Executive Committee 2016-2018

 

President


Stephen Carney (Roskilde University, Denmark)

 

Stephen Carney is an Associate Professor of Education Policy at Roskilde University, Denmark. His research concerns theorizing global educational reform and has involved extensive ethnographic work in Denmark, England, Nepal and China. His is co-editor of the journal, the Comparative Education Review. His publications include:

  • Carney, S. (2009) Negotiating Policy in an Age of Globalization: exploring educational ‘policyscapes’ in Denmark, Nepal and China, Comparative Education Review, 53 (1), 63 – 88. 
  • Carney, S. (2010) Reading the Global: comparative education at the end of an era, in M. Larsen (ed), New Thinking in Comparative Education: Honouring Robert Cowen, Rotterdam, Sense Publishers: 125-142.
  • Carney, S. (2016) Global education policy and the post-modern challenge, in Munday, K., Green, A., Lingard, R. & Verger, A. (eds) Handbook of Global Policy and Policy-Making in Education (Handbook of Global Policy Series), Oxford Wiley-Blackwell.

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Past President


Hans-Georg Kotthoff  (Freiburg University of Education, Germany) 

 

Hans-Georg Kotthoff is Professor of International Comparative Education and School Pedagogy at the University of Education Freiburg in Germany. His research concerns theorising the motifs of educational governance and teacher education. His publications include:

  • Kotthoff, H.-G. & Klerides, E. (eds.) (2015) Governing Educational Spaces: Knowledge, Teaching and Learning in Transition. Rotterdam: Sense Publishers.
  • Kotthoff, H.-G. & Rakhkochkine, A. (eds.) (2015) Bildungssysteme und neue Steuerung: Governanceanalytische Perspektiven, Bildung & Erziehung, Heft 3/2015.
  • Parreira do Amaral, M., Hornberg, S. & Kotthoff, H.-G. (eds.) (2015) Internationale und Vergleichende Erziehungswissenschaft zwischen Traditionen und aktuellen Herausforderungen, Tertium Comparationes, Vol. 21, Nr. 1.
  • Klerides, E., Kotthoff, H.-G. & Pereyra, M. (eds.) (2014) Neo-Empires of Knowledge in Education, European Education, Vol. 46, No. 1.
  • Pereyra, M., Kotthoff, H.-G. & Cowen, R. (eds.) (2011) PISA Under Examination: Changing Knowledge, Changing Tests, and Changing Schools. Rotterdam: Sense Publishers.
  • Kotthoff, H.-G. & Moutsios, S. (eds.) (2007) Education Policies in Europe: Economy, Citizenship, Diversity. Münster: Waxmann.  

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Vice-Presidents


Michele Schweisfurth (University of Glasgow, Scotland, United Kingdom)

 

Michele Schweisfurth is Professor of Comparative and International Education and Director of the Robert Owen Centre for Educational Change at the University of Glasgow in Scotland. Originally from Canada, she has lived or researched in 15 countries internationally. Her research interests within Comparative Education include travelling pedagogies and learner mobility. In addition to her role in CESE, she is also current Chair of Trustees of the UK Education and Development Forum, a lead education author on the International Panel for Social Progress, former Chair of the British Association for International and Comparative Education, and former editor of the journal Comparative Education. Her publications include:

  • Schweisfurth, M. (2015) Learner-centred pedagogy: towards a post-2015 agenda for teaching and learning. International Journal of Educational Development, Vol 41, 259-266.
  • Phillips, D. & Schweisfurth, M. (2014) Comparative and International Education: an introduction to theory, method and practice. Second edition. London: Bloomsbury.
  • Schweisfurth, M. (ed.) (2015) 50 Years of Comparative Education. London: Routledge.
  • Schweisfurth, M. (2013) Learner-Centred Education in International Perspective: whose pedagogy for whose development? London: Routledge

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Paul Morris (UCL Institute of Education, England, United Kingdom)

 

Paul Morris is Professor of Comparative Education at the UCL Institute of Education. He taught at the University of Hong Kong from 1976, was Dean of the Faculty of Education there from 1986 until 1992, and became Chair Professor in Curriculum Studies in 1997. He was Deputy Director at the Hong Kong Institute of Education from August 2000, and in 2002 became the President. In 2007, he was appointed as a Professor of Comparative Education at the Institute of Education, University of London. His recent puplications include:

  • Auld, E. & Morris, P. (2016) PISA, policy and persuasion: translating complex conditions into education ‘best practice’. Comparative Education, Vol. 52, No. 2, pp. 202-229. 
  • You, Y., & Morris, P. (2016) Imagining school autonomy in high-performing education systems: East Asia as a source of policy referencing in England. Compare, Vol. 46, No. 6, pp. 882-905. 
  • Morris, P., & Vickers, E. (2015) Schooling, politics and the construction of identity in Hong Kong: the 2012 ‘Moral and National Education’ crisis in historical context. Comparative Education, Vol. 51, No. 3, pp. 305-326.
  • Marsh, C., Morris, P., & Tin Yau-Lo, J. (2014) Centralization and decentralization : an historical analysis of school-based curriculum development initiatives in Hong Kong. Asia's High Performing Education Systems: the case of Hong Kong (pp. 33-50). London: Routledge.

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Members


Eleni Prokou (Panteio University of Social and Political Sciences, Greece)

 

Eleni Prokou received her Ph.D. degree in Comparative Education (1999) from the Institute of Education - University of London. She is an Assistant Professor of Education Policy at the Department of Social Policy - Panteion University of Social and Political Sciences, Athens - Greece. Her publications include:

  • Prokou E. (2014) Adult education / lifelong learning policies in Greece in the early 2010s: Influences from European education policy and national practices, European Education, Vol. 46, No. 1, pp. 34-54.
  • Prokou E., (2010) University reform in Greece: A shift from intrinsic to extrinsic values, in Mattheou D. (ed.), Changing educational landscapes. Educational policies, schooling systems and higher education – a comparative perspective (pp. 59-74). London: Springer.
  • Prokou E. (2008) A comparative approach to lifelong learning policies in Europe: The cases of the UK, Sweden and Greece, European Journal of Education: Research, Development and Policies, Vol. 43, No. 1, pp. 123-140.
  • Prokou E. (2006) Nonuniversity higher education reform in France, Germany, and Greece: A comparison of core and semiperiphery societies, Comparative Education Review, Vol. 50, No. 2, pp. 196-216.

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Carlo Cappa (University of "Tor Vergata", Italy, and, Collège International de Philosophie, France) 

 

Carlo Cappa is Researcher in Education in the Department of Storia, Patrimonio Culuturale, Formazione e Società, University of “Tor Vergata”, Rome, Italy and directeur de programme at the Collège International de Philosophie, Paris, France. He is a member of: the Executive Committee of SICESE (Sezione Italiana della Comparative Education Society of Europe), Co-director of the series Studi sull’Educazione (Universitalia, Roma); and a member of the Editorial Board of the Journal I problemi della pedagogia and of the series Comparative Education Studies – Studi Comparativi in Educazione (Aracne, Roma). He is also a member of CIRSE (Centro Italiano per la Ricerca Storico-Educativa) and of CIES (Comparative and International Education Society). His current major field of research focuses especially on the processes of harmonization of European higher education, along with the history of education, also in comparative perspective, and the philosophy of Italian and European Renaissance; and the canon of education proposed by the humanists in the early modern Europe, to which he has devoted three books and many essays. His publications include: 

  • Cappa, C. (2012) L’educazione al crocevia della complessità. Sentieri europei della modenità. Roma: Aracne.
  • Cappa, C. (2015) «Esercitazione degl’ingegni e degli animi nostri»: l’Accademia come ideale educativo nell’Orazione di Tasso, in I problemi della pedagogia, Vol. 2, pp. 213-245.
  • Cappa, C. (2015) Doctoral studies in Italy: old cultural traditions and new governing pressures, in Kotthoff, H.-G. & Klerides, E. (eds.) Governing Educational Spaces: Knowledge, Teaching, and Learning in Transition (pp. 189-204). Rotterdam, Sense Publisher.
  • Cappa, C. (2015) Italy: Transitions and Change, in Corner, T. (ed.) Education in the European Community: Pre-2003 Member States (pp. 201-226). London: Bloomsbury. 

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Secretary-Treasurer


Eleftherios Klerides (University of Cyprus, Cyprus)

 

Eleftherios Klerides is an Assistant Professor of Comparative Education and History of Education at the Deparment of Education of the University of Cyprus. His current research interests are educational mobilities and governance, colonialism and neo-colonialism, international textbook theory and identity formation. His publications include: 

  • Klerides, E. & Zembylas, M. (2017). Identity as immunology: history teaching in two ethnic borders of Europe. Compare: A Journal of Comparative and International Education, Vol. 47, No. 3, pp. 416-433.
  • Klerides, E. & Kotthoff, H-G. (eds.) (2015) Governing educational spaces: historical perspectives, European Education, Vol. 47, No. 3, pp. 191-293.
  • Klerides, E. (2015) (De)constructing modalities of thinking about comparative education through video-use, Research in Comparative and International Education, Vol. 10, No 3, pp. 337-353.
  • Klerides, E. (2014) Εducational transfer as a strategy for remaking subjectivities: national and transnational articulations of 'new history' in Europe, European Education, Vol. 46, No. 1, pp. 12-33.
  • Klerides, E. (2010) Imagining the textbook: textbooks as discourse and genre, Journal of Educational Media, Memory, and Society, Vol. 2, No. 1, pp. 31-54.
  • Cowen, R. & Klerides, E. (eds.) (2009) Mobilities and educational metamorphoses: patterns, puzzles and possibilities, Comparative Education, Vol. 45, No. 3, pp. 313-455.

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