��Ĵ�ý Presidents – ��Ĵ�ý

Arathi Sriprakash

��Ĵ�ý Admin — Tue, 04 Jul 2017 13:57:27 +0000

Arathi Sriprakash is Professor of Sociology and Education at the University of Oxford. Her current research examines reparative justice in educational systems and practices. How might collective recognition of past and present injustices help us imagine of education? This line of inquiry has emerged from Arathi’s scholarship over a number of years which has illuminated the structural injustices of schooling systems. She has examined the politics of educational inequality in the Indian, Australian and UK contexts as well as the global governance of childhood and the family. Underlying much of this research has been an abiding interest in the racial politics of education. Arathi’s scholarship has explored the active erasures of racism and coloniality in the field of education and the ways in which racial capitalism sustains educational injustices. Prior to joining the University of Oxford, Arathi taught at the Universities of Bristol, Cambridge and Sydney. She is a co-convenor of the .

Michele Schweisfurth

��Ĵ�ý Admin — Wed, 03 Jun 2020 15:19:29 +0000

Michele Schweisfurth is Professor of Comparative and International Education at the University of Glasgow. Michele held a number of ��Ĵ�ý Executive positions while in her previous job at the University of Birmingham, including Ordinary Member, Membership Secretary, Secretary, Vice-Chair and Chair (2010-2012). She is also former editor of the journal Comparative Education and former Chair of Trustees of UKFIET, the Education and Development Forum. She was based at DFID/FCDO as a Senior Research Fellow from 2018-2021. Her primary research interest is comparative pedagogy, situated within global crisis narratives and travelling ‘best practice’ solutions.

Nidhi Singal

��Ĵ�ý Admin — Wed, 24 Apr 2013 20:03:18 +0000

Nidhi Singal is Professor of Disability and Inclusive Education at the Faculty of Education, University of Cambridge. She is a leading scholar in the field of inclusive education, with a particular focus on children and young people with disabilities in Sub-Saharan Africa and South Asia. Over the last two decades her research, teaching, policy and civic engagement have demonstrated the critical importance of identifying, listening and responding to the experiences and needs of persons with disabilities within the wider field of international and comparative education and research. In so doing, her scholarship seeks to maximise the potential for this research to inform effective policy development and positive social and cultural change.

As a result, Nidhi’s work has contributed significantly to how international education research is framed, and also shaped a range of associated policy agendas. It has, in particular, informed a now widely appreciated shift in emphasis, moving beyond questions of access towards an examination of the quality of education that children with disabilities receive. Her scholarship problematises simplistic binaries between mainstream and specialist settings and proposes a more fluid exploration of how inclusion/exclusion are experienced. Her work has also contributed to parallel discussions about research ethics: particularly issues around the ethics of dissemination in international and comparative education, and representation within research itself.

Nidhi has worked with a wide range of key international agencies and non-governmental organisations. Among many developments arising from her work, she led the drafting of the International Statement of Action at the first Global Disability Summit. In 2018, she was appointed to the Technical Advisory Committee for the Inclusive Education Initiative, hosted by the World Bank. Her present engagements include contributions to the IIEP-UNESCO/UNICEF Foundations of Disability Inclusive Education Sector Planning Course.

At Cambridge, Nidhi supervises Doctoral and Masters students with a particular focus on inclusive education. She also coordinates the MPhil in Education, Globalization and International Development. Working with her research group she launched and convenes the Cambridge Network for Disability and Education Research (CaNDER). She is also Vice President of Hughes Hall College, University of Cambridge and a Fellow of the Academy of Social Sciences. More details of her work can be found at:

Mario Novelli

��Ĵ�ý Admin — Thu, 06 Jul 2017 11:43:18 +0000

Mario Novelli is Professor in the Political Economy of Education at the University of Sussex. He is interested in issues related to the relationship between education/conflict/war and peace and is currently working on research related to the and . Mario is Co-Editor in Chief of the journal of . He has published widely and is the co-author of Globalization, Knowledge and Labour: Education for Solidarity within Space of Resistance. London: Routledge (2010) and Global Education Policy and International Development: New Agendas, Issues and Policies. London: Bloomsbury (2018).

Paul Morris

��Ĵ�ý Admin — Wed, 24 Apr 2013 19:49:38 +0000

Paul Morris is Professor of Comparative Education at the Institute of Education, UCL based in the Department of Education, Practice and Society. His current research focuses on how policy borrowing and International Large Scale Student Assessments are used in the processes of education policy making.

Paul is a former Co-editor of ‘Compare’ and is currently the Editor of the Journal ‘Comparative Education’.

Anna Robinson-Pant

��Ĵ�ý Admin — Wed, 05 Jul 2017 09:26:28 +0000

Anna Robinson-Pant is Emeritus Professor at the School of Education and Lifelong Learning, University of East Anglia. She holds the UNESCO Chair for Adult Literacy and Learning for Social Transformation, a collaborative research, training and policy-focused partnership with universities in Nepal, Ethiopia, the Philippines, Malawi and Egypt. She is also an Emeritus Professor in the School of Global Studies, University of Sussex.

Anna worked in the field of comparative and international education throughout her career – first as a teacher educator, literacy facilitator trainer and development worker in Nepal, India and Bangladesh (with VSO, ActionAid and various NGOs from 1985-1993), then later as a researcher. Her ethnographic research in Nepal – Why eat green cucumber at the time of dying? Exploring the link between women’s literacy and development – received the UNESCO International Award for Literacy Research in 2001. Since moving into UK higher education, she has been active in developing methodological approaches to researching across languages and cultures, receiving the BMW Group Award for Intercultural Learning (Theory Category, 2007) for her contribution to this field. Her current research focuses on community engagement in public health; adult literacy, gender and social change; and the geopolitics of academic writing.

Anna has been actively involved in ��Ĵ�ý over many years, including five years as Co-Editor of Compare from 2005, when she and colleagues initiated the ��Ĵ�ý/Compare Writing-for-Publication Programme, and co-organising the ��Ĵ�ý conference at UEA in 2010. She was ��Ĵ�ý President from 2018-19.

Links:

Michael Crossley

��Ĵ�ý Admin — Wed, 24 Apr 2013 20:16:52 +0000

Michael Crossley is Emeritus Professor of Comparative and International Education, Senior Research Fellow, Founding Director of the Centre for Comparative and International Research in Education (CIRE) and Director of the Education in Small States Research Group, ESSRG, () in the School of Education at the University of Bristol, UK. He is an Adjunct Professor of Education at The University of the South Pacific and a Research Associate in CERC at The University of Hong Kong. In 2017 – 2018 he was elected as President for the ��Ĵ�ý. Professor Crossley is a former Editor of the journal Comparative Education, is the Founding Series Editor for the Bristol Studies in Comparative and International Education (Bristol University Press) and is a member of the Editorial Boards for numerous leading international journals. Major research interests relate to: theoretical and methodological scholarship on the future of comparative and international education; education policy transfer theory and practice; research capacity and international development co-operation; and educational development in small states.

Professor Crossley has published around 250 articles and books in the field of Comparative and International Education. This work has developed a strong challenge to the uncritical international transfer of educational policy, practice and research modalities. In doing so, it is argued that “context matters” more than many policy makers and researchers recognise. Secondly, this trajectory of research points to the potential to be gained from a “bridging of cultures and traditions” within and beyond the Social Sciences if Comparative and International Education is to enhance its contribution to both policy development and the advancement of theory. He has supervised 50 doctoral students to successful completion and is a Fellow (FAcSS) of the UK Academy for the Social Sciences.

Recent publications include the book: Crossley, M., Arthur, L. and McNess, E. (Eds) (2015) Revisiting Insider-Outsider Research in Comparative and International Education. Oxford: Symposium Books.

���Ĵ�ý Presidents – ���Ĵ�ý