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27 Feb 2024
Miami & Online



In March 2024, NORRAG will be taking part in the 68th annual conference of the Comparative and International Education Society (CIES) through different sessions. Stay tuned for more detailed information.

List of NORRAG Sessions: 

Highlighted Session: Decolonising Development in Education: Rethinking, Reframing and Reimagining Possibilities

Panel discussion – Hybrid

Wed, March 13, 6:30 to 8:00pm EST/Miami, Hyatt Regency Miami, 29 Merrick 1

The role of education in colonialism is central; at the same time, the power of education in historical and contemporary decolonial protest is undeniable. The authors come to this panel, firstly, with a sense of deep concern about the state of our planet and its many challenges. Our conceptual point of departure is that dominant conceptions of development have been premised, even in what we have come to think of as ‘radical’ forms, on problematic ontological and epistemological understandings of who we are as human beings and what we should be aspiring to. In this panel, we discuss and debate the concepts of reparation, recuperation, redress, rectification and redistribution. We spar with each other how these terms promote justice and the possibility of futures beyond the conditions of our present dominance. How they might return us to dominance’s classificatory and discursive frameworks or not. Implicitly, as we debate with each other, we grapple with the significatory and even determinative freight of our language. Our purpose, in the clamour and intensity of the arguments surrounding the discussion of development, is to clarify what we could contribute to imagining and making alternative and sustainable futures.


  • Moira V Faul, NORRAG, Geneva Graduate Institute – chair
  • Kathryn Moeller, University of Cambridge – discussant
  • Veronica Pacin-Ketchabaw, Western University The University of Western Ontario: Microfragments of Reparation and Reinvention
  • Iveta Silova, Hikaru Komatsu, and Jeremy Rappleye: Unlearning Development
  • Prachi Srivastava: Engaging in Epistemic Humility to Decentre and Deconstruct the Myth of Educational Security and Dysfunction of the ‘West’ and the ‘Rest’

A Systemic Approach to Policy Reform through Knowledge and Innovation Exchange: the Case of the Maldives

Formal Panel Session – Online – in partnership with South Asia SIG

Thu, March 7, 11:00am to 12:30pm EST/Miami, Zoom Rooms, Zoom Room 107

Education systems worldwide are working towards providing better access, equity, and quality to children in their countries. The Global Partnership for Education (GPE) Knowledge, Innovation, and Exchange Hub in the regions of Europe, Middle East and North Africa, Asia, and the Pacific (KIX-EMAP) has identified, however, that countries in the EMAP region face a critical challenge in strengthening their education systems. Often, innovations or pilot projects only address one or two components of a certain sub-system, resulting in dysfunctionalities and eventually leading to the abandonment of the reform. The systemic or transformative approach is urgently needed over the project approach (historically known as patchwork reform) that dominates international collaboration programs. To address this issue, the KIX-EMAP Hub provides a diverse set of activities aimed at strengthening education systems, through a demand-driven approach led by the local government and active country representatives. The Hub operates in a manner that simulates the features of a systemic approach, namely externalization where the system’s observation of the difference between itself and other systems takes place through the exchange activities where “they construct other national systems as reference societies at particular moments to suggest that lessons should be drawn from these systems” (Steiner-Khamsi, 2023). Moreover, the innovations taking place within a subregion could be regarded as “reference societies” for policy borrowing within a comparable context. (Steiner-Khamsi, 2023). Hence, the current panel will highlight the different activities of the KIX-EMAP Hub in a country like the Maldives, involving the three communities of evidence-based policy and planning (Policy researchers, policy brokers and advisors, and policymakers) and how these diverse groups move towards one unified goal. The panel will also reveal the lessons learned for the Maldives education system, what shortcomings persist, and what potential avenues for addressing them in the future. Since the systemic approach is multidimensional, the panel presentations will address several aspects of the KIX-EMAP approach and its outputs, outcomes, and impact on the Maldives education system. The issue of policy formulation is a critical aspect of policy reform, for this purpose, multiple strategies could be utilized, among which is the use of geospatial data to make informed decisions that promote equity and inclusion in the education system: The most important goal of school mapping is to rationalize school resources by using geographical units of analysis.


  • Ian Macpherson, Global Partnership for Education – discussant
  • Maria Margarita Lopez Castano, IDRC – chair
  • Ahmed Mohamed, Maldives National University: School Planning with Equal Access in Mind and Geospatial Data Software in Hand: Learning Cycle 2 and the Outcome Case
  • Rasha Sharaf, NORRAG & KIX EAP Hub, and Visal Moosa, KIX-EMAP National Coordinator in Maldives: Systemic Approach to Policy Reform on the Regional and Local Levels

Refugee Education: Balancing Challenges and Assets

Formal Panel Session – In-person

Mon, March 11, 2:45 to 4:15pm EST/Miami, Hyatt Regency Miami, Floor: Third Level, President Room

This panel explores how research related to refugee education can better balance its focus on the challenges confronted by and the assets possessed by the learners, teachers, parents, and community members living in contexts of forced international displacement. There is no doubt that numerous challenges are faced by the 224 million school-age children living in contexts affected by conflict and crisis (ECW, 2023), with specific challenges faced by the more than 35 million refugees who have crossed an international border to seek refuge in another country (UNHCR, 2023). When we turn to education, both displaced and host community learners are more likely to face struggles in terms of schooling access and learning outcomes (ECW, 2023). Meanwhile, teachers who work to provide education in settings affected by crisis, conflict, and displacement are neither compensated sufficiently and regularly, nor supported adequately to be successful in their vocation–with repercussions for their well-being and that of their learners (Falk et al., 2019). However, despite the many challenges facing the learners and teachers involved in ‘refugee education’ contexts, they also bring numerous assets and demonstrate agency, capability, ingenuity, and skill in navigating their difficult circumstances (Cha & Choi, forthcoming). How can we as researchers of refugee education better direct our gaze towards the agency and capability of displaced populations and those who live, learn, and work alongside them? How can we better recognize their everyday acts of protest, resistance, and creation in the face of myriad educational challenges? This panel will explore this question through three presentations including a systematic review with corpus analysis, an exploration of family language assets, and a participatory action research project with resettled refugees.


  • Jihae Cha: From Learners to Leaders: Youth with Refugee Backgrounds’ Reflections of Engaging in Storytelling Participatory Action Research
  • Danielle Lorber Falk, International Rescue Committee (IRC) – chair
  • Daniel Shephard: Asset and Deficit Discourses in Refugee Education: a Systematic Review and Meta-synthesis of Historical and Disciplinary Patterns
  • Celia Reddick: Refugee Education and Parents’ Daily Acts of Protest

Experiences, Contexts and Data Use: Revisiting the Study of Education Policy Implementation in Comparative and International Education

Formal Panel Session – In-person

Wed, March 13, 8:00 to 9:30am EST/Miami, Hyatt Regency Miami, Floor: Terrace Level, Orchid B

The study of education policies is at the centre of the field of comparative and international education. It is well known that this field of study focuses on the circulation of policies through diverse temporalities and spatialities (Nóvoa, 2017) including the global, regional, national, subnational and institutional scales. Each one may be considered as a locus of analysis in itself, or as part of an exchange movement where both educational policy regulation and programme design and practice take shape. Concepts such as policy borrowing and lending, policy formulation, diffusion, reception, interpretation and translation, or the research on global governance, epistemological governance and the critical grammar of education policy have laid the basis for the study of the dynamics in education policy formulation and development (see among others Carney, 2012; Grek, 2014; Louis et al., 2005; Philips & Ochs, 2003; Robertson & Dale, 2014; Rizvi & Lingard, 2009; Steiner-Khamsi, 2016; Steiner-Khamsi & Waldow, 2018; Verger & Skedsmo, 2021). Specifically, Stephen Ball’s work has remarkably contributed to renewing the studies on education policies by developing conceptual tools that have enabled to overcome static views on the policy formulation and implementation processes: it is in the logic of dynamism, flows and movement that we should analyze educational policy, and the new spaces and times in which education policies are produced. To that end, Ball and his colleagues have developed concepts such as the policy cycle, the polycentric state, governance, heterarchies and policy networks (Beech & Meo, 2016). Comparative studies on education policies have taken particular interest in their contributions to the theory of policy enactment, in a bid to complexify the analysis of policy implementation: the circulation of norms and programmes into educational practices (Ball et al., 2011; Braun et al., 2011). For the authors, the policy cycle is continuous, and its complexity lies in the need to analytically articulate the micro-political processes, inherent to the actions of school actors, with those at the macro-political level. This approach allows moving away from linear perspectives of policy implementation and highlighting the contentious and dialectical nature of policy processes (Verger & Skedsmo, 2021). This panel is located at this analytical intersection between micro- and macro-processes of education policy, processes that involve the different actors participating in the development of education policies: from the influences of international organizations to individual and collective decision-making that gives meaning to actions in schools.


  • Felicitas Acosta, UNGS & NORRAG – chair
  • Chanwoong Baek, NORRAG – discussant
  • María Balarín, GRADE: Reforming Pedagogical Practice in Peruvian Schools: the Promise and Downfall of a Whole School Intervention
  • Tamo Chattopadhay, American University of Central Asia, and FGV Sao Paulo School of Business and Public Administration, and Jorge Grant Baxter, University of los Andes: Preparing Implementers for Complexity – Perspectives from a Higher Education Collaborative
  • Delfina Garino, Iván Matovich and Felicitas Acosta, UNGS & NORRAG: Secondary Education Reforms in Argentina’s Provinces: Between Big Mottos and Daily Policy-Crafting
  • Giulia Montefiore, Autonomous University of Barcelona, Spain, & Guri Skedsmo: Data Use in Education: New Trends and Emerging Issues. A Mapping Review

Technology, Education, and Capitalism in the 21st Century

Formal Panel Session – In-person

Wed, March 13, 2:45 to 4:15pm EST/Miami, Hyatt Regency Miami, Floor: Third Level, Johnson 2

This panel presents a series of papers that consider the relationships among technology, education, and capitalism in the 21st century. Despite technocratic narratives of how digital tools can promote innovation and improvement, these products are created and operationalized by specific actors. Across the technology industry, some of these actors include: tech entrepreneurs who found companies; individual engineers who design the products and service solutions; high net-worth individuals (HNWI) and the business organisations that they found and lead; and venture capital firms who invest in the products and services that come to market. These various actors hold particular world views, sensibilities and goals of reforming education according to their unique institutional or personal agendas and domain expertise, often working from a techno-determinist perspective and within technological constraints. Navigating education dynamics today requires analysis of these new actors, methods, logics and sensibilities of governance that wield influence over digital platforms and products, and the ways in which these dynamics are constituted through historical and present-day power relations of white supremacy, patriarchy, heteronormativity, among other power relations. The papers specifically highlight how these new dynamics and power relations are being enacted in Global South countries, and how they concern Global North/South relations.


  • Marina Avelar, UFMG & NORRAG: Mapping the Digital Education Landscape in Brazil: EdTech Networks, Actors, and Power Dynamics
  • Kathryn Moeller, University of Cambridge – chair
  • tavis d jules, Loyola University Chicago and Florin D Salajan, North Dakota State University: The global reach of European Union’s emerging artificial intelligence policy in education: Examining the impact on its global partners
  • Lara Patil, NORRAG: Innovation, Transformation and Education Governance: Technology Industry Agendas in School Contexts

Framing the Future of Teacher Wellbeing in Low-resource and Crisis Contexts: Definitions, Measures, and Motivations

Formal Panel Session – In-person

Mon, March 11, 8:00 to 9:30am EST/Miami, Hyatt Regency Miami, Floor: Third Level, Stanford

The aim of this panel is to deepen our understanding of Teacher occupational wellbeing (TWB) in low-resource and crisis contexts to better comprehend how teachers make meaning of TWB, how different assets and factors around teachers affect their wellbeing, and how to address TWB in a manner that respects the agency of teachers in the process. Spanning Sub-Saharan Africa, South Asia, and South America and the Caribbean, the four papers examine how policies and practices of teacher management and teacher professional development alongside teachers’ lived experiences in their schools and communities influence their professional wellbeing. The papers draw on qualitative and quantitative methodologies to privilege teachers’ perspectives and promote their experiences as essential evidence in better understanding, and ultimately supporting, teacher wellbeing in low-resource, forced displacement, and conflict-affected contexts.


  • Danielle Falk, International Rescue Committee: Impossible choices: The relationship between teacher salary and wellbeing for refugee and national teachers in South Sudan and Uganda
  • Chris Henderson, Teachers College & NORRAG, An anomaly in the midst? Teaching as a protective factor for Rohingya refugees in Cox’s Bazar, Bangladesh
  • Nikhit D’Sa, University of Notre Dame: Are the assets that support teachers’ wellbeing similar across different contexts?: Lessons from Colombia, Haiti, Honduras, and Lebanon – chair

Highlighted Session: Innovative Financing for Education: Leveraging Private Capital

Panel Discussion – In-person

Thu, March 14, 11:15am to 12:45pm EST/Miami, Hyatt Regency Miami, Floor: Terrace Level, 27 Brickell South

Recent estimates show that the funding gap to reach SDG 4, inclusive and equitable quality education, in poorer countries has increased to USD 200 billion annually. As a result of the need for more funding, a search for new ways to fund development is emerging. This panel will explore the theoretical conceptualisation of leveraging private capital for education initiatives aiming to reach marginalised and vulnerable populations. IFE-2-Leave No One Behind research partners NORRAG at the Geneva Graduate Institute, Tata Institute of Social Sciences – Centre for Education Innovation and Action Research (TISS-CEIAR) and University of Cape Town – Graduate School of Business (UCT-GSB) will come together to discuss the findings from current academic and grey literature on the topic and findings from several innovative financing mechanisms that have engaged private investors.


  • Marina Dreux Frotté, Research Associate, NORRAG
  • Archana Mahesh Mehendale, Tata Institute of Social Sciences
  • Emon Nandi, Professor, Tata Institute of Social Sciences
  • Gita Steiner-Khamsi, Columbia University Teachers College & NORRAG – chair
  • Arushi Terway, Senior Lead Research Associate NORRAG
  • Amrit Thapa, University of Pennsylvania

Financing Higher Education in Sub-Saharan Africa and South Asia

Formal Panel Session – In-person

Wed, March 13, 4:45 to 6:15pm EST/Miami, Hyatt Regency Miami, Floor: Terrace Level, Brickell Center

Sustainable Development Goal Target 4.3 aims to achieve equal access to affordable technical, vocational and higher education. While the demand for higher education is high in most countries with large youth populations, achieving this goal by 2030 will be impossible without attention to reducing the historical and systemic gap in access by wealth and gender. In this panel we explore the trends in access and financing of higher education for two regions in the world, Sub-Saharan Africa and South Asia. Sub-Saharan Africa continues to have the lowest regional enrolment rate in the world, at only 9% (UIS, 2020; UNESCO-IESALC, 2020). South Asian region fairs better in enrolment at 26% but this hides the wide disparities between countries with Afghanistan at 11%, Pakistan at 12% and India at 29% (UIS, 2020). This panel presents research and financing initiatives that address the equity challenge in higher education in Sub-Saharan Africa and South Asia. Learnings from the research presented here help understand how and under what conditions could innovative financing mechanisms tackle the challenge of addressing the financial barrier to access higher education for disadvantaged populations. This research aims to inform the debates on strategies for financing equitable higher education like student loans, scholarships, subsidies, graduate taxes, etc.


  • Prof Justine Burns, University of Cape Town
  • Marina Dreux Frotté, Research Associate, NORRAG – chair
  • Kamlesh Goyal, Tata Institute of Social Sciences
  • Allan Kimaina, University of Cape Town
  • Yageshree Moodley, University of Cape Town

The Strength of Contextual Knowledge for Sector Analysis and Planning

Formal Panel Session – In-person

Wed, March 13, 9:45 to 11:15am EST/Miami, Hyatt Regency Miami, Floor: Third Level, Pearson 2

In 2020, the International Development Research Centre launched an ambitious initiative with funding from the Global Partnership for Education (GPE): The KIX (Knowledge and Innovation Exchange) Initiative is devoted to surface, amplify and disseminate local policy expertise for solving policy challenges in education systems of GPE partner countries. Four regional hubs help implement the KIX Initiative with a plethora of activities that strengthens local policy expertise and facilitates peer exchange among policy researchers, analysts, and decision-makers across the GPE partner countries of one region. The four different hubs have chosen different approaches to promote the use of locally produced research evidence for strengthening national education systems. In this panel, each Hub focuses on one knowledge product, generated as part of the hub’s activity, to reflect on how it benefited from local, contextual knowledge and contributed to policy debates in the country. The speakers will also address the challenges of being local policy experts that do not necessarily have the reputation, funding and backing of international organisations and sometimes are seen as partial by their in-country counterparts. Rather than merely show-casing studies produced in the four hubs by national policy experts, the panel invites reflection and self-reflection on the role of contextual expertise in the production of policy briefs, scoping studies, and other policy-relevant knowledge products.


  • Sajid Ali, Aga Khan University, Jose Luis Canelhas, KIX EMAP, NORRAG, and Aisha Naz, Aga Khan University, Institute for Educational Development: The value of locally produced knowledge – is evidence enough?
  • Claris Nwaejuafor Ujam, Federal Ministry of Education, Nigeria and Victoria Kanobe Kisaakye, UNESCO IICBA: Convening expertise and building consensus through dialogue in Nigeria
  • Gita Steiner-Khamsi, Columbia University Teachers College & NORRAG – discussant
  • Tricia Wind, International Development Research Centre – chair

Innovations on Teacher Professional Development from the Knowledge and Innovation Exchange (KIX) Initiative – Research Learnings from Country Experiences

Formal Panel Session – In-person

Tue, March 12, 9:30 to 11:00am EST/Miami, Hyatt Regency Miami, Floor: Terrace Level, 30 Hibiscus B

Teacher Professional Development (TPD) is on the agenda of every education system and there is a global consensus that good teaching is key to make an impact on the learning process. As a topic, TPD has been the subject of continuous scrutiny and study, but still new research and discussion is needed to identify ways to transform traditional and ineffective practices. Launched in 2019, KIX is an initiative that funds applied research projects and promotes exchange on key challenges facing education systems across the Global South. TPD is one of the thematic areas under support. This panel gives the floor to participants that bring together their experience to discuss challenges on the knowledge production on effective TPD and supporting its up-take at the national level. They will offer insight in how they are building knowledge mobilization into their work, and actually having success in supporting knowledge use.


  • Jose Luis Canelhas, KIX EMAP, NORRAG: The system-transformation approach in teacher professional development policy: Illustrations from the KIX Europe, Middle East, North Africa, Asia, and Pacific Hub
  • Manuel Cheyre, Fundación Educación 2020: Peer tutoring as a space for teacher professional development
  • Maria Margarita Lopez Castano, IDRC – chair
  • Mythili Ramchand, Tata Institute of Social Sciences: CL4STEM: Higher education institutions based model of teacher professional development for STEM teachers in Bhutan, Nigeria and Tanzania
  • Daniele J Ressler, Teaching at the Right Level – Africa: What Drives Teachers to Change their Teaching Practices? Insights from Zambia
  • Jacqueline Mathenge
  • Freda Wolfenden, The Open University, UK: Proposing a framework for ICT-mediated TPD

Demystifying Knowledge Production and Transfer in Education Policy

Formal Panel Session – In-person

Tue, March 12, 4:45 to 6:15pm EST/Miami, Hyatt Regency Miami, Floor: Terrace Level, Orchid B

Nowadays, the influence of knowledge and expertise cannot be overlooked in education policy making. The production of knowledge for policy making as well as the mobility of knowledge on policies and best practices have become a booming business. This panel offers an opportunity to question the prevailing norms and practices surrounding knowledge and policy making. It allows us to critically analyze the underlying motivations, interests, and power structures that shape the production, dissemination, and utilization of knowledge in policy making processes. By interrogating these dynamics, we can foster a more nuanced understanding of how knowledge is mobilized and how it ultimately influences policy decisions.


  • Chanwoong Baek, Geneva Graduate Institute & NORRAG: Who produces global education policy knowledge? Comparing author networks of UNESCO, OECD, and World Bank publications – chair
  • Helen Seitzer, University of Bremen
  • Helena Hinke Dobrochinski Candido, University of Helsinki

Moving evidence into action through inter-country knowledge exchange: Lessons from the Global Partnership for Education Knowledge and Innovation Exchange (KIX)

Formal Panel Session – In-person

Wed, March 13, 8:00 to 9:30am EST/Miami, Hyatt Regency Miami, Floor: Terrace Level, Tuttle Center

In over 50 years of supporting applied research for development, Canada’s International Development Centre (IDRC) has generated many lessons about how to do research that supports change and facilitates progress towards positive development outcomes. We know that it is not enough to produce high-quality evidence. Excellent research should ultimately influence action that supports a more sustainable and inclusive world. However, there is widespread acknowledgement that this does not simply happen, regardless of how robust and compelling the evidence is. Levin (2011) pointed out that the expectation that research would immediately result in changes to policy and practice was abandoned long ago. This panel addresses CIES 2024 questions about how to collectively challenge and change the status quo in education, particularly through inter-country knowledge exchange and actively engaging research users in research processes to scale promising and proven innovations in education policy and practice.


  • Jose Luis Canelhas, KIX EMAP, NORRAG and Marina Dreux Frotté, Research Associate, NORRAG: KIX EMAP – Same policy challenges, different solutions: The X factor in KIX learning exchanges
  • Regina Lialabi, CAMFED Zambia: Participatory research with government partners supports scaling of a youth-led education innovation through multiple phases of scaling exploration
  • Tricia Wind, International Development Research Centre – chair
  • Knut Staring, University of Oslo: Scaling education management information system innovations within and across country borders through research co-creation

Book Launch: Global Governance of Education The Historical and Contemporary Entanglements of UNESCO, the OECD and the World Bank

Book Launch – In-person

Mon, March 11, 7:20 to 8:00pm EST/Miami, Hyatt Regency Miami, Floor: Third Level, Zamora

This book examines the educational role of three international organizations created as part of the post-World War II multilateral architecture: the United Nations Educational, Scientific and Cultural Organization (UNESCO), the World Bank, and the Organisation for Economic Co-operation and Development (OECD). These organizations have significantly promoted and shaped education as a fundamental feature of the modernization of society and contributed to the globalization of educational norms, policies and technologies. Drawing on primary source materials and interviews, the book provides novel perspectives to the literature on the global governance of education by focusing on the historical entanglements, relations and power struggles between these three organizations, rather than treating them separately. The study sheds light on the homogenizing effects of globalized educational policy-making and the shifting power dynamics in the global governance of education.


  • Maren Elfert, King’s College London – chair and author
  • Clara Fontdevila, University of Glasgow – discussant
  • Christian Ydesen, Aalborg University – authors

Highlighted Session: The Radical Assumptions of Eco-Literacy: Foundational Learning During the Anthropocene Extinction

Highlighted Paper Session – In-person

Thu, March 14, 1:30 to 3:00pm EST/Miami, Hyatt Regency Miami, Merrick 1

Within the overall conference theme of ‘The Power of Protest,’ this panel presents 4 of the 28 contributions to NORRAG Special Issue 09 (NSI#09), “Foundational Learning: Debates and Praxes,” which explores the emphasis that has emerged on foundational learning at this midway point to SDG2030. Even though ideas about “what is foundational in education” reside in contested terrain, the papers selected for presentation at this panel from NSI#09 reflect education protests in profound and profoundly different ways. Each of the papers speak to protest, whether in the literal “placard” sense, around legal struggles for land rights, or in their determined assertions of alternative pedagogies. Debates around what foundational learning involves are perhaps sharper in this critical historical moment than ever before, with profound consequences not only for human societies but for biodiversity and the earth.


  • Moira V Faul, NORRAG – discussant
  • Hugh McLean, NORRAG – chair
  • Adam Roberti, Xavier Cortada Foundation: Foundational learning and socially engaged art in an era of overlapping environmental crises.
  • Radhika Iyengar, Columbia University – Earth Institute: Learning to be a conscious person: Bridging the gap between foundational learning, climate change and SDG 4.7

Pedagogies and the Art(s) of Protest: Mobilizing for Ecological Justice

Formal Panel Session – Online

Wed, March 6, 12:45 to 2:15pm EST/Miami, Zoom Rooms, Zoom Room 104

While global efforts are increasingly geared toward promoting education for sustainability at all levels (from elementary to graduate, from formal to non-formal), most curricula and pedagogies continue to rely on the premises of human exceptionalism, neoliberal individualism, and infinite economic growth that further accelerate – rather than alleviate – the ecological crisis. In this respect, the ecological crisis reflects the crisis of our imagination, which has been systematically “beaten out of us by the same extractive systems that are making our planet and people sick”. Today, it is virtually impossible to imagine an alternative to the dominant model of modern schooling that has been built over centuries to reinforce the status quo, enforce conformity, and institutionalize hierarchical divides between different groups of people, as well as between humans and nature.


  • Carrie Karsgaard, Cape Breton University, Iveta Silova, Arizona State University, Esther Pretti, Arizona State University and Janna Goebel, Arizona State University: Cli-fi in the Classroom: Imagining Education Futures after the Anthropocene
  • Ann Nielsen, National Institute for Excellence in Teaching, Carrie Karsgaard, Cape Breton University, Iveta Silova, Arizona State University, Marina Basu, Arizona State University, Keti Tsotniashvili, Arizona State University and Andrea Weinberg, Arizona State University: Weather watchers: Reconfiguring relationships between children and the earth
  • Hugh McLean, NORRAG – discussant
  • Iveta Silova, Arizona State University – chair

Dialogue Series II: Let’s Talk About Tax Justice for Education

Special Session – In-person

Mon, March 11, 1:30 to 2:30pm, Hyatt Regency Miami, Floor: Third Level, Ashe Auditorium

This panel explores the challenges of providing high quality public education around the globe in a context where greater financial burdens are placed on households, we see rising wealth inequalities, and governments compete over tax concessions to large corporates. The panelists explore a range of options that might be pursued in the interests of tax justice for education, including proposals made by the International Commission on Financing Global Education Opportunity, as well as the potential for global taxation mechanisms to be used to finance the education and other SDGs.


  • David Archer, ActionAid
  • Steven Klees, University of Maryland
  • Hugh McLean, NORRAG – chair
  • Carol Anne Spreen, New York Univesity


About the Conference

The power of protest in education lies in the fact that it is, by definition, a public act. Protest allows people facing injustice to generate power through collective action. As a community of Comparative and International Education researchers, teachers, activists, programme developers or organisers, how might we engage with, and think generatively about, the histories, curriculum, theories and methodologies, and pedagogies that guide acts of protest? Our hope is the CIES 2024 Conference in Miami held online (March 6-7) and onsite (March 10-14) will inspire debates, dialogues, and future collective actions.


Before the Conference !

CIES SIG Webinar

Thursday 29 February

15:00 – 16:00 CET


Given CIES SIG’s dedication to fostering international connections between its members and CIES’ dedication to the development of and advocacy for sustained academic discourse in the domain of Comparative and International Education, NORRAG hosted a webinar before the CIES 2024 meeting to facilitate and promote connections between NORRAG and the SIG’s members.
The webinar is was hosted on February 29th at 3 pm CET (UTC+1) and featured the experience of NORRAG’s colleagues who have attended CIES and introduce NORRAG and the Social Systems Map.
Presenters included Dr. Chanwoong Baek, NORRAG’s Academic Director and UNESCO Co-Chair in Comparative Education Policy at the Geneva Graduate Institute and our regional coordinators: Felicitas Acosta, Marina Avelar, Bart Gabriel and Edem Ossai.  Regional SIG’s board members and convenors will also share their experiences at CIES.
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