Education and Global Cultural Dialogue—A Tribute to Ruth Hayhoe
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This volume is a tribute to Ruth Hayhoe. As a figure of outstanding influence in the field of comparative education, Ruth Hayhoe has nurtured a unique scholarship over the years. First and foremost, she adopts a distinctive historical culturalist approach to comparative education, which stresses "the integration of specific historical-cultural contextual details into the analysis." Second, Ruth has been at the forefront of scholars advocating deep philosophical reflection about epistemology and the ways in which people know and learn in different cultural traditions. Finally, by modeling inter-civilizational dialogue as a theoretical and practical approach to comparative education, Ruth has provided the field with an invaluable response to the center-periphery dynamic of knowledge, which comparativists often criticize but rarely act to reverse.
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Karen Mundy is an Associate Professor and Canada Research Chair at the Ontario Institute for Studies in Education at the University of Toronto, Canada. Her award-winning research has focused on the politics of international education assistance in the developing world, educational reform in Africa, the role of civil society advocacy in educational systems, and the issue of global education in North American schools. Her recent research, published in more than two dozen journal articles and chapters and in five co-edited volumes, is concentrated on the evolution of global efforts to ensure 'education for all'; the role of the World Bank in education; and civil society activism in Africa. Mundy has been a consultant for, or carried out sponsored research for, such organizations as UNICEF, UNESCO, Hewlett Foundation, the World Bank, MasterCard Foundation, the Canadian International Development Agency, the Open Society Institute, UNESCO, and USAID. She is also the founder and co-chair of the Canadian Global Campaign for Education, a coalition of NGOs, teachers' unions, and universities committed to advancing education for all. Qiang Zha is an Associate Professor on the Faculty of Education, York University, UK. His research interests include international academic relations, global brain circulation, globalization and education, internationalization of higher education, East Asian and Chinese higher education, differentiation and diversity in higher education, theories of organizational change, and issues with new immigrants' settlement. He has written and published widely on these topics in journals such as Compare, Higher Education, Higher Education in Europe, and Harvard China Review, as well as in book chapters. In 2004, he was a co-recipient of the inaugural IAU/Palgrave Prize on Higher Education Policy Research. His most recent books include Portraits of 21st Century Chinese Universities: In the Move to Mass Higher Education (with Ruth Hayhoe, Jun Li, and Jing Lin, 2011), and an edited volume, Education in China: A Handbook of Educational History, Models, and Initiatives (2012).
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