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4. Memory in the Mekong: Regional Identity, Schools, and Politics in Southeast Asia. International Perspectives on Educational Reform Series

Author

Brehm, Will, Kitamura, Yuto, Brehm, Will, and Kitamura, Yuto

Abstract

This edited collection explores the possibilities, perils, and politics of constructing a regional identity. The Association of Southeast Asian Nations (ASEAN), a multinational institution comprised of 10 member states, is dedicated to building a Southeast Asian regional identity that includes countries along Southeast Asia's Mekong River delta: Cambodia, Thailand, Vietnam, Laos, and Myanmar. After successfully establishing an economic community in 2015, where capital and people can freely move across national borders, ASEAN and its partners now aim to develop a sociocultural community that is fully functional in a wide range of sectors by 2025. As part of this vision, ASEAN wishes to construct a regional identity by uniting over 600 million people, which will be achieved partly through national school systems that teach shared histories. In this text, the contributors critically examine the many questions that arise in the face of this significant change: What does an ASEAN identity look like? Is it even possible or desirable to create a common identity across the diverse peoples of Southeast Asia? Given the divergent memories of history, how would a regional identity exist alongside national identity? "Memory in the Mekong" grapples with these questions by exploring issues of shared history, national identity, and schooling in a region that is frequently underexamined and underrepresented in Western scholarship. Book Features: (1) First comparative study of regional identity and schools in the Mekong; (2) In-depth analysis of UNESCO Bangkok's Shared Histories project; (3) Use of historical memory theoretical tools to understand identity formation, extending the work on imagined communities; and and (4) Chapters written by researchers from across the Mekong. [Foreword was written by Thongchai Winichakul. Afterword was written by Shigeru Aoyagi.]

Published
2022

6. Reconsidering Japan’s International Cooperation in Education

Author

Kuroda, Kazuo, Kayashima, Nobuko, Kitamura, Yuto, Maclean, Rupert, Series Editor, Symaco, Lorraine Pe, Series Editor, Adamson, Bob, Editorial Board Member, Baker, Robyn, Editorial Board Member, Crossley, Michael, Editorial Board Member, Jagannathan, Shanti, Editorial Board Member, Kitamura, Yuto, Editorial Board Member, Power, Colin, Editorial Board Member, Thaman, Konai Helu, Editorial Board Member, Bray, Mark, Advisory Editor, Cheng, Yin Cheong, Advisory Editor, Fien, John, Advisory Editor, Huong, Pham Lan, Advisory Editor, Lee, Chong-Jae, Advisory Editor, Mar, Naing Yee, Advisory Editor, Masters, Geoff, Advisory Editor, Pavlova, Margarita, Advisory Editor, Walsh, Max, Advisory Editor, de Zoysa, Uchita, Advisory Editor, Kayashima, Nobuko, editor, and Kuroda, Kazuo, editor

Published
2022
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7. Japan’s Evolving Partnerships with International Organizations in the Education Sector: A Retrospective Review from 1950s–2000s

Author

Arakawa, Naoko, Kitamura, Yuto, Maclean, Rupert, Series Editor, Symaco, Lorraine Pe, Series Editor, Adamson, Bob, Editorial Board Member, Baker, Robyn, Editorial Board Member, Crossley, Michael, Editorial Board Member, Jagannathan, Shanti, Editorial Board Member, Kitamura, Yuto, Editorial Board Member, Power, Colin, Editorial Board Member, Thaman, Konai Helu, Editorial Board Member, Bray, Mark, Advisory Editor, Cheng, Yin Cheong, Advisory Editor, Fien, John, Advisory Editor, Huong, Pham Lan, Advisory Editor, Lee, Chong-Jae, Advisory Editor, Mar, Naing Yee, Advisory Editor, Masters, Geoff, Advisory Editor, Pavlova, Margarita, Advisory Editor, Walsh, Max, Advisory Editor, de Zoysa, Uchita, Advisory Editor, Kayashima, Nobuko, editor, and Kuroda, Kazuo, editor

Published
2022
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8. Japan’s International Cooperation in Education: An Overview

Author

Kayashima, Nobuko, Kuroda, Kazuo, Kitamura, Yuto, Maclean, Rupert, Series Editor, Symaco, Lorraine Pe, Series Editor, Adamson, Bob, Editorial Board Member, Baker, Robyn, Editorial Board Member, Crossley, Michael, Editorial Board Member, Jagannathan, Shanti, Editorial Board Member, Kitamura, Yuto, Editorial Board Member, Power, Colin, Editorial Board Member, Thaman, Konai Helu, Editorial Board Member, Bray, Mark, Advisory Editor, Cheng, Yin Cheong, Advisory Editor, Fien, John, Advisory Editor, Huong, Pham Lan, Advisory Editor, Lee, Chong-Jae, Advisory Editor, Mar, Naing Yee, Advisory Editor, Masters, Geoff, Advisory Editor, Pavlova, Margarita, Advisory Editor, Walsh, Max, Advisory Editor, de Zoysa, Uchita, Advisory Editor, Kayashima, Nobuko, editor, and Kuroda, Kazuo, editor

Published
2022
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14. Impacts of Study Abroad on Higher Education Development

Author

Kayashima, Nobuko, Sugimura, Miki, Kuroda, Kazuo, and Kitamura, Yuto

Subjects
Study Abroad, Faculty member, Higher Education Internationalization, Scholarship Program, Study Abroad Impact, University Development, Academic Professional, Higher Education, Destination Country, Study Abroad Experience, thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education, thema EDItEUR::J Society and Social Sciences::JN Education, thema EDItEUR::J Society and Social Sciences::JH Sociology and anthropology::JHB Sociology, thema EDItEUR::J Society and Social Sciences::JP Politics and government::JPA Political science and theory
Abstract

This open-access book is an exceptional contribution to the burgeoning fields of higher education development and higher education internationalization as it empirically examines the impact of the study abroad experiences of faculty members on individual and institutional development. The research and its outcomes presented here utilize results from a large-scale survey and interviews of faculty at ten leading universities in Malaysia, Indonesia, Vietnam, and Cambodia. The analyses show that the study abroad experiences of faculty members impact not only improvements in research quality and development of educational programs but also serve as the foundation for international activities at the university, crucially important in today’s higher education landscape. On the other hand, the research reveals the rapid development of higher education at the local and regional levels including the development of graduate programs for faculty training in the home country leading to increasing rates of study abroad within Southeast Asia. Through the analyses presented, this book offers a new understanding of higher education development and internationalization in Southeast Asia by examining the impact of study abroad on the academic profession, higher education institutions and the higher education sector.

Published
2024
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16. Correction to: Japan’s International Cooperation in Education

Author

Kayashima, Nobuko, Kuroda, Kazuo, Kitamura, Yuto, Maclean, Rupert, Series Editor, Symaco, Lorraine Pe, Series Editor, Adamson, Bob, Editorial Board Member, Baker, Robyn, Editorial Board Member, Crossley, Michael, Editorial Board Member, Jagannathan, Shanti, Editorial Board Member, Kitamura, Yuto, Editorial Board Member, Power, Colin, Editorial Board Member, Thaman, Konai Helu, Editorial Board Member, Bray, Mark, Advisory Editor, Cheng, Yin Cheong, Advisory Editor, Fien, John, Advisory Editor, Huong, Pham Lan, Advisory Editor, Lee, Chong-Jae, Advisory Editor, Mar, Naing Yee, Advisory Editor, Masters, Geoff, Advisory Editor, Pavlova, Margarita, Advisory Editor, Walsh, Max, Advisory Editor, de Zoysa, Uchita, Advisory Editor, Kayashima, Nobuko, editor, and Kuroda, Kazuo, editor

Published
2022
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23. Higher Education in Cambodia: Expansion and Quality Improvement

Author

Williams, James H., Kitamura, Yuto, and Keng, C. Sopcheak

Abstract

While many countries have experienced rapid growth in higher education in recent years, few have grown as rapidly as Cambodia. Moving from less than a thousand students in a single institution in the aftermath of the Khmer Rouge regime, the Cambodian higher education system has expanded by a factor of 65 over 1980 levels. This paper draws on a unique dataset of national higher education statistics to paint a picture of the growth of the system over the past 30 years, its extent and nature, along with some of the implications for access, quality, and composition. While some of this expansion has taken place in the public sector, the vast majority of growth can be seen in the proliferation of private institutions and in dramatic increases in the numbers of fee-paying students in public institutions. Demand for higher education has far outstripped government capacity for provision. Government allows a robust private sector while working to establish an appropriate regulatory regime.

Published
2014

25. Introduction: Japanese Education in a Global Age

Author

Yonezawa, Akiyoshi, Kitamura, Yuto, Yamamoto, Beverley A., Tokunaga, Tomoko, Maclean, Rupert, Series Editor, Symaco, Lorraine Pe, Series Editor, Yonezawa, Akiyoshi, editor, Kitamura, Yuto, editor, Yamamoto, Beverley, editor, and Tokunaga, Tomoko, editor

Published
2018
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28. Organizational Legitimacy in the Global Education Policy Field: Learning from UNESCO and the Global Monitoring Report

Author

Edwards, D. Brent, Okitsu, Taeko, da Costa, Romina, and Kitamura, Yuto

Abstract

In the field of global education policy, it is common for scholars to reflect on the progress made toward internationally agreed-upon agendas, such as Education for All (EFA). However, scant research has turned the gaze back on the major multilateral institutions that commit to taking the lead in meeting these agendas in order to ask, what implications do such agendas have for these organizations? We respond in this article by investigating the way in which UNESCO used its position as the coordinator of EFA to help it regain some of the legitimacy it lost in the preceding decades. To do so, the article first elaborates a tripartite conceptualization of organizational legitimacy and then applies it to the two prongs of UNESCO's strategy--EFA coordination and the production of the Global Monitoring Reports (GMRs) during a key period, 2000-2014, that were at the forefront of UNESCO's efforts to rebrand and reposition itself in the context of multilateralism.

Published
2018
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31. Who Wants to Teach in Cambodia?

Author

Williams, James H., Kitamura, Yuto, Ogisu, Takayo, Zimmermann, Thomas, Kitamura, Yuto, editor, Edwards, D. Brent, Jr., editor, Sitha, Chhinh, editor, and Williams, James H., editor

Published
2016
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33. Introduction

Author

Sitha, Chhinh, Edwards, D. Brent, Jr., Williams, James H., Kitamura, Yuto, Kitamura, Yuto, editor, Edwards, D. Brent, Jr., editor, Sitha, Chhinh, editor, and Williams, James H., editor

Published
2016
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39. Regaining Legitimacy in the Context of Global Governance? UNESCO, Education for All Coordination and the Global Monitoring Report

Author

Edwards, D. Brent, Okitsu, Taeko, da Costa, Romina, and Kitamura, Yuto

Abstract

This research note shares insights which resulted from a larger study into the ways in which the United Nations Educational, Scientific and Cultural Organization (UNESCO)--during 2010-2014--used its position as coordinator of the post-Dakar Framework for Action (initiated at the World Education Forum held in 2000 and designed to reinvigorate the Education for All initiative) to help it regain some of the legitimacy it had lost in the preceding decades. The research study focused on the role of both the UNESCO Education for All Follow-up Unit and the production of the Global Monitoring Report (GMR) during the 2000s because they were at the heart of UNESCO's efforts to repair its image and renew its impact in one area of global governance, specifically in the global education policy field. The study's findings were based on an analysis of documents, archives and interviews (n = 17) with key actors inside and outside UNESCO, including representatives of UNESCO's peer institutions.

Published
2017
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47. Student Transition from Primary to Lower Secondary School in Cambodia: Narrative Insights into Complex Systems

Author

Edwards, D. Brent, Zimmermann, Thomas, Sitha, Chhinh, Williams, James H., and Kitamura, Yuto

Abstract

This article has three purposes. First, it presents findings from a study of student retention and dropout in Cambodia, as pupils transition from primary to lower secondary school. Second, it aims to understand from an in-depth, emic perspective the dynamics of this process and the challenges that individual families and their students face around this transition. Third, it offers policy-relevant suggestions for addressing obstacles to students continuing in school. It meets these goals by combining complexity theory with the use of narrative research methods in interviews with student-parent pairs in urban, rural, and remote communities in Cambodia.

Published
2014
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