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Malaysians’ journeys to pursue graduate education in the U.S. generate more than just degree attainment. This dissertation looks at how experiences in the U.S., both in graduate school and in the workplace, influenced highly educated Malaysians, especially in their exploration of push and pull factors that influence their decisions to remain in the U.S. or to return to Malaysia. This study focuses on twenty-two participants comprised of those who have returned to Malaysia, those who are working in the U.S. on non-immigrant visas, those who became Permanent Residents and those who are naturalized U.S. citizens. The first major finding demonstrates that decisional turning points emerged mainly based upon national policies and employment opportunities prompted by the high demand for talented human capital. Such turning points are crucial telling moments of when individuals make decisions. The second major finding is that push and pull factors -- which include economic conditions and opportunities, quality of life, social justice and freedom perspectives, as well as social network/ social capital -- are assessed through the comparative views acquired between living in Malaysia and in the U.S. The third major finding is that the challenges and experiences participants encountered in the U.S. prompted the formation of transnationalism, wherein their identities, behaviors and values are not limited by the location in which they live. They use a dual frame of reference to evaluate their experiences in the U.S. and the continuous relationships with their family and communities in Malaysia. Understanding the notion of transnationalism in the process of individuals’ decision making could help states develop policies that promote brain circulation. Policies that support this global mobility of the highly educated and skilled workforce would not just benefit those nations that send and receive students for higher education enrollment. Because 1) the knowledge economy demands the global flow of highly educated workers and 2) people who study transnationally develop a flexible sense of identity and location, policies that enable international mobility for brain circulation are significant for all nations.

Literature within the field of Comparative Education often cautions against the transfer of foreign policies from one context to another. Despite this warning, Ontario’s public education system is said to have been based on an eclectic mix of foreign examples: teacher training institutes replicating Prussian Seminaries, school financing and the role of the chief superintendent and board of education as in the states of Massachusetts and New York, and using the Irish curriculum. This study conceptualises the manner in which these foreign elements became part of the 1846 school law and the reaction of stakeholders in and outside of government. The period covered by this study, 1844 – 1876, corresponds to Egerton Ryerson’s time as Chief Superintendent of education in Ontario. Extensive archival research of incoming and outgoing correspondence from the department of education, district council meeting minutes, newspapers, and local superintendent, inspector and trustee reports revealed contrasting opinions. On the one hand, sources indicated favourable results: increased pupil attendance, number of facilities and money raised to fund schools. There is also evidence that many foreign educationalists not only requested resources from Ontario’s board but aspired to emulate features of the province’s reformed education system in their own nations. This study’s finding of a ‘reverse cross-national attraction’ is a new contribution to Canadian historical studies. However, many resented features of the school bill. Critics called the superintendent and board’s method of organisation ‘Prussian despotism’ in Canadian schools; others argued the injustice of property tax to fund free schools and the cost burden of importing Irish textbooks. An original conceptual framework has been produced to review the manner in which Ryerson defended the new bill and the internalisation of these foreign policies and practices. This framework may serve as an analytical device for those engaged in researching educational policy borrowing.

L'Allemagne et la France se trouvent en matière d’immigration face à des défis semblables. Les deux pays sont des États-nations dans lesquels la société majoritaire est convaincue que le peuple doit être unifié à travers une langue commune. Cette conception d'État est pourtant fortement contestée par des personnes plurilingues (of Color). L’objectif de la thèse est d’analyser comment la discrimination des enfants plurilingues est construite et légitimée au quotidien dans le domaine de l'éducation de la petite enfance.À cette fin, des entretiens collectifs avec des enseignant-e-s et des parents ont été menés et ont été analysés suivant une approche constructiviste de la « grounded theory ». Les résultats montrent, entre autres, que les enseignant-e-s ne savent pas comment se comporter avec des enfants qui ne parlent pas la langue cible ou se sentent incertain-e-s face à ces enfants. La plupart d’entre elles / eux réagissent face à cette situation en exigeant des enfants de s’adapter et d'apprendre la langue cible par leurs propres moyens à travers une submersion dans cette langue. Les langues «Autres» des enfants et de leurs parents sont relégués au contexte privé et leurs locutrices / locuteurs sont réduit-e-s au silence dans le cadre de l’école maternelle. De cette façon le capital symbolique des enfants parlant une langue « Autre » est exclu de l’institution préscolaire, ce qui contribue à une restriction de leur participation égalitaire aux processus de l'éducation. D'autres enseignant-e-s critiquent ces politiques linguistiques de facto et décrivent en revanche comment ils contribuent à aider les enfants à s’exprimer dans leur(s) langue(s) préférée(s). / Germany and France face similar challenges concerning questions of immigration. Both countries are nation states, in which the majoritarian society is convinced that the people should be unified through speaking a common language. This conception of the nation-state is nevertheless strongly opposed by plurilingual people (of Color). The aim of the thesis is to analyze how a discrimination of plurilingual children is constructed and legitimized in daily life in the domain of early childhood education.To this end, focus group discussions with practitioners and parents have been conducted and analyzed following a constructionist “grounded theory” approach. Findings show, among others, that practitioners do not know or are insecure of how to deal with children who do not speak the target language. Some of them react by expecting children to adapt and to learn the language on their own through "language submersion". The “Other” languages of the children and their parents are relegated to the private context and their speakers are silenced in the ECEC setting. Other practitioners criticize these de facto language policies and describe how they contribute to support children in expressing themselves in their favorite language(s).

Em escolas internacionais de São Paulo, currículos e metodologias de ensino internacionais e transnacionais são utilizadas. Em Matemática, estas escolas ensinam, por exemplo, um algoritmo para divisão que não é normalmente utilizados no sistema educacional brasileiro. Como a maioria dos alunos destas escolas são brasileiros, isto é caracterizado como educational borrowing. No entanto, ao estudar alguns destes elementos não tradicionais na cultura escolar brasileira, percebemos que suas origens não são facilmente identificáveis. Com a intensificação da globalização nas últimas décadas, influências estrangeiras têm se tornado mais complexas. No caso de alguns métodos, em face das dificuldades em estabelecer o país emprestador, se faz necessário complementar as teorias da Educação Comparada para que pesquisadores possam utilizar tais subsídios teóricos e entender o fenômeno com coerência. Complementos que são obtidos à luz da Antropologia, especificamente através da teoria de antropólogos como Michel de Certeau, que nos ajuda a melhor compreender a maneira com que os alunos individualizam estes produtos da educação internacional. A seguir, de volta ao domínio da Educação Comparada, os modelos típicos ideais de Brian Holmes podem auxiliar na decisão sobre o que pode ser copiado de um sistema educacional e as prováveis consequências destas ações. Ao fim da pesquisa, conclui-se que de fato os consumidores da educação internacional aqui mencionada nem sempre tomam posse deste produto conforme o anunciado pelos seus produtores. / At international schools in São Paulo, international and transnational curricula and methodology are utilized. In mathematics, these schools teach, for instance, an algorithm for division that is not normally adopted in the Brazilian educational system. Since the majority of the students of these schools are Brazilian, this is identified as educational borrowing. However, as we study some of these non-traditional elements in the Brazilian School Culture, we realize that their origins are not easily determined. With the intensification of the globalization during the last decades, foreigner influences have become more complex. It is hard to determine the lender country in the case of some methods and because of these difficulties it is necessary to complement the theories of Compared Education so that the researchers can make use of such theoretical resources and understand the phenomenon with coherence. Such complements are obtained in the light of the anthropology, specifically through the theory of anthropologists such as Michel de Certeau, who help us to better understand the way students individualize these products of the international education. Then, going back to the grounds of Compared Education, the ideal typical models of Brian Holmes can give us aid to decide what can and what can not be copied from other educational systems and the possible consequences of such actions. At the end of this research, it is concluded that in fact the consumers of the international education mentioned here not always take poss of it according to what is announced by its producers.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-05-19T11:58:33Z No. of bitstreams: 1 Marcelo Navarro da Silva.pdf: 2094650 bytes, checksum: 87e83be1ef072aed1441acc3c5788386 (MD5) / Made available in DSpace on 2017-05-19T11:58:33Z (GMT). No. of bitstreams: 1 Marcelo Navarro da Silva.pdf: 2094650 bytes, checksum: 87e83be1ef072aed1441acc3c5788386 (MD5) Previous issue date: 2017-03-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present thesis aims to show the influences of Mathematics Education in the prescribed Mathematics Curricula of the Basic Education of Brazil and of the Basic and Higher Education of Mexico through comparative studies. The qualitative methodological study was carried out using researches in official documents and interviews with collaborating researchers in the organization and development of Mathematics Curricula, teachers of Mathematics teachers and teachers who teach Mathematics, Brazilians and Mexicans. The official documents surveyed that prescribe the Mathematics Curricula of these countries, as in Brazil the National Curriculum Parameters of Mathematics, and in Mexico the Programs of Mathematics Studies, were submitted to a comparative analysis from the perspective of Comparative Education. The interviews were used with the purpose of identifying teachers' conceptions about the Mathematics Curriculum and which Mathematics is being used in the classroom. The comparative study of the documents shows a similarity in the questions of mathematical contents, of didactic and methodological orientations, but the purpose of the Mathematics present in these Curricula points as difference, the formation of the student to exercise the citizenship, in Brazil, and the centered student formation in mathematical knowledge, in Mexico. The conceptions of the Mathematics Curriculum of the interviewees point to a dynamic curriculum vision that respects local customs and needs, and that textbooks are great influences in the classes of teachers who teach Mathematics. Therefore, we find a difference in the structuring of teaching in Brazil and Mexico, and we note that there are influences of Mathematics Education in the prescribed Mathematics Curricula, such as the use of Problem Solving, Interdisciplinarity, Contextualization, Mathematical Modeling, French Mathematics, Technologies and History of Mathematics / A presente tese tem como objetivo sinalizar as influências da Educação Matemática nos Currículos de Matemática prescritos da Educação Básica do Brasil e da Educação Básica e Média Superior do México por meio de estudos comparativos. O estudo tratado no âmbito metodológico de caráter qualitativo foi realizado utilizando pesquisas em documentos oficiais e de realização de entrevistas com pesquisadores colaboradores na organização e desenvolvimento de Currículos de Matemática, formadores de professores de Matemática e professores que ensinam Matemática, brasileiros e mexicanos. Os documentos oficiais pesquisados que prescrevem os Currículos de Matemática desses países, como no Brasil os Parâmetros Curriculares Nacionais de Matemática, e no México os Programas de Estudos de Matemática, foram submetidos a uma análise comparativa na perspectiva da Educação Comparada. As entrevistas foram utilizadas com o propósito de identificar as concepções dos professores sobre o Currículo de Matemática e qual Matemática está sendo utilizada em sala de aula. O estudo comparado dos documentos mostra uma similaridade nas questões de conteúdos matemáticos, de orientações didáticas e metodológicas, mas a finalidade da Matemática presente nesses Currículos aponta como diferença, a formação do aluno para exercício da cidadania, no Brasil, e a formação do aluno centrado no conhecimento matemático, no México. As concepções sobre o Currículo de Matemática dos entrevistados direcionam para uma visão de currículo dinâmico e que respeite os costumes e as necessidades locais, e que os livros didáticos são grandes influências nas aulas dos professores que ensinam Matemática. Portanto, encontramos diferença na estruturação do ensino de Brasil e México, e notamos que há influências da Educação Matemática nos Currículos de Matemática prescritos, tais como, o uso da Resolução de Problemas, da Interdisciplinaridade, da Contextualização, da Modelagem Matemática, da Didática da Matemática francesa, das Tecnologias e da História da Matemática

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Trata do ensino agrÃcola, tomando como locus de observaÃÃo a dinÃmica da Escola AgrÃcola de Lavras da Mangabeira, no CearÃ, buscando compreendÃ-la no contexto da internacionalizaÃÃo das PolÃticas de EducaÃÃo AgrÃcola para o Brasil. Utiliza fonte bibliogrÃfica composta por alguns expoentes brasileiros e estrangeiros da HistÃria da EducaÃÃo, a exemplo de: Salles (1941), Castelo (1951), Nagle (1976), Andrade (1979), Velho (1979), Poulantzas (1985), Bandeira (1989), Capdeville (1991), Souza (1994), MendonÃa (1997), OtaÃza Romanelli (1999), Schelbauer (1999), NÃvoa e Schriewer (2000), Oliveira (2000), Nogueira (2002), Lerche (2002), Schwartzman (2000), FlÃvia Werle (2005), Cavalcante, (2005/2008), Del Priori (2006), MagalhÃes Filho (2009), Mattos (2010) e Jucà (2011). Adota abordagem histÃrica e qualitativa de pesquisa, com ancoragem no mÃtodo comparado e levantamento de fontes desenvolvido junto a acervos pÃblicos e privados, baseada em consulta a documentos, livros e iconografias, somada a relatos orais de sujeitos (diretores âprofessores â alunos e funcionÃrios) que vivenciaram a construÃÃo institucional do ColÃgio AgrÃcola de Lavras da Mangabeira, no CearÃ, entre 1947 a 2008. Apresenta narrativa configurada em periodizaÃÃo oriunda do exame da ordem cronolÃgica dos acontecimentos histÃricos, feita em conexÃo com marcos relevantes das polÃticas de Ensino AgrÃcola no Brasil e no CearÃ. Analisa a histÃria dessa instituiÃÃo escolar, traÃando ligaÃÃes e paralelos entre a dimensÃo local (Lavras da Mangabeira, CearÃ), nacional (Brasil) e internacional (Estados Unidos da AmÃrica). Como resultado, sumaria as seguintes indicaÃÃes: 1) As polÃticas de ensino agrÃcola no Brasil foram marcadas por interesses econÃmicos bem delineados, tendo os principais produtores agrÃcolas como agentes de intermediaÃÃo junto ao Estado brasileiro; 2) A luta empreendida pela sociedade civil organizada em prol da educaÃÃo agrÃcola respondia, ao nÃvel local, ao apelo desenvolvimentista brasileiro entÃo propagado em sintonia com orientaÃÃo dos Estados Unidos da AmÃrica; 3) A difusÃo das ideias americanas para a agricultura foi amplamente divulgada, graÃas a acordos e convÃnios firmados entre os governos brasileiro e americano; 4) A parceria Brasil-EUA no plano educacional favoreceu a criaÃÃo de uma rede nacional e estadual de escolas agrÃcolas, que foi responsÃvel pela formaÃÃo de profissionais em nÃvel tÃcnico â tÃcnicos agrÃcolas â para atuar junto ao homem do campo e a agÃncias pÃblicas e privadas, como formadora e propagadora das ideias modernizantes da agricultura brasileira; 5) Os colÃgios agrÃcolas da rede cearense representaram para os jovens interioranos uma oportunidade para alcance de uma melhoria de vida e garantia de inserÃÃo profissional considerada compensatÃria. Conclui que o ensino agrÃcola no Brasil foi resultado de uma conjugaÃÃo de elementos decisÃrios da sua polÃtica econÃmica, associada a uma estratÃgia desenvolvimentista americana, onde, as escolas agrÃcolas serviram como um espaÃo de difusÃo, circulaÃÃo e adoÃÃo de ideias agrÃrio-agrÃcolas e pedagÃgicas consideradas modernizantes para o meio rural. / This agricultural education, taking as observation locus of the dynamics of the Agricultural School of Lavras da Mangabeira, CearÃ, seeking to understand it in the context of the internationalization of Agricultural Education Policies for Brazil. Uses bibliographic source composed of some Brazilian exponents and foreign History of Education, such Salles (1941), Castle (1951), Nagle (1976), Andrade (1979), Old (1979), Poulantzas (1985), Flag (1989), Capdeville (1991), Souza (1994), Mendonca (1997), OTAIZA Romanelli (1999), Schelbauer (1999), NÃvoa and Schriewer (2000), Oliveira (2000), walnut (2002), Lerche (2002 ), Schwartzman (2000), Flavia Werle (2005), Cavalcante (2005-2008), Del Priori (2006), Magalhaes Filho (2009), Mattos (2010) and Juca (2011). It adopts historical and qualitative research, with anchoring the comparative method and survey sources developed with public and private collections, based on the consultation documents, books and iconography, in addition to oral reports of subjects (-professores directors - students and staff) who experienced the institutional construction of the Agricultural College of Lavras da Mangabeira, Cearà from 1947 to 2008. it presents narrative set in periodization derived from the examination of the chronological order of historical events, made in connection with important milestones of agricultural education policies in Brazil and In Ceara. Analyzes the history of this educational institution, tracing connections and parallels between the local dimension (Lavras da Mangabeira, CearÃ), national (Brazil) and international (United States). As a result, summarizes the following: 1) agricultural education policies in Brazil were marked by well-designed economic interests, and the main agricultural producers as intermediary agents to the Brazilian State; 2) The struggle undertaken by civil society organizations in support of agricultural education respond at the local level, the call then Brazilian developmentalist propagated in line with guidance from the United States; 3) The spread of American ideas for agriculture was widely publicized, thanks to signed agreements and agreements between the Brazilian and US governments; 4) The Brazil-US partnership in the educational plan favored the creation of a state and national network of agricultural schools, which was responsible for the training of professionals in technical - agricultural technicians - to work with the man of the field and the public agencies and private as forming and propagator of modernizing ideas of Brazilian agriculture; 5) The agricultural colleges cearense network accounted for the young provincials an opportunity to reach a better life and a job guarantee considered compensatory. It concludes that agricultural education in Brazil was the result of a combination of decision elements of its economic policy, together with an American development strategy, where agricultural schools served as a broadcast space, circulation and adoption of agrarian agricultural and pedagogical ideas considered for modernizing the rural areas.

One of the major debates regarding studying abroad concerns criticism that it lacks measurable and demonstrable learning outcomes and is usually viewed as less rigorous than other university courses (McKeown 2009). As one Western Kentucky University (WKU) faculty member noted when responding to the Faculty Attitudes Survey deployed for this project, all too often “too many study abroad experiences [are] little more than glorified fieldtrips.....” (Anonymous WKU Faculty Member, 2009, Appendix IV). While this may be the case, upon their return to the United States, students often say their study abroad experience proved life changing. The primary purpose of this study is to analyze students’ acquisition of geographic knowledge as a result of their engagement in a study abroad course regardless of their major academic discipline, with a secondary objective of creating baseline data for future research on the effects of study abroad for students at WKU. The analysis summarizes what geographic literacy (geo-literacy) is and how it relates to study abroad. The research also presents trends about education abroad on a national, state, and university level. Additionally, general attitudes about study abroad from University Experience (generally first-year) students at WKU are discussed. Also analyzed is the geographic knowledge gained by students, using the National Geography Standards of 1994, with evidence of attitudes and literacy collected using surveys, focus groups, and a cultural assessment tool called the Global Competence Aptitude Assessment – Young Adult version (GCAA-YA). Throughout the study, students showed signs of being geographically informed measured against the National Geography Standards of 1994; however, as illustrated by the GCAA-YA, both students who had studied abroad and those who had not, scored in the underdeveloped or developing range of global competence (with students who had studied abroad scoring higher in all components of the assessment). Students who participated in various research projects for this thesis had completed their education abroad course within 12 months or less before participating in any of the research. It is generally accepted that study abroad can improve students’ geo-literacy. Concrete evidence of immediate improvement in geographic literacy was not obtained from this research, suggesting that the short-term implications of a study abroad experience could not be precisely articulated by the students or captured by the researcher. Further, the research suggests that improvements are only marginal and cannot really be measured successfully until many years after students’ graduation. What was discovered is that students who studied abroad, almost without exception, exhibited that their minds were opened to the world around them and that a desire for further learning was clear. The results suggest that further research on the effects of education abroad is needed, using the baseline data collected during the 2009-2010 academic year at WKU.

Πρόσφατα, υπό την επιρροή Διεθνών Οργανισμών και της ΕΕ, η Γερμανία και η Φινλανδία πήραν μέτρα που αφορούν την ανάπτυξη και εξασφάλιση της ποιότητας στην εκπαίδευση γενικά, και στη σχολική μονάδα ειδικότερα. Στην παρούσα μελέτη επιχειρείται η συγκριτική προσέγγιση του γερμανικού και του φινλανδικού εκπαιδευτικού συστήματος στο παράδειγμα της εκπαιδευτικής αξιολόγησης, στην πρωτοβάθμια εκπαίδευση, στη Γερμανία (Βάδη – Βυρτεμβέργη) και στη Φινλανδία. Και οι δύο χώρες αποτελούν μέλη της Ε.Ε. με ισχυρή κρατική πρόνοια αλλά με διαφορετικές ιστορικές, εθνικές καταβολές και διαφορετικό κοινωνικό οικονομικό και πολιτικό υπόβαθρο. / In recent years, under the influence of International Institutes and the EU, initiatives have been taken in Germany and Finland concerning the quality assurance and quality development of education at both the level of the school system and the level of the individual school. In the present study a comparative approach of the German and Finnish educational systems is attempted, in the paradigm of educational school evaluation, focusing on the primary education in Germany (Baden-Wuertemberg) and in Finland. The two countries constitute members of the EU with strong social welfare system but with specific historic and national heritage and different social, economic and political background.

The purpose of this thesis is to explore the possibilities in reinventing Freirean critical pedagogy in the context of Indian formal education, and to examine the tensions and limitations that emerge and that would need to be addressed in such an attempt. It argues that Brazilian educator Paulo Freire's model of critical pedagogy can offer useful ideas and possibilities for change in the formal education system in India that is currently suppressing critical education and thereby perpetuating inequality and oppression. However, inasmuch as current educational practice in India is embedded in a cultural worldview that is different from the cultural worldview which shaped Freire's thinking, his theory will have to be contextualized, in keeping with the ideals of humanization, epistemology, liberation, ontology and pedagogy that are valued in Indian society, in order to be reinvented successfully in the Indian context. To this end, the thesis will present a comparative study of Freirean critical pedagogy and the Indian culture of pedagogy in order to explore the following questions: What are some of the possibilities that a Freirean perspective can offer for a critique of the Indian culture of pedagogy? What are some of the possibilities that an Indian perspective can offer for a critique of the cultural specificities of Freire's worldview? What are some of the tensions between the two worldviews that would need to be addressed in order to successfully reinvent critical pedagogy in the context of Indian education, and what are some tentative ways to address these tensions? These questions will be answered by exploring the points of commonality and difference between the worldviews framing the Indian culture of pedagogy and critical pedagogy. Based on the specific historical, social, cultural and political context in which each of these pedagogies arose, the thesis will explore how the points of commonality between these two frameworks can allow them to speak to each other, and how the differences between them can be potentially reconciled. Postcolonial theory, Clarke's (2001) construct of "the culture of pedagogy," and critical pedagogy itself will together provide the conceptual lens through which these questions will be examined. / Thesis (Master, Education) -- Queen's University, 2007-12-13 16:39:14.347 / This research was supported with help from the Government of Ontario and the Social Sciences and Humanities Research Council of Canada.