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Current Issues in Comparative Education
Teachers College, Columbia University
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Current Issues in Comparative Education

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125th Teachers College Anniversary Issue

Comparative and International Education:
The Making of a Field and Vision for the Future

Volume 17, Issue 1, Fall 2013

For over a century, the field of Comparative and International Education (CIE) has made valuable theoretical and practical contributions that address the pressing challenges that the education sector has faced globally. These theories have provided both practitioners and policymakers with a framework of reference not only for developing strategies and action plans, but also for implementing new programs and solutions for further advancement.


As we pursue a new development agenda, in line with the Millennium Development Goals (MDG) and the Education For All (EFA) movement, a collective vision for a post-2015 framework in education is needed. There is a growing understanding that globalization presents demands on education, whereby educational initiatives are increasingly expected to foster global competence and develop 21st century skills. In this changing environment, large-scale assessments provide additional mechanisms to track academic competences and, consequently, place further pressures to adapt existing educational models to the increasingly globalized achievement race.

In celebration of Teachers College’s 125th Anniversary, we invite submissions that reflect on theories of CIE and discuss their applications in education, in the context of the current changing environment. We invite you to consider these theories, their policy implications, historical trends, and institutions that have had and/or continue to make a significant impact on the field, whether in their original form or transformed to reflect the changing demands of the 21st century education.
For this special edition, we would like you to consider the following question:

·       How have CIE theories/theorists influenced institutions, policies, educational models, trends, and/or research agendas in local, regional, and international contexts?

Possible topics to consider may include:

       Critical examinations of longstanding theoretical frameworks that have emerged within the Comparative and International Education field and/or innovative ways in which they have been or can be applied;

       New frameworks for alternative education models reflective of the needs and demands of the 21st century;

      Analytical inquiries addressing projects and/or educational initiatives that have employed approaches from a past school of thought in a present-day context.

Submissions are not restricted to scholars in the field of CIE and we welcome submissions from other disciplines (e.g. anthropology, history, philosophy, political science, sociology, economics).


Manuscript Submissions

If you are interested in submitting a manuscript, please read CICE's Submission Guidelines by clicking here. All manuscripts and any questions/comments should be submitted to: to adhere to the guidelines may result in your manuscript not receiving proper consideration. 

CICE ( is an open-access online academic journal from Columbia University’s Teachers College that seeks clear and significant contributions that further debate on educational policies and comparative studies in international contexts. We publish articles from teachers, administrators, professors, graduate students, policy-makers, and education specialists from governmental and non-governmental organizations. Thus, we welcome responses and insights from various perspectives to the topic presented above.


All submissions must be in Word format (“.doc”, “.rtf”, or “.txt” files) and uncompressed (i.e. not “.zip”, “.bin”, etc.). Authors are encouraged to submit original articles no longer than 4000 to 5000 words in length, including an abstract of between 100-150 words, footnotes, and references in APA format as email attachments to

To download a copy of the Volume 17 Issue 1 Call for Papers, please click here.