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The Wrong Way? Forging New Paths for Development. The question mark in Harvard’s 20th Annual International Development Conference theme suggests both a contestation and an endorsement of development. The affirmations, implicit and explicit, of current development policy trends were palpable despite multitudinous critiques on the technical designs and strategies used to tackle global challenges. However, several prominent voices also deconstructed the logics of development including a forceful and well articulated critique from his Excellency Frederick Tluway Sumaye, former Prime Minister of Tanzania (pictured below with CIE students), who in his plenary address, identified extreme wealth disparities as a product of modern development thinking.
CIE members contributed in formally convened discussions and also catalyzed less formal learning opportunities through social expeditions around Harvard Square. Formal contributions included questions to panelists regarding the disciplinary role of open data, the race for resources in Burma, the contradictions of development economics, and the complexities of health interventions. CIEers were also active participants in the Twittersphere engaging conference organizers and participants in discussions online. The following photos and conversations highlight the participatory spirit of the event.
CIE @ CIES in Toronto
With the editorship of the Comparative Education Review (CER) now at UMass/CIE, there were six CIE members present at the conference and in sessions organized by CER. CIE faculty members Bjorn Nordtveit, Cris Smith and Jacqi Mosselson were there along with graduate students David Epstein, Mei Lan Frame and Ben Herson in various editorial roles.
Five current students received travel awards from CIES – Mei Lan Frame from UREAG, and Sumera Ahsan, Tareque Rahman, Mahboob Morshed and Ezekiel Babagario from CIES.
In addition D. R. Evans was recognized with the 2014 Honorary Fellow award for a lifetime of service to CIES and to the field of Comparative and International Education.
Several panels were organized by CIE members. Gretchen Rossman organized a panel on Compressed Ethnography which included Karla Sarr as one of the presenters and Bjorn Nordtveit as a discussant.
A sampling of presenters and topics from the 18 current CIE students on the program:
As has become the custom, CIE organized an informal gathering at a local pub - Quinn’s Steakhouse this time – for CIE members and friends. The event provided an opportunity for CIE graduates – more than 15 CIE graduates were at the conference - to interact with current students and connect with old friends.
David R. Evans was named the 2014 Honorary Fellow of the Comparative & International Education Society at the awards session during annual CIES conference in Toronto in March. This award honors the lifetime achievement and contribution to the field of Comparative and International Education of the Fellow. The award was established in 1982 and DRE is the 25th person to receive the award in the 32 years since its inception. The award letter from 2013-14 CIES President Gilbert Valverde noted:
“The Honorary Fellows Award was established by CIES to honor senior members of the Society who have distinguished themselves in a number of ways. Your tenure of life-long service through teaching, mentoring, consulting, and publishing for over 50 years more than qualifies you in this category. Having chaired 80 completed doctoral dissertation committees and serving on approximately 150 Masters committees, your contribution to future comparativists is one not to be rivaled. Your students have gone on to serve as ambassadors of the United States and other nations.
Your service to multiple agencies, including UNESCO, UNDP, World Bank, Asian Development Bank, USAID, ISIS, Peace Corps, and so many others is yet another contribution you have made to our field. The number of countries in which you have served is awe inspiring. And while completing all of this important work, you still found time to author or co-author over 45 publications, papers, reports, and conference papers.
This award was established to recognize those scholars who have made the most marked contribution to growth in the field of comparative and international education. Your nomination for this award was supported by several distinguished scholars in the field, many with extended commentaries on the nature and significance of your contributions to the field in general and over 45 years of active participation and service to CIES. The CIES Honorary Fellows Award is indeed a unique distinction that reflects not only your intellectual contributions and leadership, but also the high esteem in which you are held by your professional colleagues.”
In his acceptance remarks (read by Cris Smith, as David was unable to attend the conference), DRE commented that:
CIE encourages students to participate in a wide range of professional development activities outside of courses as part of their degree programs at CIE. Students undertake consulting, work on projects, attend training sessions, participate in workshops and do field research, all as part of CIE's commitment to producing Scholar Practitioners - graduates who can effectively combine academic and theoretical knowledge with practical skills.
Recently, CIE students David Epstein, Yaëlle Stempfelet, Christina Chen, and Stephen Richardson, and CIE faculty member Jacqi Mosselson attended the Unlearning Violence: Evidence and Policies for Early Childhood Development and Peace Conference at Tufts University Fletcher School, just outside of Boston, Mass. The conference provided a forum for scholars and practitioners to share their work related to early childhood development, violence, and peace, as well as engage in dialogue with conference attendees.
The case was made for early childhood development from a variety of perspectives including neuroscience research on the positive effects of early childhood education, an address from Harvard's Dr. Steven Pinker, and cautious cultural considerations for both research and practice from Columbia University's Dr. Michael Wessells. Topics of rampant use of corporal punishment by parents and teachers, child trafficking, gender-based violence, and sexual exploitation were brought to light highlighting the complexities of violence around the world which is complicated by the rise of intra-state conflicts. Still, the conference theme called on attendees to consider how insights from early childhood education can provide evidence for education policies that can help mitigate and break the cycles of violence. Attending CIE members were engaged in the dialogue as the conference format provided ample time during the Question and Answer portion of each panel.
The event was hosted by the World Peace Foundation in association with the Eliot-Pearson Department of Child Development at Tufts University and the FXB Center for Health and Human Rights at Harvard University.
A recent Tuesday Dialogue featured a presentation and discussion by Edmund Morris who spoke by Skype from Doha, Qatar. His talk was supplemented by a PowerPoint Presentation and a printed document containing his responses to questions that had been submitted earlier by CIE members. The combination of media worked very well.
Edmund has five plus years of experience writing proposals in response to RFP/RFA/RFQs from a variety of bi-lateral and multi-lateral agencies. Based on his experience he put together a set of guidelines, steps and recommendations for those wanting to learn about the process of writing proposals.
He highlighted the fact that there are in fact three separate processes involved: the donor’s process of designing and getting approval to issue a request; the bidder’s process of designing a response and negotiating an award; and the project process of startup, implementation and completion. Each of these sequences has its own rules and challenges. Successful organizations need to understand all three of these sequences.
Edmund stressed the need to “know the terms of reference by heart” and not to deviate from them. Likewise he advocated knowing and using both the language and the financial structures of the particular donor agency issuing the RFP. He suggested reading speeches by agency leaders, studying policy papers issued by the agency, and unashamedly using language and terms used by the agency in the proposal.
After walking the audience through the steps of both the technical and financial components of proposals, the conversation turned to the larger issues, like the future of large institutions who now get most of the funding, the use of local staff as a better strategy, and the dilemmas of whether AID really makes a difference. These issues provoked a lively debate. Thanks to Sebastian Lindstrom, a current student, for organizing this session.
The Global Horizons project at the Center for International Education strives to promote a greater awareness of the world community in Massachusetts’ K-12 schools by providing global and multicultural education curriculum resources and training to educators throughout the Western Massachusetts region. The Massachusetts Global Education consortium under the Massachusetts Department of Education has funded the project for more than a decade. There are two major activities i.e. (i) offering weekend workshops for K-12 educators, and ii) operating a global and multicultural education curriculum resource center.
The weekend workshops for educators offer a range of topics that reflect global issues and culture such as multiculturalism, global citizenship, immigration and refugee issues, identity, tolerance, technology and social media, gender issues, environmental issues and so on. Registration is free for all K-12 educators including student teachers and the participants receive a stipend for attending the workshop. Facilitators having expertise on specific topics of global interest conduct the workshops. Facilitators make every effort to provide participants with participatory, hands-on and experiential learning experiences.
A recent workshop in November, 2013 focused on Immigration and Belonging: Building Inclusive and Supportive Classrooms. Seventeen teachers from K-12 schools of Belchertown, Amherst, Hadley and Springfield area attended. The facilitators were Alison Morse and Deb Krivoy who work for Facing History and Ourselves, an international organization that engages students in an examination of racism and prejudice to promote a more civil society. The workshop addressed important questions such as what does it mean to be American, and how do immigrant groups secure a place for themselves in the society as Americans.
This workshop helped educators breathe a new life into social and civic studies by examining immigration in the US. Participants learned a variety of engaging teaching strategies to spark meaningful conversations on issues of identity, history and the diverse population of the US. Through a mix of short films and experiential activities, participants addressed important questions about how members of the school community can act in ways that foster empathy and inclusivity. A bibliography of relevant resources for the classroom was also provided
Ash Hartwell together with CIE members Jacob Carter and Stephen Richardson led an interactive session based on their literature review of aid effectiveness USAID as part of a process to develop guidance and training on 'Government to Government' (G2G) aid in education. G2G, the key approach for aid under the Obama administration, is part of the US government’s initiative to become the world’s leading donor. Part of the team’s effort was to provide a toolkit for people in the field to use new aid modalities, and address the question, “What is effective aid with budgetary support?”