Includes bibliographical references and index.

Front Matter -- Preliminary Material / Yusef Waghid and Zehavit Gross -- Copyright page / Yusef Waghid and Zehavit Gross -- Series Editor’s Foreword / N’Dri T. Assié-Lumumba -- List of Figures and Tables / Yusef Waghid and Zehavit Gross -- Notes on Contributors / Yusef Waghid and Zehavit Gross -- Introduction / Yusef Waghid and Zehavit Gross -- Chapter 1 Buddha as an Action Researcher / Shermila Milroy -- Chapter 2 The Teaching Profession and the Renewal of Pedagogical Practices in Higher Education in Times of the Pandemic / Ana Vale , Nazaré Coimbra , Alcina Oliveira Martins , and José Oliveira -- Chapter 3 Teaching COVID -19 for Social Justice Purposes at College Social Sciences Seminars / Linli Zhou -- Chapter 4 Pedagogical Innovation / Aida Ferreira , Ilda Poças , and Ricardo Teresa Ribeiro -- Chapter 5 Technology in Education / Tripti Upadhyay and Vikas Baniwal -- Chapter 6 Impact of Remote Education in Physical Education Classes / Maria José Broeiro Gonçalves -- Chapter 7 Policies to Value Teachers / Andréa Barbosa Gouveia , Marcos Alexandre dos Santos Ferraz , and Rosa Serradas Duarte -- Chapter 8 Tutor Project / Maria Sara de Lima Dias and Paula Caldas Brognoli -- Chapter 9 Implementing Sustainable Development Goals through Education for Democratic Citizenship / José-Luis Parejo and Daria Mottareale -- Back Matter -- Index / Yusef Waghid and Zehavit Gross.

This volume contributes to the advancement of comparative education in the world, more specifically in expanding understandings of the discourse of comparative education vis-à-vis educational transformation. Throughout the text, three critical elements that reflect comparative education as an open, inconclusive discourse come up: (1) There is sufficient pedagogical space for dissonance. It is always possible to compare one’s own authenticity with the epistemological position others hold dear and argue for. (2) The contributions in this book should not be read as absolute pieces of writing as that would undermine the flexible nature of education. It is important to point out that the opinions of the authors are temporary moments of attachment to persuasive claims. However, these claims are not cast in stone as new views continue to emerge from epistemological (re)positioning. (3) Our own reading of the book corroborates our interest in comparative education as a continuous discourse in the making. The contributions of scholars at the third symposium organized by WCCES provided a platform for them to pursue their knowledge interests. In addition, these interests have and will or ought never to be homogenous for that would be incommensurate with a defensible practice of comparative education.

English

Description based on print version record.