International and Comparative Education

Program Description

The International and Comparative Education Program brings together faculty committed to the improvement of education policies and practices around the world. We approach education (broadly defined) from critical interdisciplinary and multidisciplinary perspectives, and we draw on multiple ways of knowing with sensitivity to social contexts. In our collective work, faculty, students, and alumni engage with multiple stakeholders across national and international contexts, including government institutions such as education ministries, bi- and multilateral donors, United Nations agencies, non-governmental organizations, private organizations, community organizations, families, and social movements. Our scholarship is responsive to current developments in the field, including international cooperation and educational development, education in conflict and post-conflict regions, sustainable development, and multilingual education for inclusiveness.

The Program prepares scholars, practitioners, and policymakers for leadership positions in the field of international and comparative education. Our teaching framework emphasizes theory, content knowledge specific to areas of expertise and related sub-fields, research methods (quantitative analysis, qualitative inquiry, and mixed methods), and applied skills (e.g., program design, policy analysis, policy design, strategic planning, curriculum development, program monitoring and evaluation). Our Master’s students typically aim to work in support of educational practices and programs upon graduation, while our doctoral students are poised to enter academia and/or assume leadership positions in various international organizations or governments.

Program History and Legacy

In 1899, Teachers College became the first graduate institution in the United States to develop a Program in Comparative Education. In 1956, its faculty members co-founded the Comparative and International Education Society (CIES) and created one of the field's most prominent peer-reviewed journals, Comparative Education Review. By the 1960s, Teachers College became instrumental in the study of the international development of education and founded the Program in International Educational Development. For many decades, the International and Comparative Education Program (ICEP) was organized as two distinct but closely related programs: Comparative and International Education (CIE), and International Educational Development (IED). Today, these programs are unified at the Masters’ level, continuing a rich legacy while responding to contemporary challenges in education worldwide. We continue to offer two doctoral degree programs (CIE and IED).

Students in the International and Comparative Education Program are encouraged to develop expertise in both a topical/disciplinary area and a geographical area of specialization. Students may choose to focus on one of the traditional disciplines offered at Teachers College—such as Anthropology, Economics, History, Philosophy, Political Science, or Sociology—or pursue a sub-field within International and Comparative Education, such as Global Governance, Policy, and Planning; Human Rights, Emergencies, and Peacebuilding; or Multilingual and Decolonial Dimensions of Education. Students may also focus on another sub-field available at Teachers College, such as Curriculum and Teaching, Educational Leadership, or Higher and Postsecondary Education. Course offerings in these areas vary by academic year.

In addition, students are encouraged to select a geographical area of specialization. Faculty in the Department of International and Transcultural Studies represent expertise in a wide range of regions, including Africa, the Caribbean, Central Asia, East Asia, Europe, Latin America, the Middle East, South Asia, and the United States (with a focus on transcultural and immigration issues). Area studies courses are available within our program as well as through other departments at Teachers College and across Columbia University, providing students in International and Comparative Education with access to a broad and diverse set of regional offerings.

Applications are reviewed once a year for matriculation in the fall semester only. The deadlines for applications are in December for doctoral programs and in January (priority deadline) and April for master’s programs.

The following section provides descriptions of areas of expertise or sub-fields within the International and Comparative Education Program. Some courses within these areas of expertise are offered directly by the program, while others are available through different departments and can be found under the respective degree programs in other sections of the catalog.

Global Governance, Policy, and Planning

Faculty Leads: Associate Professor Oren Pizmony-Levy and Professor Gita Steiner-Khamsi

Students who pursue the Global Governance, Policy, and Planning area of expertise develop the knowledge and skills needed for policy analysis, planning, and advocacy in international and comparative contexts. They learn to prepare data-informed policy reports, develop education sector plans and strategies, monitor and evaluate programs, and apply comparative approaches to analyzing educational systems. Alongside these practical skills, students critically examine the opportunities and limitations of global governance and international norm-setting, including the influence of large-scale assessments such as PISA, TIMSS, and other cross-national studies on national education policy and reform.

Graduates of the master's program pursue careers in policy, planning, research, and evaluation across government agencies, intergovernmental organizations, non-governmental organizations, foundations, and consulting firms. Alumni work with organizations such as the OECD, Global Partnership for Education, UNESCO, UNICEF, and the World Bank; bilateral development agencies including FCDO, JICA, and USAID; international NGOs such as Save the Children, Open Society Foundations, and World Vision; and philanthropic organizations including the Al Qasimi Foundation, the LEGO Foundation, and the Mastercard Foundation.

Human Rights, Emergencies and Peacebuilding

Faculty Leads: Associate Professor Mary Mendenhall and Associate Professor S. Garnett Russell

Students who pursue the Human Rights, Emergencies, and Peacebuilding area of expertise develop the knowledge and skills needed to design, implement, and evaluate education programs in humanitarian, forced displacement, post-conflict, and peacebuilding contexts. They learn to design programs and curricula, conduct policy analysis, monitor and evaluate interventions, and carry out empirical research across diverse emergency and recovery settings. Alongside these practical skills, students critically examine the role—and limitations—of education in advancing human rights, social justice, social cohesion, and sustainable peace across the humanitarian-development nexus. Students also have opportunities to broaden their interdisciplinary training through cross-registration in relevant courses at the Graduate School of Arts and Sciences (GSAS), the Mailman School of Public Health, and the School of International and Public Affairs (SIPA).

Graduates of the master's program pursue careers in program design, implementation, technical assistance, research, monitoring and evaluation, and learning across humanitarian, development, and peacebuilding organizations. Alumni work with intergovernmental organizations such as the Global Partnership for Education, UNESCO, UNESCO-IIEP, UNHCR, UNICEF, and the World Bank; international NGOs including ChildFund International, Concern Worldwide, Education Development Center, FHI 360, the International Rescue Committee, IREX, the Norwegian Refugee Council, Save the Children, Sesame Workshop, World Education, and Facing History & Ourselves; global networks such as the Inter-agency Network for Education in Emergencies (INEE); philanthropic organizations including the LEGO Foundation and Open Society Foundations; and bilateral development agencies such as USAID.

Multilingual and Decolonial Dimensions of Education

Faculty Leads: Professor Regina Cortina, Associate Professor Nicholas Limerick, and Associate Professor Prem Phyak

Students who pursue the Multilingual and Decolonial Dimensions of Education area of expertise develop the knowledge and skills needed to analyze and advance equitable language and education policies and practices in international and comparative contexts. They learn to examine language policy, multilingual education, Indigenous education, intercultural education, and community-based approaches through comparative policy analysis, ethnographic research, discourse analysis, and participatory methodologies. Alongside these practical and research skills, students critically examine how language, culture, identity, and power shape educational opportunities and outcomes, with particular attention to decolonizing education, promoting multilingualism, and advancing access, equity, and social justice, especially in the Global South and immigrant communities worldwide.

Graduates of the master's program pursue careers in education policy, research, program development, advocacy, and teaching across international organizations, non-governmental organizations, foundations, schools, universities, and consulting organizations. Alumni work with intergovernmental organizations such as UNICEF, UNESCO, the World Bank, and USAID; international organizations and NGOs including the Education Development Center, PASO Education, Fundación Escuela Nueva, and the Alas Foundation; research organizations such as the Brookings Institution; and schools and universities around the world. Graduates also serve as educators, consultants, and project managers supporting multilingual education, Indigenous and bilingual education, immigrant and Latinx communities, language rights, and educational equity in diverse local and global contexts.

Note: Students may also focus on another sub-field available at Teachers College, such as Curriculum and Teaching, Educational Leadership, or Higher and Postsecondary Education. Course offerings in these areas vary by academic year.

Disciplinary Foundations

Anthropology

Anthropology has a long and distinguished history of contributing directly to the major issues facing all educators. Throughout its history, the discipline has offered powerful alternatives. Anthropologists have participated in the shaping of policy and reform at all levels, from the most general to the most local. The anthropology concentration offers a disciplinary approach to analyzing the entry of matters of social class, ethnicity, language, race, gender, and other factors into issues of educational achievement, health disparity, disability, among other concerns. It also helps students understand the ways of knowing specific to the discipline, how to apply them to practical issues, and participate in the continuing evolution of the field, including better methods for application.

Economics

Economics is a powerful tool for scholars and educational practitioners who wish to develop a better understanding of educational institutions and decisions. The concentration in Economics and Education allows students in the program to develop an array of skills in the application of economic concepts and theory, in benefit-cost analysis and other evaluative procedures, and in the statistical treatment of mass data.

History

The History and Education concentration addresses important educational questions, first, by examining the ideas, individuals, and institutions of the past to determine their influence on their own times; and, second, by bringing historical knowledge and perspective to bear on current educational issues. Courses cover a range of topics including the educational history of urban areas, women, immigrants, and African-Americans. Students acquire a deep understanding of education in historical perspective through a comparative lens.

Philosophy

The concentration in Philosophy and Education offers students a unique opportunity to develop their humanistic and critical thinking about comparative and international education. Coursework allows educators to broaden and deepen their understanding of the processes and aims of education through inquiry into the fields of aesthetics, ethics and moral philosophy, and epistemology and the philosophy of science. Study of a variety of historical and conceptual frameworks enables students to develop theoretical perspectives on education and to effectively critique arguments in contemporary educational debates.

Politics

How do societies handle conflicting visions of what schools should be doing? What changes in political and governance processes might facilitate better decision-making and policy implementation? The Politics and Education concentration serves students who wish to study the ways in which governance institutions, political ideologies, and competing interests influence the content, form, and functioning of schooling. Students study in-depth the ways power and politics affect and are affected by such issues as reform and innovation, privatization and school choice, race and ethnicity, poverty and inequality, and more.

Sociology

The Sociology and Education concentration examines basic issues in education from a sociological perspective. Training and hands-on experience in evaluation methods and both quantitative and qualitative research methods are central to the program. The curriculum emphasizes issues in urban education, including the social organization of urban schools and school systems, and the success or failure in serving educationally disadvantaged populations.

Multidisciplinary

In addition to these individual disciplines, the Ph.D. Program in Comparative and International Education offers a multidisciplinary track that allows students to combine courses from two or more disciplines to fulfill the disciplinary concentration requirement.

Program Degrees

Expand the accordion(s) to view the degree requirements:

Program Faculty

Faculty

Regina Cortina
Professor of Education
Nicholas Limerick
Associate Professor of Anthropology and Education
Mary Mendenhall
Associate Professor of International and Comparative Education
Prem Phyak
Associate Professor in International and Comparative Education
Oren Pizmony-Levy
Associate Professor of International and Comparative Education
Susan Garnett Russell
Associate Professor of International and Comparative Education
Gita Steiner-Khamsi
William Heard Kilpatrick Professor of Comparative Education

Professors of Teaching

Amanda Kathleen Earl
Visiting Assistant Professor of Teaching

Program Courses

ITSF4005 Education in Emergencies & Forced Displacement

This course provides students with a comprehensive introduction to the growing and increasingly complex field of education in emergencies, one which encompasses crises caused by natural disasters and armed conflict and which spans the relief-development spectrum. The course will provide opportunities for students to critically reflect on practice, policy, research, and advocacy efforts within the field and to develop transferable skills related to program design and policy analysis. The course will draw on a combination of readings, lectures, class discussions, simulations, student presentations, multimedia, group work, and guest speakers to deepen our understanding of the education in emergencies field.

ITSF4009 Introduction to Research Methods in International and Comparative Education

This course is designed to serve as an introduction to the concepts, methods, and applications of empirical research in international and comparative education. The course readings, lectures, class discussion, activities, and course assignments will examine fundamental issues and processes of research design and practice from a variety of methodological perspectives —qualitative, quantitative, and mixed methods.

ITSF4013 Literacy and International Development

This course problematizes common assumptions about the relationship between literacy and cognitive, social, political and economic development. A sociocultural approach to languages and literacies is taken, while critical studies of international development are examined, applying a gender lens throughout.

ITSF4025 Languages, Societies, and Schools

This course examines the role that languages play in societal and educational contexts from an interdisciplinary perspective, incorporating economic, cultural, political and historical analyses. Diverse language ideologies are considered, along with how language policies are enacted by stakeholders at different levels, with a focus on non-dominant languages in multilingual contexts.

ITSF4032 Project Planning & Management in International Educational Development

This course is designed to equip students with the skills and knowledge needed to plan, implement, and manage education-focused projects in low- and middle-income countries. Drawing on the evolving landscape of development practice, the course offers a comprehensive understanding of key tools, techniques, and frameworks employed by international development and humanitarian organizations. Using the project management cycle as a guiding framework, students will gain hands-on experience in the essential steps of identifying, planning, implementing, monitoring, and evaluating education development projects. Emphasis is placed on the culturally responsive, ethical, and effective application of these tools, with critical consideration of their limitations and shortcomings. Through case studies, real-world scenarios, and practical exercises, students will deepen their understanding of the complexities involved in managing educational initiatives, while addressing issues such as equity, local capacity, and sustainability in diverse cultural, economic, and political contexts. The course will help prepare students to become effective practitioners in the field of international educational development.

ITSF4038 Monitoring and Evaluation in International Educational Development

This course explores small- and large-scale research and evaluation methods and their potential for valid, reliable, efficient evaluation of educational outcomes as well as project outcomes. Needs assessment, capacity assessment, project evaluations (mid-term and final), performance appraisals and impact evaluations done for a range of agencies and organizations are analyzed for diverse educational programs (including formal and non-formal education) in low-income country contexts.

ITSF4060 Latinx in Urban Schools

In this graduate seminar, we explore theories and research to shed light on the context of Latinx education in the US, including why Latinx are the least likely of all major demographic groups to be enrolled in school and, as adults, are most likely to lack a high school diploma and have limited access to postsecondary education. The course explores the racial/ethnic diversities that exist between and within recent immigrant groups, drawing especially on research that shows the diversity of cultural backgrounds within Latinx subgroups. Framing the discussion within relevant theories, the course’s topics will include immigration, educational achievement and persistence, language and schooling, the interplay of race, gender and class with educational attainment, and transnational communities.

ITSF4092 Qualitative Methods

This course examines the meaning-making approach to qualitative research and the social science methods used to examine educational policies and practices in diverse research settings, with particular emphasis on international, development, and humanitarian contexts. Students will gain experience in key aspects of qualitative research, including: designing a study, developing data collection tools, collecting data, analyzing data with computer-assisted qualitative data analysis software such as NVivo, and writing a research prospectus. This course will also prepare students for the practical and ethical dilemmas they may confront conducting fieldwork while also discussing strategies to mitigate these challenges.

ITSF4093 Curriculum and Pedagogy in International Contexts

This course addresses theories, models, planning & policy, design, and implementation of curriculum, as applied across different national contexts. The course addresses key issues in working internationally, such as curriculum borrowing and use of ICTs. Students design a contextually responsive curriculum.

ITSF4094 Education Planning in International & Comparative Education

The course explores educational planning and policy analysis in developing countries. A special focus is placed on aid effectiveness, aid modalities, and the aid architecture in countries where educational reforms are sometimes funded by multilateral organizations, development banks, and non-governmental organizations. Critical issues, such as global benchmarking, target setting, and monitoring by the World Bank, OECD, and other international organizations are examined. Students learn about current debates and controversies in international educational development and reflect on the impact of externally funded projects on educational planning and reform in developing countries.

ITSF4101 Quantitative Analysis in Comparative and International Education

This course serves as an introduction to quantitative analysis as applied to the field of Comparative International Education. The course covers fundamental concepts of quantitative analysis, inferential statistics, and introduces the assumptions and mechanics of the classical normal linear regression model.

ITSF4105 Civil Society and NGOs in IED

This course introduces students to education-related Civil Society Organizations (CSOs) and Non-Governmental organizations' (NGOs) critical strategic issues. Based on teaching cases of NGOs and CSOs from multiple regions, students analyze, improve, and design organizational theories of change, advocacy, service, scaling up strategies, accountability processes, volunteering programs, and resource generating approaches.

ITSF4110 Education, Refugees and Migration Policies and Practices in Morocco

Morocco stands at a critical juncture in global migration flows, serving both as a transit country and increasingly a destination for refugees and migrants en route to Europe. As migration dynamics continue to shift, education emerges as a critical tool—not only for supporting the academic and psychosocial well-being of displaced children but also for fostering their successful integration into host communities. However, formal educational frameworks for refugees and migrants, particularly those in transit, remain fragmented and heavily dependent on the efforts of international organizations, NGOs, and informal community networks. Addressing the policy and practice barriers faced by local, national, and international stakeholders is essential for advancing more cohesive and effective educational responses. This 10-day interdisciplinary study abroad program offers participants an immersive exploration of Morocco’s migration ecosystem, with a concentrated focus on education policies and humanitarian responses for refugees and migrants. Through a blend of academic lectures, site visits, stakeholder consultations, policy talks, and cultural engagements, participants will develop a nuanced understanding of the policy frameworks, institutional strategies, and grassroots initiatives shaping educational access and quality for displaced learners. The program fosters a holistic and critical perspective, equipping participants to analyze challenges and contribute to actionable solutions.

ITSF4160 Human Rights Education in Africa: Politics, Policies, and Pedagogies

Students examine the historical conditions that give rise to human rights violations and the efforts to protect rights through policy and education. They explore different approaches to human rights education, apply them to case studies of specific African countries, and develop human rights education curricula.

ITSF4195 Rsch & Wrtng Sem in Intl & Com

This course is designed to help students develop the professional knowledge and skills necessary for effective written communication through their Integrative Projects. We recommend that students take the course at least one semester before they plan to graduate (ie. during your second year or if you plan to graduate in one year, during your second semester of the first year).

ITSF4200 Integrative Project Research & Writing Practicum

The Integrative Project (IP) Research & Writing Practicum will provide an opportunity for students to spend time developing and conducting their integrative project plans. For the IP requirement in the IED and CIE majors, students typically take one of four approaches for completing their IPs: 1) empirical research paper or proposal; 2) theoretical exploration; 3) policy study; or 4) curriculum design and development. Other types of writing projects may also be accepted pending consultation and approval from the student’s faculty advisor. The Practicum represents 36 weekly hours of work to reflect the time spent designing projects, collecting data, reviewing literature, analyzing data, and writing up project findings, among other related tasks. Students will have the option of taking the course for 0-3 credits and will consult with their academic advisors to ensure the best approach for their overall program plan.

ITSF4580 International Comparative Education & Development Studies, Part I

Scholars and practitioners in the International & Comparative Education field explore educational issues in comparative and international contexts; they examine the relationship between education and cultural, economic, political, and social processes; and promote strategic approaches to improving education and development worldwide. This year-long course introduces students to the field focusing on theories, issues, methods and skills. It is designed to meet the needs and interests of those who plan to work as educators, administrators, policy analysts, or researchers in educational institutions and/or development organizations. The first part of the course (Fall) focuses on debates in two central areas of the field: globalization and development. The second part (Spring) focuses on critical analysis of the importance of education and considerations of education as a private or public good. Yearlong course, meets in Fall.

ITSF4581 International Comparative Education & Development Studies, Part II

ITSF4603 Human and Social Dimensions of Peace

This course focuses on issues of human rights, global ethics, and various aspects of structural and cultural violence. Students explore notions of identity, diversity and reflexive narrative in relation to the concepts of (positive and negative) peace and human dignity. Students are then introduced to examples of nonviolent social movements and reflect on the process of peaceful transformation.

ITSF4613 International Perspectives on Citizenship and Human Rights Education

This course provides a grounding in the theory, pedagogy, and practice of citizenship and human rights education. It draws from the international literature of the field as it has been developed over the past three decades, and reviews teaching practices relevant to various cultures and learning settings.

ITSF4614 International Organizations, Civil Society and Peace Education

Peace Education is concerned with the prevention of violence, but this theoretical framework also draws on diverse practices, or co-disciplines, including Global Citizenship Education, Human Rights Education and Education for Sustainable Development. This course explores key inter-governmental and non-governmental actors, processes, curriculum and issues in these peace education areas.

ITSF5006 Comparative Policy Studies: Tools & Techniques

The course is designed to help students to understand foundations and techniques of policy analysis underlying education sector strategies of low-income countries. Part 1 will review critical debates over the role of donors and aid recipients in development contexts and introduce students to tools and techniques for producing education sector strategies. Part 2 will provide an overview of theories of the policy process from an international comparative perspective and therefore also include theories of global education policy, "traveling reforms," and transnational policy borrowing and lending. Part 3 will discuss trends in various sub-sectors that international agencies tend to frame as "best practices" and for which they provide technical assistance and external financial support.

ITSF5008 Gender, Education, and International Development

This seminar examines the field of international education development from the standpoint of feminist and gender studies. We will read and discuss relevant studies in anthropology, economics, history, political science, and sociology, as well as interdisciplinary research in the fields of development studies and gender studies. We will begin by considering the political and legal advances in women’s rights within the daily reality of people’s lives in developing countries through the multiple lenses of democratic theory, neoliberal policies, and multiculturalism.

ITSF5009 Social Network Anlysis: Theory & Methods

Social networks – the relational ties that connect individuals and organizations – affect many important outcomes such as behaviors, opportunities, and the spread of resources. Networks are everywhere, but most often invisible. Therefore mapping and understanding social networks have important implications for policy and practice. This course serves as an introduction to social network analysis, with a special focus on applications in comparative and international education. The theoretical heart of this approach to social science is that actors are interdependent, and that social structure emerges from regularities in this interdependence. The methodological idea behind social network analysis is based on graph theory. Through lectures and discussions of the assigned readings and materials, this course seeks to couple the theoretical and empirical development of social network analysis with methodological tools for conducting social network analysis.

ITSF5023 The Family As Educator

Family and community members are our first human educators. In this course we explore the contributions that those educators outside of formal schooling–such as parents, grandparents, siblings, mentors, and community leaders, among others–can and do make to teaching and learning throughout life. Through a combination of engagement with historical, sociological, anthropological, and philosophical literature and personal reflection, students will examine the roles of families and communities in pedagogical processes across time, place, and domains of knowledge. Special focus is placed on indigenous and decolonial theories and models of education. A central objective is discussion of culturally relevant strategies to bridge divides between formal and non-formal learning and to foster family, school, and community partnerships.

ITSF5027 Multilingualism, Social Justice and Education

This course focuses on the intersection of multilingualism, social justice, and international educational development. Taking an interdisciplinary approach, it explores the centrality of multilingualism in exploring the agenda of social justice, inclusion, and equity in education. The course is informed by the theories of social (in)justice and engages students in applying them in examining education policies and practices from the perspectives of international educational development. Keeping social justice as a broader framework, the course aims to equip students with relevant knowledge and perspectives to analyze and develop multilingual policies, plans, materials, and pedagogies to ensure equity, inclusion and quality in education, particularly in the Global South. While understanding critical and decolonial theories of language, students are expected to develop deeper theoretical and applied insights for creating and implementing multilingual education policies for sustainable development goals. The major topics in the course include multilingual education and international development; multilingualism and inclusive education; language and racism in education; bi-/multilingual education and literacies; social justice and teacher education; language and sustainable development; linguistic human rights in education; and Indigenous/minoritized language education. The course also covers decolonial and transformative practices for equitable language planning and pedagogies. Drawing on studies from diverse global contexts, we will discuss how multilingualism serves as a critical dimension of equity, social justice, and inclusion in education, particularly for ethnic/racialized minorities, immigrants, refugees, and Indigenous communities.

ITSF5029 Education, Conflict, Peacebuilding

This course examines the politics of armed conflict and peace building and the role of education in promoting peace or exacerbating violence in conflict-affected and post-conflict contexts. We will investigate several of the most pressing challenges facing the various stakeholders (external actors such as international organizations, bilateral donors, and NGOs; local actors, such as governments, civil societies, and nationalist/ideological state factions) and the influence of those stakeholders on education systems in times of war and emerging peace and on educational practices, policies, and curricula in conflict and post-conflict situations.

ITSF5031 Education and Sustainable Development: Comparative and International Perspectives

This course critically examines the role of education in sustainable development, specifically the global movement of Environmental and Sustainability Education (ESE). The course focuses on ESE-related policies and practices within a variety of levels, contexts, and perspectives. Beginning with an overview of the foundations of ESE, we will explore key issues in the field: (a) the development of ESE policy in different levels (e.g., supranational, national, and subnational); (b) the links between ESE and other curricular movements (e.g., standards and accountability; human rights and peace education); (c) drivers and barriers that shape ESE policy/practice (e.g., NGOs and characteristics of modern education systems); and, (d) ESE "best practices" and their impact on teaching and learning.

ITSF5034 Climate Change, Society, & Education

This course introduces students to the links between climate change, society, and education. Through assigned readings and materials, lectures, games, and field trips, we will examine different perspectives on climate change (climate science, social science, indigenous knowledge systems), the international architecture behind climate change education (CCE), best practices and their impact on teaching and learning in k-12 schools, the spread of climate information, misinformation and disinformation, and the recent emergence of the global youth movement advocating for climate justice. Our discussion will be based on a variety of literatures including theoretical texts, empirical research, and policy documents.

ITSF5035 Social Analysis of International Large-Scale Assessments

The course introduces students to the growing field of international large-scale assessments of student achievement (such as TIMSS, PIRLS, and PISA). The first section of the course is dedicated to the history of international assessments and to conditions that facilitated their emergence and diffusion. The second section is focused on the methodology behind global and regional projects that produce indicators, standardization, benchmarking, and comparison in education policy and governance. The third section is focused on the politics of these assessments, through critical analysis of the ways in which scholars, media, and policy makers use data from international assessments.

ITSF5040 Mixed Methods in International Comparative Education

The course is designed to develop students' ability to critically consume and produce research in their specialized field within International and Comparative Education or other programs in the department, college and university. Students will be oriented to the epistemological and other assumptions and methodological practices of quantitative and qualitative methods including experimental, survey research, ethnographic, and historical approaches to disciplined inquiry. Students will be exposed to positivist, interpretive, and critical/feminist traditions or paradigms associated with these approaches as well as ethical dilemmas encountered in planning, conducting, reporting, and consuming research.

ITSF5043 Decolonial Theories in Comparative Education

In this graduate seminar, we will explore the application of Decolonial Theories to advance new perspectives and knowledge in comparative education. We will read the work of Walter Mignolo, Arturo Escobar, Catherine Walsh and Boaventura de Sousa Santos, among others.. We will frame the discussion within relevant theories and contexts , such as Internal Colonialism and Indigenous ways of knowing. Among the issues to be discussed are the rights of Indigenous peoples to education and the preservation of cultural and linguistic diversity of people across the world. Topics include the right to education, the nature of citizenship, intercultural and bilingual education, transnational networks in support of Indigenous movements, Indigenous resistance, and decolonizing methodologies. An overarching theme is national policies to improve access, teacher training, and intercultural understanding at all levels of education.

ITSF5050 Language, Cultural Politics, and Education

Over recent decades, discourses of multiculturalism and multilingualism have become standard in the educational initiatives of nation-states, multinational corporations, and nongovernmental organizations. In much of the world, practitioners no longer ask whether they should educate for diversity but rather how they should carry out such efforts within many existing alternatives. This course covers historical moments in which different types of multicultural and multilingual education have arisen; social theories about social inequality, language, and education that help us understand them; and examples of educational initiatives that reinforce or change inequity. Students are encouraged to consider radical possibilities for educational change.

ITSF5102 Public Opinion on Education Around the World

This course provides a broad overview of social research on public opinion, and seeks to inspire students to engage with this work on education development. We consider ways to conceptualize and measure public opinion, sources of variation in public opinion, and recent contributions to the empirical and theoretical assessment of the impact of public opinion on policymaking. We also consider public opinion on a wide variety of topics, including trust/confidence in education systems, teaching and teachers, global educational reform movement, and equal opportunity.

ITSF5110 Education, Refugees and Forced Migration

The world is experiencing record levels of forced displacement, close to 120 million people uprooted by war, persecution, violence, and environmental degradation. More than half are children whose access to education is severely disrupted. At the same time, rising nationalism, xenophobia, and anti-refugee sentiment shape global responses to displacement. Amid these dynamics lies what Viet Thanh Nguyen calls a “narrative scarcity” — a lack of stories told by refugees themselves about their lives, hopes, and aspirations. This course offers students an opportunity to engage with refugees’ experiences and voices directly, alongside the work of scholars, educators, authors, and policymakers shaping educational and humanitarian discourse. Together, we will critically examine how global "refugee regimes" and national policies affect educational access, inclusion, and belonging in both low- and high-income settings. While focusing on refugees, the course will also consider broader questions of migration, mobility, and identity. Through close reading of books, scholarly texts, and multimedia materials, students will analyze how displacement intersects with education, livelihood, and well-being. The course aims to cultivate deeper understanding and critical reflection on how education systems and societies can become more inclusive and just for displaced and resettled populations.

ITSF5120 Education in Community Settings

Schools do not operate in isolation, but rather within community contexts and alongside community initiatives and organizations that help guide and influence what and how we learn and develop. In this course we explore the variety of community settings-the home, cultural, and civic spaces and pedagogies-through which community-based education can and does take place. Emphasis is on efforts and programs to support cultural and linguistic diversity; a central objective is discussion of strategies to bridge formal and non-formal learning and to foster family, school, and community partnerships.

ITSF5430 Internship

Permission required. Supervised experiences in diverse settings designed to develop skills in research, development, planning, and evaluation.

ITSF5500 Education Across the Americas

This graduate seminar introduces students to education and social issues in Latin America and the Caribbean. The seminar covers the time period from the consolidation of national systems of public education during the twentieth century to present day. Using theoretical perspectives drawn from comparative education, critical social theories and critical pedagogy, the course includes case studies of individual nations as well as thematic issues pertaining to the region as a whole. Topics include social and political dimensions of education, ethnicity and indigenous education, academic achievement, women’s education and social change, teacher preparation, student movements, social movements and patterns of migration. The seminar incorporates and analyzes the perspectives of different actors in education, including international organizations, civil society organizations, teachers and students. The effects of projects financed by international organizations will be evaluated in terms of improved access, teacher training and intercultural understanding within the education systems of Latin America and the Caribbean.

ITSF5509 Globalization, Society, and Education Policy

The seminar explores current debates and controversies regarding global governance, “traveling reforms,” evidence-based policy and planning, and other current topics related to comparative policy studies. Each session starts out with a structured lecture on relevant social theories (systems theory, institutionalist theory, political economy, actor network theory, science and technology studies, etc.), followed by discussion. Reading and active participation in class discussions are required and will be graded. The course is tailored towards Advanced Masters and doctoral students. It helps them to understand, differentiate, and apply different interpretive frameworks that best suit their own research interest.

ITSF6200 Field Research Outside of the US

Permission required. Required of doctoral students when choice of doctoral research necessitates data generation in other countries. Students will engage in 36 hours per week, for a minimum of 15 weeks, during their research outside of the United States. Students are able to take this course no more than two times during their doctoral studies. Field experiences will be conducted under faculty supervision in an approved geographical and institutional site. Students secure approval of department chair and principal advisor in advance and render periodic reports.

ITSF6520 Seminar in Families and Communities as Educators

A research seminar in the family and the community as educational systems.

ITSF6580 Advanced Doctoral Seminar in International and Comparative Education I

The advanced doctoral seminar is a year-long course (ITSF 6580/fall and ITSF 6581/spring) that will enable students to critically examine the history, methods and theories in the field of international and comparative education. The course will also help students identify and engage in current debates. The aim of the course is to help students develop an understanding of the multiplicity of perspectives and practices surrounding education and of the ways that global and local forces shape schooling the world over.

ITSF6581 Advanced Doctoral Seminar in International and Comparative Education II

ITSF6583 Dissertation Academic Writing

The Dissertation Academic Writing practicum will provide an opportunity for doctoral students to spend time developing and writing work for their dissertation, including the specialization exam, grant proposals, and dissertation proposal. Students will have the option of taking the course for 0-3 credits for full-time status and will consult with their academic advisors to ensure the best approach for their overall program plan. The course can be taken twice, but can’t be taken after proposal hearing.

ITSF6591 Doctoral Dissertation Proposal Writing Seminar

This course provides support for the development and writing of students’ dissertation proposals. The course is designed to facilitate the process of generating ideas for a dissertation, developing a dissertation proposal, as well as strengthening academic writing in general. During the seminar, we will review the main elements of a dissertation proposal including the problem statement and research questions, critical literature review, conceptual framework, and research methods. In addition, we will discuss related topics such as grant proposals, fieldwork and the IRB process, and doctoral milestones. Students will have the opportunity to share their drafts and receive feedback from their peers and from the instructor. In addition, current doctoral students will be invited as guest speakers to share their work.

ITSF6592 Academic Writing and Publishing

This is a writing seminar intended for doctoral students in the International and Comparative Education Program working on an empirical research. The course will be run as a workshop, and we will be doing a lot of writing and re-writing. The product of the course is a paper suitable for submission to an academic professional journal. Our class meetings will be devoted to practicalities of doing research, writing up results, and publishing. Issues related to research design, interpretation, and writing, as these apply to the specific projects being worked on, will also be discussed. We will read and discuss a series of exemplary journal articles (and book chapters) in order to analyze how different texts situates themselves with respect to past scholarship, and present the complexity of educational research (e.g., strengths and limitations). We will also host guest speakers that will share their writing process and their experience with the peer-review process (including reviewers and journal editors).

ITSF6902 Studies in International and Transcultural Studies

Advanced students may register for intensive individual study of some aspect of their concentration. Registration is only by permission of the instructor under whose guidance the work will be undertaken. Times for individual conferences will be arranged. Enrollment may be for 1 or more points each term, and registration is not limited to one or two terms.

ITSF6990 Studies in International and Comparative Educational

In each of the areas within the department, advanced students may register for intensive individual study of some aspect of their specialization. Registration is only by permission of the instructor under whose guidance the work will be undertaken. Times for individual conferences will be arranged. Enrollment may be for 1 or more points each term, and registration is not limited to one or two terms.

ITSF7500 Dissertation Seminar in International and Transcultural Studies

Permission required. Proposal writing. Required of doctoral students in the semester following successful completion of certification examinations.

ITSF8900 Dissertation Advisement in International and Transcultural Studies

Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees.

International and Comparative Education