of Public-Private Partnerships in Education? A Realist Evaluation of the Chilean Education Quasi-Market" by Antoni Verger, Xavıer BonaL, and Adrian Zancajo http://www.journals.uchicago.edu/doi/abs/10.1086/685557

New article online: Credentialism and Career Aspirations: How Urban Chinese Youth Chose High School and College Majors b...
03/19/2016
Credentialism and Career Aspirations: How Urban Chinese Youth Chose High School and College...

New article online: Credentialism and Career Aspirations: How Urban Chinese Youth Chose High School and College Majors by Sung Won Kim, Kari-Elle Brown, and Vanessa L. Fong
http://www.journals.uchicago.edu/doi/abs/10.1086/685554

AbstractThis article explores how graduates of a junior high school in Dalian City, Liaoning Province, China, chose their high school and college major subject of study and the extent to which their majors fit with their work trajectories. We found that most interviewees considered the likelihood of…

10/17/2014

http://ceshk.edu.hku.hk/wp-content/uploads/sites/6/2014/05/IJCED2014-16-2.pdf

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