IEG-7200 v1

Chigisheva, O. (2015). Globalization and Its Influence on Comparative Education Methodology. Bulgarian Comparative Education Society.

This article is devoted to the research of the methodological changes that occur in the field of comparative education as a result of globalization, and it provides a deep analysis of globalization.

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Encyclopædia Britannica, inc. (2021). Global trends in education. Encyclopædia Britannica. Retrieved May 24, 2022, from https://www.britannica.com/topic/education/Global-trends-in-education

Different social theories are used to explain the trends in global education. This article discusses the different social theories which are important in understanding the development and growth of educational systems.

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Misco, T., & Shiveley, J. M. (2014). Comparative Education in European Contexts: A Study of Student Perceptions. International Education, 43(2), 39–57.

Understanding comparative education from a student perspective is important because students are the beneficiaries of any educational system, so their evaluation is an important source of information. This article investigates cross-cultural perspectives among pre-service teachers after preservice teachers engaged in a short-term international experience.

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Mitter, W. (1997). Challenges to Comparative Education: Between Retrospect and Expectation. International Review of Education / Internationale Zeitschrift Für Erziehungswissenschaft, 43(5/6), 401–412. https://doi.org/10.1023/A:1003084402042

Comparative educationists are informed by different paradigms in their work around the world. This article identifies the five paradigms which have been dominant in the debates, inquiries, and projects carried out by comparative educationists.

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West, M. R. (2012). Education and Global Competitiveness: Lessons for the United States from International Evidence. Cambridge; DASH.

This article discusses how the US stands compared to other countries in terms of global competitiveness in education.

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Doucette, B., Sanabria, A., Sheplak, A., & Aydin, H. (2021). The perceptions of culturally diverse graduate students on multicultural education: implication for inclusion and diversity awareness in higher education. European Journal of Educational Research, 10(3), 1259-1273. https://doi.org/10.12973/eu-jer.10.3.1259

It is important for students to develop an understanding of multicultural education from a different perspective. This article provides the perceptions of educational leadership graduate students regarding multicultural education and transformative leadership through the lens of critical pedagogy.

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Landorf, H. (2013). Using the Dialectic of Social Justice to Enliven the Dialogue between Global Education and Multicultural Education. Social Justice Perspectives. Journal of International Social Studies, 3(2), 99–105.

Social justice is linked to multicultural education. In this article, the authors propose the dynamic of social justice used to advance the dialogue between multicultural education and global education.

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McFadden, J., And Others, & American Association of Colleges for Teacher Education, W. D. (1997). Multicultural & Global/International Education: Guidelines for Programs in Teacher Education.

Multicultural education values and respects the uniqueness of people, and it expresses ideals of equity, justice for all, and free of racial, gender, and social class discrimination. This article is important because it explores multicultural and international education in the context of teacher education programs.

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Patterson, C. (2016). Global identity in multicultural and international educational contexts: Student Identity Formation in international schools. by Nigel Bagnall. British Journal of Educational Studies, 64(2), 273–276. https://doi.org/10.1080/00071005.2016.1173925

Understanding global identity in multicultural education is important because it provides a deeper understanding of the different cultural identities in the world. This book covers the identity formation of students during their teenage years, which is a very important period in identity formation.

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