Interrogating and Innovating Comparative and International Education Research

Caroline Manion, Ph.D. (2011), University of Toronto, is a Lecturer at OISE, University of Toronto. Her research has been supported by a variety of agencies and organizations, including the Social Sciences and Humanities Research Council of Canada, the International Development Research Centre of Canada and the Canadian International Development Agency (now Global Affairs Canada). Her published research includes Power,Kknowledge and Politics: Exploring the Contested Terrain of Girl-Focused Interventions at the National Launch of the United Nations Girls’ Education Initiative in the Gambia (Sage, 2012).Emily Anderson, Ph.D. (2016), Pennsylvania State University, is a Visiting Assistant Professor of International and Intercultural Education at Florida International University and, currently, a Visiting Scholar with the Al Qasimi Foundation for Policy Research. Dr. Anderson was a co-founding editor of the Annual Review of Comparative and International Education (Emerald Press) and her published work includes The Ethics of Representing Girls in Digital Policy Spaces (Berghahn Books, 2016).Supriya Baily, Ph.D. (2008), George Mason University, is an Associate Professor of International and comparative education, qualitative research methods, and teacher education courses at George Mason University. Dr. Baily is the co-editor of Experiments in Agency: A Global Partnership to Transform Teacher Research (Sense Publishers, 2017), Educating Adolescent Girls around the Globe: Challenges and Opportunities (Routledge, 2015), and Internationalizing Teacher Education in the US (Rowman & Littlefied, 2012).Meagan Call-Cummings, Ph.D. (2015), Indiana University, Bloomington is an Assistant Professor of Qualitative Methodology at George Mason University. Dr. Call-Cummings focuses on critical, feminist, and participatory forms of inquiry. Her writing often takes up themes around the ethics and validity of knowledge creation, such as her recent publication, Establishing Communicative Validity: Discovering Theory through Practice (Sage, 2017).Radhika Iyengar, Ph.D. (2011), Teachers College, Columbia University, is an Associate Research Scholar at the Center for the Sustainable Development, Earth Institute, Columbia University. Her recent publication is an edited volume on Participatory Action Research and Educational Development: South Asian Perspectives (Palgrave Macmillan, 2017). Payal Shah, Ph.D (2011), Indiana University is an Assistant Professor of Educational Foundations and Qualitative Inquiry at the University of South Carolina. She conducts critical ethnographic research on gender, education and development in India and has published across the field of international and comparative education, qualitative inquiry, and women’s and gender studies, including Writing against Culture: Unveiling Education and Modernity for Hindu Indian and Muslim Pakistani Women through an ‘Ethnography of the Particular’ (Taylor and Francis, 2018).Matthew A. Witenstein, Ph.D. (2015) Claremont Graduate University, is an Assistant Professor at the University of Dayton. He is co-editor of book series South Asian Education Policy, Research and Practice (Palgrave Macmillan) and author of numerous peer reviewed articles and book chapters, including A Quantitative Study of Cultural Conflict and Gender Differences in South Asian American College Students (Routledge, 2014).

• ForewordHalla B. HolmarsdottirPrefaceAcknowledgementsAbout the CoverList of Figures and TablesList of AcronymsNotes on Contributors1 Interrogating and Innovating CIE Research: Setting the StageMeagan Call-Cummings, Caroline Manion and Payal P. ShahPART 1: Interrogating and Innovating CIE Research2 Onto-Epistemological Frontiers in CIE Research: Exploring the ProblematicCaroline Manion3 Before Reconciliation, There Must Be TruthLeigh Patel4 Beauty and Comparative Education Research Methods: A Consideration for Aesthetic CognitivismDerrick Tu5 Interrogating Impact: Whose Knowledge Counts in Assessment of Comparative and International Education Interventions?Karen RossPART 2: Decolonizing Methodology by Invoking Local Voices6 Decolonializing Voice and Localizing Method in Comparative EducationGerardo L. Blanco7 Amplifying Indian Women’s Voices and Experiences to Advance Their Access to Technical and Vocational Education TrainingRadhika Iyengar and Matthew A. Witenstein8 Contemporary Traditions of State-Madrassa Relationships in IndiaHuma Kidwai9 ‘I Walk Each Village’: Transforming Knowledge through Citizen-Led AssessmentsErik Jon BykerPART 3: Destabilizing Power and Authority: Taking Intersectionality Seriously10 Destabilizing Power and Authority: Taking Intersectionality SeriouslyPayal P. Shah and Emily Anderson11 Notes on Intersectionality and Decolonizing Knowledge ProductionPatricia S. Parker12 Knowledge Hierarchies and Interviewing Methods in Cambodia: Strategies for Collaborative InterpretationKelly Grace and Sothy Eng13 Amplifying the Voices of People with Disabilities in Comparative and International Education Research with PhotoVoice MethodologyAlisha M. BraunPART 4: Implications for Methodology: Towards More Equitable Futures14 Implications for Methodology: Towards More Equitable FuturesSupriya Baily, Betsy M. Scotto-Lavino and Meagan Call-Cummings15 CIE Methodology and Possibilities of Other FuturesAmeena Ghaffar-Kucher16 The “Significance” of Epistemicide: Unpacking the Problematic Statistical Foundations of Knowledge Production in Global Education GovernanceD. Brent Edwards Jr.17 Continuing the Conversation: Towards a Model of Collective Critical Reflection in CIE ResearchLê Minh H.ng, Brendan Decoster, Jeremy R. Gombin-Sperling and Timothy D. Reedy18 New Directions for Consideration: Looking Forward and AheadEmily Anderson, Supriya Baily, Radhika Iyengar and Matthew A. WitensteinIndex