Rosalind Latiner Raby

The 2009 Comparative Education Review Bibliography: Patterns of Internationalization in the Field

Comparative and international education comprises several disciplines, and so Comparative Education Review (CER) readers represent a myriad of interests. The task of the CER bibliography is to broaden the range of pertinent articles available to researchers who may overlook sources when doing a simple search. Journals included in the CER bibliography are not exclusively from the general field of education, nor are they confined to those journals specifically in comparative and international education. The broad coverage of the bibliography permits us to see the changing scholarly discourses. The complete 2009 CER bibliography, as well as past bibliographies from 1999 to 2008, can be found online at http://www.journals.uchicago.edu/CER/index .html. The 2009 CER bibliography contains 1,971 articles, the second largest of any CER bibliography. Despite its size, there are areas of the bibliography that have experienced a decline in publications. These changes illustrate that some topics that remained germane in our field for decades are no longer of interest to the current generation of authors. These shifts both define and forecast larger academic tendencies. This essay uses the changing number of journals and articles in the CER bibliography to reflect on the changing discourse in our field during 2009.

Twentieth-Century Transformations in Catalonia and the Ukraine: Ethnic Implications in Education

Slavs and Spaniards differ socially, culturally, and linguistically. This study examines nationalism and delineates four periods between 1920 and 1990 in wich changes in majority/minority relations in Catalonia and the Ukraine are outlined. The study reveal linguistic minorities with strong nationalist movements that have struggled to preserve their language and culture throughout the twentieth century and display parallel transformational paterns. Both regions are examples of cultures that were renascent prior to the emergence of totalitarian governments.

Changes in the Field: Analysis of the 2010 Comparative Education Review Bibliography through a Lens of Global Norm Making

The 2010 Comparative Education Review (CER) bibliography references 201 open-access, peer-reviewed online journals (listed in appendix table A1, which is available in the online edition of the CER) and 2,071 articles (see the bibliography, available online) published in 923 peer-reviewed print-only journals. The purpose of the CER bibliography is to provide references from a wide range of sources that, even in this Internet age, can be easily overlooked or assigned a low relevancy ranking by electronic search engines and to aid researchers, journal editors, and publishers in drawing comparisons in publication topics and themes across years. A further purpose is to provide references in a time-saving structure usable for the CER readership. To facilitate use, articles in the 2010 bibliography, as in previous years, are categorized by theme and geographic region. The CER bibliography has been an annual feature of the CER since 1959. Compiled over the years by (in chronological order) John A. Laska, Lily von Klemperer, Priscilla Balkemore, Janet Abernathy Robertson, Janice Currie, Brenda Gates, Robert Dischner, Y. G. M. Lulat, Erwin H. Epstein, and Rosalind Latiner Raby, previous annual bibliographies are available on the CER Web site (http://www.jstor.org/page/journal/compeducrevi/biblioindex.html). Beginning in 1967, only journal publications were included in the review; previously, gray matter and newsletter articles, along with journal articles, had been included. Between 1959 and 1983, the bibliography was published in various issues of the CER during the year. In 1984, it was expanded in scope and added to the August issue. Later, the bibliography was published both in print and on the CER Web site, and beginning in 2004, it was solely placed on the CER Web site. Since 2003, Rosalind Latiner Raby has championed the effort to highlight publishing trends in the field of comparative education. Raby’s annual bibliographic essays reveal that new interests and themes, such as environmental education, are emerging; older topics, including student mobility, have re-

Whither Diversity in Publishing? A Review of the 2008 Comparative Education Review Bibliography

The Comparative Education Review (CER) bibliography documents journal articles of interest to our readership. The 2008 CER bibliography reviewed a record 839 journals that published 1,891 articles with comparative and international educational themes. As has been the case for over 50 years, the diversity of these articles reflects the changing scholarly interests in our field and helps provide an understanding that is instrumental in the dialogue of who controls knowledge and how that knowledge reshapes our world. As in past CER bibliographic essays, this essay analyzes trends in article themes and their affiliate journals. The 2007 CER bibliographic essay suggested that the continual unequal representation of certain themes and world regions in published articles is related to who controls the publishing field. Indeed, articles of international focus are published in Western-based journals that may promote an anglicization of academic publishing (Raby 2008). This analysis, while critical, has done little to help us understand publishing flows and, specifically, why certain themes and regions continue to be neglected. Therefore, analysis in this essay shifts from what articles are being published and which journals are publishing these articles, to who makes publishing decisions.

“The Globalization of Journals”: A Review of the 2007 Comparative Education Review Bibliography1

The distribution of knowledge is directly connected to the publishing industry. Who gets published, where the article appears, the distribution of the journal itself, and publishing influences directly affect how knowledge is disseminated. The 2007 Comparative Education Review (CER) bibliography begins to question these patterns in terms of which journals are publishing articles that are of interest toCER readers and, most importantly, whose voices those articles represent. The number of journals that the CER bibliography reviews, as well as those journals that publish articles on international and comparative educational issues, continues to rise. The 2007CER bibliography includes a review of a record 821 journals, which is 336 more than were reviewed in 2006. The vast majority of these new journals is a result of access to new databases, while only eight journals are actually first-year-issued journals. As a result of this increase, the approximately 2,000 articles that were published in 2007 were included in the 2007 CER bibliography. For over 50 years, the diverse array of articles in the CER bibliography has reflected the changing scholarly interests in our field. This essay will discuss not only the significance of the 2007 CER bibliography but through this analysis will explore the impact of globalization on the publishing world. In particular, this essay questions the hegemony of publishing in Western countries and the strong connection it may have to the eventual publishing of articles, which then influences our scholarship.

State of the Field: A Critical Essay on the 2003 Comparative Education Review Bibliography.

The Comparative Education Review bibliography compiles articles from a diverse selection of journals on a broad range of themes and subject areas that are of particular interest to CER readers. In particular, the CER bibliography helps to broaden the field of pertinent articles that may be overlooked when doing a simple search. The journals included are not exclusive to the general field of education, nor are they confined to those journals that characteristically represent the field of comparative and international education. In an attempt to broaden horizons, the CER bibliography also encompasses academic journals from a variety of social sciences as well as those from an area studies emphasis. Combined, a comprehensive bibliography emerges that helps to reflect the range and diversity of our field and, in doing so, provides a delineation of the field over time. The bibliography has long been a vital component of the journal and under the last three editorships has flourished in size and scope. It is the intention of the current editorship to continue to expand upon this important annual service by enhancing the selectivity and diversity of the articles surveyed and by exploring new ways in which the bibliography can be compiled and disseminated. The expanding scholarship that supports our field continually redefines the widespread recognition of the importance of comparative and international education themes in the support of academic discourse. This is reflected in the pronounced diversification of the 2003 Comparative Education Review bibliography that in itself underscores not only the range of scholarly publication of all types but, more important, the support of themes that help to define the contemporary field of comparative and international education. In an effort to conserve costly paper space, the complete bibliography will no longer be included in the paper edition of the Comparative Education Review. Rather, it will now be available in the electronic version of the CER, which can be found at http://www.journals.uchicago.edu/CER/index.html. Under the current editorship, the CER will publish annually an essay that highlights the various trends and developments that occurred in the field during the previous year. Under previous editorships, the policy of the bibliography has been to exclude short introductions, essay reviews, abstracts, and articles written in a language other than English. It also excluded those

Book ReviewYesterday’s Dreams: International and Critical Perspectives on Education and Social Classedited by John Freeman‐Moir and Alan Scott. Christchurch: Canterbury University Press, 2003. 320 pp.

Beginning in the late eighties and continuing well into the 2000s with the 2012 arrival of the fourth president of Senegal, Macky Sall, Garbage Citizenship shows how continuous reforms of the waste management system of Dakar are symptomatic of the way “postcolonial cities codify government prerogatives and unequal citizenship across the urban landscape” (19). Through a “materialist understanding of infrastructure” (151), Rosalind Fredericks gives us an account of trash as a “political matter” (58), where trash’s power to disrupt and the way it is managed in the urban space set the stage for citizenship struggles, demonstrating its “toxic vitality” (18). In Dakar, since access to infrastructure is uneven, managing waste becomes synonymous with managing people and their perceived worth, because infrastructure is not neutral—recalling the old Langdon Winner formula that “artifacts have politics.” Infrastructure contains “complex socio-technical and spiritual worlds” (5), because technologies and forms of sociality establish fluid relations, “their development, operation, maintenance, and breakdown... are imbricated with other discursive, symbolic, and religious realms” (15). The conjunction of people, infrastructure, and institutional arrangements in the urban space makes up what Abdoumaliq Simone has called “people as infrastructure,” highlighting the importance of the human element. According to Fredericks, what happened in the management of urban waste in Dakar in the last three decades is indicative of how Senegalese authorities, national and municipal, have governed by disposability, transferring the responsibility of managing waste from the state onto the bodies of dakarois in the form of labor, through “neoliberal discourses of participatory citizenship” (34). Garbage Citizenship is more than a book focused solely on the power of infrastructural politics or the spatialization and deepening of inequality; it is also an account of the negotiations of citizenship in a country captured by neoliberalism, where the downsizing of the state apparatus with the Structural Adjustment Programs has meant the degradation of urban