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The presentation will introduce a special issue just published in the Education Policy Analysis Archives entitled: ‘Advancing Equitable Access to Quality Education Globally: Innovations in curriculum, teacher education, and professional development,’ epaa.asu.edu/index.php/epaa/issue/view/52
This issue presents findings from a multi-country project exploring the challenges and opportunities of globalization in advancing equity and quality in education. We focus on three areas of reform that have seen significant innovation over the past decade:
The countries featured—India, New Zealand, Peru, Scotland, and Wales—were undergoing rapid transformations incorporating these reforms when our work began. Each article, authored by respected education researchers in their respective contexts, offers a candid analysis of the reforms and the complexities of pursuing fair and equitable education.
The seminar will include a series of short presentations by the editors of the special issue and by some of the authors, with scope for questions and discussion afterwards.
Speaker bio:
Maria Teresa Tatto’s scholarship is characterized by the use of international comparative frameworks to study education policy and its impact on education systems. She has published extensively on areas such as the structure and impact of different approaches to educating teachers, the relationships between teaching and learning, the influence of early childhood education on improved knowledge levels for the rural poor and children of underserved populations, the role of values education on citizenship formation, and the development of effective policies to support the education of children of migrant workers in the U.S. among others. She is also an Honorary Research Fellow at the University of Oxford Department of Education.
Trevor Mutton was Professor of Teacher Education at the Department of Education, University of Oxford. His principal research interests are in the fields of initial teacher education, teacher education policy and teachers’ continued professional learning. He is Deputy Editor of the Journal of Education for Teaching and is on the editorial board of Teaching Education. He is also a Visiting Professor at Cardiff Metropolitan University.
