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Journal Cover FIRE : Forum of International Research in Education
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  This is an Open Access Journal Open Access journal
   ISSN (Print) 2326-3873
   Published by Lehigh University Homepage  [1 journal]
  • The Educational Aspirations of Saudi Arabian Youth: Implications for
           Creating a New Framework to Explain Saudi Arabian Society

    • Authors: Woohyang Sim
      Abstract: Higher education in Saudi Arabia has garnered immense praise for its rapid expansion and developments in both quantity and quality. In response to this, the tertiary school enrollment in Saudi Arabia is rapidly rising. These achievements can be explained by changes in educational policies. However, studies regarding youth’s awareness are scarce. Thus, this study clarifies the educational aspiration of Saudi Arabia's young generations through an awareness survey. Data collected from 316 respondents was analyzed by using SPSS. The findings of this study indicate strong educational aspirations of young Saudis who are motivated by their meritocratic way of thinking. These results are discussed while examining the application of status attainment and status expression theories in the case of Saudi Arabia.
      PubDate: Tue, 06 Dec 2016 02:58:51 PST
       
  • International Higher Education for Whom? Expatriate Students,
           Choice-making and International (Im)mobility in the Northern United Arab
           Emirates

    • Authors: Lee Rensimer
      Abstract: This article identifies a research gap on expatriate students attending international branch campuses in their country of residence, and presents evidence that they are insufficiently distinguished from international students in research on student mobility and choice-making. It finds that the priorities and enrollment choices of expatriates are often understood using the same analytical language as for students who migrate for the purpose of education, particularly through the use of rationalist “push-pull” models and agent-centric frameworks that approach choice and mobility as inherent to all international students. The study suggests that the enrollment choices of expatriates studying at fee-charging international institutions are better understood through research discourses typically applied to non-mobile, domestic students, such as access, affordability and opportunity. Using a mixed-methods research design combining questionnaires and interviews, the author examines the pathways and obstacles experienced by expatriate residents studying at international institutions in the Northern Emirate of Ras Al Khaimah in the United Arab Emirates. It finds that expatriate student choices are often constrained by structural factors that limit their mobility, including costs and family commitments, and are informed by senses of belonging and familiarity in their adoptive country of residence. Findings are contextualized through a discussion of an international education market which capitalizes on immobility and commercializes access to expressions of global citizenship. It concludes with implications for mobility research and calls for greater nuance in discussions on students attending international institutions of higher education.
      PubDate: Tue, 08 Nov 2016 05:56:01 PST
       
  • Private Education in the Absence of a Public Option: The Cases of the
           United Arab Emirates and Qatar

    • Authors: Natasha Y. Ridge et al.
      Abstract: In the face of rising demand for private schooling in the United Arab Emirates (UAE) and Qatar, a lack of affordable schooling options, monopolistic behavior of private education providers, and unpredictable government regulations have created a complex and unequal education sector. This research employs a mixed methods comparative approach to explore the ways in which private education providers navigate the regulatory schooling environments and assess the impact on education stakeholders in the UAE and Qatar. The study finds that there are considerable socioeconomic differences in terms of who has access to schooling and that a growing for-profit education sector may be deepening existing inequities in both countries, leaving poorer expatriate families only able to access low-quality education or in the worst cases, unable to access education at all. The promise of non-profit providers as a viable alternative to ensure access is explored.
      PubDate: Mon, 10 Oct 2016 07:56:12 PDT
       
  • Supporting Parents of Preschool Children to Develop Strategies for
           Schema-Based Play Activities to Enhance Attachment and Well-being: A
           Preliminary Study in the United Arab Emirates

    • Authors: Kay Sanderson et al.
      Abstract: This paper explores the meaning of childhood within the realms of play and attachment. Are parental attitudes and expectations, with the use of technology and prescriptive toys, limiting development in children today? Children’s play in homes in the United Arab Emirates is examined to explore how children in this region play and whether the quality of this play supports the development of the necessary attachment with the parents and careers. The paper provides an overview of a pilot research study entitled ‘Parents as Play Partners’, in order to highlight how simple schema-based play with adult support can positively impact attachment and a child’s learning and development. Although this study was a limited pilot, the insights obtained are powerful and could prove invaluable for governments and providers of early childhood education, as well as parents and practitioners in this field.
      PubDate: Mon, 10 Oct 2016 07:56:06 PDT
       
  • BOOK REVIEW: Cain, S. (2012). Quiet: The power of introverts in a world
           that can't stop talking. New York, NY: Crown Publishers. 333 pp.,
           ISBN: 9780307352149.

    • Authors: Kapil D. Regmi
      Abstract: BOOK REVIEW: Cain, S. (2012). Quiet: The power of introverts in a world that can't stop talking. New York, NY: Crown Publishers. 333 pages. ISBN: 9780307352149.
      PubDate: Fri, 07 Oct 2016 06:05:58 PDT
       
  • Holistic Sustainability as Key to Emiratization: Links Between Job
           Satisfaction in the Private Sector and Young Emirati Adult Unemployment

    • Authors: Georgia M. Daleure
      Abstract: This study examines factors leading to unemployment among young Emirati adults and new entrants to the workforce despite the abundant employment opportunities available in the UAE private sector. The study points out that new entrants to the workforce, including a growing number of college graduates, find few opportunities in the preferred but saturated public sector so they are faced with a three-part employment decision: considering employment in the private sector for a long-term career, entering the private sector temporarily, or remaining unemployed until an opportunity emerges in the public sector. The study sheds light on the obvious question, “Why would Emirati youth prefer to remain unemployed when so many private sector jobs are available?”, by examining and identifying factors for Emirati job satisfaction. More than 1,000 Emirati participants employed in both public and private sectors responded to a quantitative survey rating aspects of job satisfaction. Quantitative data, supported by open ended responses, indicated that culturally friendly work environments and flexibility to manage family responsibilities were the most important factors for job satisfaction and employment decisions most Emiratis and especially for Emirati women. The study concludes that the most important factor for young Emiratis, especially women, is a workplace aligned with the culture in which they operate embodying the concept of holistic sustainability.
      PubDate: Fri, 07 Oct 2016 05:46:08 PDT
       
  • Inclusion Not Exclusion: Comparative Educational Perspectives at the Heart
           of Sustainable Development in the Gulf States

    • Authors: Kay Sanderson Dr et al.
      Abstract: Welcome to this special edition of FIRE: Forum for International Research in Education. This issue celebrates the rich variety of research brought together at the 6th Annual Gulf Comparative Education Society (GCES) Symposium in April 2015. Hosted by Middlesex University at their Dubai campus, the symposium was an opportunity to share and critically discuss matters related to comparative and educational research in a region where opportunities for such activities can be challenging to access. Speakers from Kuwait to Oman came together, and in the form of the conference found both a voice and a support network. The richness of this meeting of minds has been captured in part though this special edition. Building on the quality of research that FIRE has become recognized for, we hope you will find the content of this issue interesting, thought provoking, and even controversial, as all good research should be. Above all, we hope it inspires even more academics from within this region to come forward and participate in the debate at future GCES conferences.
      PubDate: Fri, 07 Oct 2016 05:46:02 PDT
       
  • BOOK REVIEW: Schwartzman, S. (Ed.). (2015). Education in South America.
           New York: Bloomsbury. 496 pp. ISBN: 9781472592460.

    • Authors: Janna Goebel
      Abstract: BOOK REVIEW: Schwartzman, S. (Ed.). (2015). Education in South America. New York: Bloomsbury. 496 pp. ISBN: 9781472592460.
      PubDate: Mon, 19 Sep 2016 11:32:28 PDT
       
  • BOOK REVIEW: Csikszentmihalyi, M. (2008). Flow: The Psychology of Optimal
           Experience (1st ed.). New York, NY: HarperCollins. 336 pp. ISBN
           978-0-06-133920-2.

    • Authors: Diem T.N. Hoang
      Abstract: BOOK REVIEW: Csikszentmihalyi, M. (2008). Flow: The Psychology of Optimal Experience. New York, NY: HarperCollins. 336 pp. ISBN 978-0-06-133920-2.
      PubDate: Fri, 05 Aug 2016 07:50:58 PDT
       
  • BOOK REVIEW: Ashcroft, K., & Rayner, P. (2011). Higher Education in
           Development: Lessons from Sub-Saharan Africa. Charlotte, NC: Information
           Age Publishing, Inc., 286 pp., ISBN: 978-1-61735-541-7.

    • Authors: Elizabeth R. Bruce
      Abstract: Book Review: Ashcroft, K., & Rayner, P. (2011). Higher Education in Development: Lessons from Sub-Saharan Africa. Charlotte, NC: Information Age Publishing, Inc., 286 pp., ISBN: 978-1-61735-541-7.
      PubDate: Fri, 05 Aug 2016 07:50:54 PDT
       
  • Grafting: Making Space for International and Comparative Education in a
           Pre-service Teacher Social Foundations Class

    • Authors: Payal Shah et al.
      Abstract: This article contributes to a growing appreciation and understanding of both the ways to include exposure to Comparative and International Education (CIE) in undergraduate teacher education as well as to how students take up and respond creatively to opportunities for comparative exploration. In order to make space for comparative education in the already oversubscribed pre-service teacher’s program of study, we (1) explore a strategy to use a required undergraduate social foundations’ class for pre-service teachers at a large public university as a platform for comparative education, and (2) share the lessons learned from creating space for students to express their international and comparative curiosities. We open the article by introducing the “grafting” strategy to make space for the comparative; we then turn to the ways we employed a pedagogical tool we call “drawing out” to allow students to make comparative connections by responding to our deliberate, comparative prompts. We found that by embracing the grafting approach we created opportunities for students to make their own conclusions about the value of comparative considerations and to express their organic interest in the international to better understand domestic developments and options.
      PubDate: Thu, 04 Aug 2016 07:08:48 PDT
       
  • Reflections on Building ‘Glocal’ Competence among Pre-Service
           and In-Service Teachers

    • Authors: Wangari Gichiru
      Abstract: The purpose of this paper is to critically reflect on two graduate international comparative education courses I taught at a mid-sized public university. Using a variety of readings and multimedia focusing on voices of international educators telling their own stories of struggle for a democratic education, these courses represent my effort to raise a ‘glocal’ consciousness among pre-service and in-service educators. In this paper, I describe how my educational and life experiences, which include living in parts of the ‘global south’ and ‘global north,’ influenced the global issues selected for discussion in these classes. Although there is clear evidence that the experiences I describe in these courses helped to develop a more "glocal" and critical consciousness among students, I conclude that there are always more questions to ask, stories to tell, and complexities to explore when comparing different educational approaches.
      PubDate: Thu, 04 Aug 2016 07:08:44 PDT
       
  • The Global Imperative for Teacher Education: Opportunities for Comparative
           and International Education

    • Authors: Elena Aydarova et al.
      Abstract: In the context of globalization, teacher education has to respond to the global imperative by helping pre-service teachers develop global consciousness and awareness (Apple, 2011; Zhao, 2010). This paper addresses this imperative by first identifying the spaces for global competencies in teacher education standards at the national, regional, state, and institutional levels. Next, we analyze two universities’ attempts to internationalize teacher education programs and demonstrate how the lack of specificity in teacher education standards emerge as gaps in the curriculum and in pre-service teacher learning. We argue that re-fashioned comparative and international education courses could address these gaps by developing students’ conceptual understandings of global processes and their impact on education. The ultimate purpose of such courses will be to challenge pre-service teachers’ ethnocentric assumptions about education and to foster a planetary relational view necessary for the development of a more just modernity on the global scale.
      PubDate: Thu, 04 Aug 2016 07:08:40 PDT
       
  • Comparative and International Education in Teacher Training Programs: The
           Case of North Park University in Chicago

    • Authors: Angelyn Balodimas-Bartolomei
      Abstract: For decades, scholars have claimed the importance of implementing comparative and international education courses in teacher education programs. Although there are countless benefits of doing so, information or evidence about offering comparative and international education in the teacher education curricula, is negligible. To date, it is uncertain how many teacher education programs include such a course. The current article aims to describe how and why CIE became a required graduate level course within a teacher education program in Chicago. It also discusses the various pedagogical approaches, theories, themes, and content that were selected for the framework of this course. Lastly, the article brings forth teachers' comments and views regarding the benefits of incorporating comparative and international education in teacher education programs and how after completing the class, they perceived themselves to be more effective and globally competent teachers.
      PubDate: Thu, 04 Aug 2016 07:08:35 PDT
       
  • Guest Editors’ Introduction to the FIRE Special Issue on “The Place
           and Future of Comparative Education in Teacher Education”

    • Authors: Patricia K. Kubow et al.
      Abstract: Guest Editors’ Introduction to the FIRE Special Issue on “The Place and Future of Comparative Education in Teacher Education”.
      PubDate: Thu, 04 Aug 2016 07:08:31 PDT
       
  • An International Academic Partnership Through a Policy Implementation
           Lens: Top-Down, Bottom-Up or Somewhere In Between?

    • Authors: James D. Gieser
      Abstract: Leaders of higher education institutions are eager to identify effective internationalization strategies in today’s fast-paced, interconnected global environment. International academic partnerships are a common yet understudied strategy designed to take advantage of globalization’s opportunities and to meet an institution’s internationalization goals. However, because these are based squarely on human interpersonal relationships, they depend heavily on the perceptions, interpretations and appropriations of those involved. This study offers an in-depth exploration of how an international academic partnership is perceived and interpreted by stakeholders on both sides of the partnership. Guided by a policy implementation theory and a case study approach, the study’s results yield a rich insider perspective on various facets of the partnership’s origination, operation and perceived effectiveness. The study provides suggestions for future research as well as recommendations for practice, such as the critical function of faculty involvement and the exercise of prudence by senior administrators who possess international partnership ambitions.
      PubDate: Wed, 18 May 2016 06:50:44 PDT
       
  • Integration and Career Challenges of Newcomer Youth in Newfoundland in
           Canada

    • Authors: Xuemei Li et al.
      Abstract: Faced with a labor shortage and low profile of diversity, the province of Newfoundland and Labrador in Canada has been making an effort to attract and retain newcomers. Guided by Bronfenbrenner’s (1979) ecological systems theory, this qualitative study investigates the challenges faced by newcomer youth, including permanent residents coming as immigrants or refugees and temporary residents with student visas or work permits, who were either already in the work force or could join it in the immediate future. Major themes surfacing from the data include inadequate public transportation, limited social interaction, language barriers, and dim employment prospects. The authors conclude that the key problems lie in lack of funding for needed support, coordination among existing programs, convenient transportation, and job opportunities. The province can expect an increased retention rate of newcomers when these issues are considered and resolved, along with bridging programs established to bring the local and newcomers together.
      PubDate: Mon, 16 May 2016 20:59:23 PDT
       
  • BOOK REVIEW: Ridge, Natasha. (2014). Education and the Reverse Gender
           Divide in the Gulf States: Embracing the Global, Ignoring the Local. New
           York, NY: Teachers College Press. 216 pp., ISBN: 978-0-8077-5561-7.

    • Authors: Theresa C. Bodon
      Abstract: BOOK REVIEW: Ridge, Natasha. (2014). Education and the Reverse Gender Divide in the Gulf States: Embracing the Global, Ignoring the Local. New York, NY: Teachers College Press. 216 pp., ISBN: 978-0-8077-5561-7.
      PubDate: Mon, 21 Mar 2016 07:45:45 PDT
       
  • BOOK REVIEW: Ridge, Natasha. (2014). Education and the Reverse Gender
           Divide in the Gulf States: Embracing the Global, Ignoring the Local. New
           York, NY: Teachers College Press. 216 pp., ISBN: 978-0-8077-5561-7.

    • Authors: Fawziah Al-bakr
      Abstract: BOOK REVIEW: Ridge, Natasha. (2014). Education and the reverse gender divide in the Gulf States: Embracing the global, ignoring the local. New York, NY: Teachers College Press. 216 pp., ISBN: 978-0-8077-5561-7.
      PubDate: Mon, 22 Feb 2016 05:45:44 PST
       
  • Book Review: Dei, G.J.S. & Adjei, P.B. (Eds.). (2014). Emerging
           Perspectives on 'African Development': Speaking Differently. New
           York, NY: Peter Lang, 209 pp., ISBN: 978-1-4331-2096-1.

    • Authors: Christopher S. Collins
      Abstract: BOOK REVIEW: Dei, G.J.S. & Adjei, P.B. (Eds.). (2014). Emerging perspectives on 'African development': Speaking differently. New York, NY: Peter Lang, 209 pp., ISBN: 978-1-4331-2096-1.
      PubDate: Sun, 21 Feb 2016 15:35:46 PST
       
 
 
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