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INSIDE THIS ISSUE Co-Presidents' Report PAGE 2

Conference Cancellation and Postponement PAGE 4

WCCES Updates PAGE 5

New IEJ: CP editorial team PAGE 6

NERF Special Issue PAGE 7

Membership Updates PAGE 9

Recent PhD Completions PAGE 11


Support the IEJ: CP editorial team and volunteer with us!


Call for Papers PAGE 15



Greetings to one and all. For the OCIES community, 2019 was indeed a full and fulfilling year. The OCIES Executive Committee met 6-8 times throughout the year; and we recall having undertaken the following: 1. Thanked the following OCIES Executive Committee members: Robin Burns, Donella Cobb and Rebecca Spratt for their services as EC members; and welcomed the new EC members, Martyn Reynolds, Miriam Ham and Wendy Choo. 2. Under Professor Zane Diamond’s leadership, we published three issues of the IEJ:CP, including a Special Issue by the NERF membership under the guidance of Donella Cobb, Daniel Couch and Sonia Fonua.   3. At the May 2019 WCCES Congress in Cancun, Mexico, we won the bid to co-host with the Indian Ocean Comparative and International Education Society, the 2022 WCCES Congress to be held in Bangalore, India.  4. Represented OCIES at the WCCES World Congress, Cancun; the WCCES 2nd symposium in Geneva, Switzerland; and in a number of WCCES Executive Committee meetings. 5. Offered two OCIES Travel Grants to WCCES; a USD$1K donation to WCCES for a special project following the Cancun EC; and a number of OCIES Conference scholarships to our members. 6. Continued exploring a number of new relationships, including with the IOCIES to co-host the 2022 WCCES Congress and with The University of Hawai’i to co-host a joint OCIES-CIES Regional conference. 7. Re-visited the co-Presidents’ OCIES vision statement and brainstormed operationalization options. 8. Engaged in an OCIES membership drive and established a review team to look into the IEJ:CP. 9. With colleagues at the National University of Samoa, and under the leadership of Dr Tagataese Tupu Tuia, we prepared for the OCIES 2019 conference. As publicized widely, we were sad to cancel the 2019 conference. However, we are happy that we can look forward to the reconvened Samoa conference in June-July 2020. Due to the conference cancellation, no OCIES AGM was held in 2019. Using the Special Voting provision of the OCIES constitution, we had sought and obtained approval from our members for a temporary amendment to the period of duty of office holders on the Executive Committee to be extended as necessary until OCIES Apia 2020. This situation is temporary. We plan to hold an AGM at the reconvened Samoa conference at which a full AGM agenda will be tabled and dealt with.


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Co-Presidents' Report We thank you, the OCIES members for your faithful and active membership, your intellectual and people contributions, your friendship, inspiration and encouragement. To our EC colleagues (outgoing, new and on-going) as well as our special projects volunteers, thank you for your commitment to and belief in OCIES and our shared vision of flourishing OCIES relationalities. We wish each one well for 2020.

Any enquiries, please direct your email to: ocies.org@gmail.com OCIES NEWSLETTER | PAGE 3

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Conference Cancellation & Postponement 47th OCIES CONFERENCE SAMOA, 26th – 28th November 2019 NEW CONFERENCE DATES JUNE 29 – JULY 2 2020 BY TAGATAESE TUPU TUIA CONFERENCE CONVENOR

The 47th OCIES Conference was supposed to be hosted by the Faculty of Education within the National University of Samoa. As conference convenors, we wish to offer our sincere apologies for the unexpected cancellation of this very important event. The measles epidemic that is hitting Samoa at this point is something that is not to be taken lightly and in accordance with the Samoan government’s state of emergency declaration and in order to contain the spread of this epidemic, the decision was made to cancel this very important event. As academics, we believe that we all agree that the decision to cancel the conference is a very wise one at this point in time for both your and our wellbeing We would like therefore to take this opportunity to thank all individuals who had made preparations to participate in the conference. Some of you proceeded with your trip to Samoa despite this disruption. So thank you very much, we greatly appreciate the effort you went through in preparing for this event. All is not lost however, for we still plan to proceed with the conference come next year, so please note new dates for the conference which is now scheduled for the 29th of June to the 2nd of July 2020. The New and Emerging Researchers Fono (NERF) workshop will be held on the 29th of June 2020, and OCIES conference will commence on 30th June through to the 1st and 2nd July 2020. We therefore ask all those that have already registered for the conference to kindly reconsider the new dates. May we humbly request for your support and prayers for the people of Samoa at this time. Your support will bring courage and strength to the people of Samoa to move forward in serving God and the nation with love and humility.

Any enquiries, please direct your email to: ocies.org@gmail.com OCIES NEWSLETTER | PAGE 4

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Secretariat update on vote regarding the extension of office for EC members The Executive Committee (EC) thank all those who voted with regard to extending the EC's remit until an AGM can be held.  It is anticipated that the AGM will take place at OCIES Apia 2020. 71 votes were cast in support of the extension, and one against. That is equivalent to 98.6% in favour. Thus, the executive members will continue in office for the moment. 


The OCIES is an active member society of the World Council of Comparative Education Societies (WCCES). For this newsletter, the following briefs are reported: 1. December 2019 saw the release of Volume 3, 1 & 2 of the Global Comparative Education: Journal of the WCCES. Check this out on https://www.theworldcouncil.net/gce-vol-3-no-12-sep2019.html; and a little earlier, Volume 3, 3 of the World Voices Nexus was releasedhttps://www.worldcces.org/vol-3-no-3-oct-2019. OCIES members are encouraged to write for these WCCES journals. 2. WCCES recent appointments of OCIES members: Professor Eve Coxon as the WCCES Vice President and Kabini Sanga as the Chair of the Special Projects Standing Committee. 3. The WCCES President, Prof N’Dri Assie-Lumumba has recently announced that the World Congress 2022 will be co-hosted by OCIES and the Indian Ocean Comparative and International Education Society in Bangalore, India. The World Congress 2022 theme and academic programme is prepared by OCIES, under the leadership of OCIES co-President Professor Zane Diamond. 4. Professor N’Dri Assie-Lumumba has recently announced that the 3rd WCCES Symposium will be held in July 2020 in Lisbon, Portugal.  Details are yet to be released.

Volume 3 of the Global Comparative Education: Journal of the WCCES https://www.theworldcouncil.net/gce-vol-3-no-12-sep-2019.html OCIES NEWSLETTER | PAGE 5

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Hello fellow OCIES members, In acting in this role as Editor of the Society’s long-standing publication, the International Education Journal: Comparative Perspectives (IEJ: CP), from 2020 – to be voted on at the next AGM - I’m very excited to continue and build on Zane, Radha and Vivien’s hard work in recent years. If you are keen to be part of a new dream team, please get in touch with your ideas and inquiries at: IEJCPteam@gmail.com Participation could involve being part of the Editorial team as section or sub-editors (also potentially shared roles), a role on the Editorial Board, involvement in book reviews, creative submissions, mentoring initiatives, paper awards, and new proposals for these or other areas. These possibilities and others are under consideration, as we make the most of this opportunity to take stock of the journal, also in light of its recent review, which included member and reader surveys. Thank you to those who have already provided your preferences and thoughts. The outcomes of the review will be tabled at this year’s conference, and the report ideally shared ahead of that time, to allow for continued member discussion and input. I’ll add a reminder that, as with OCIES Executive roles, all participation is voluntary and the quality of the IEJ: CP, its management and survival, do rely on the committed support of members. As someone who played an Editorial Assistant role (under Laura and Elizabeth) during my doctoral years, I can share that the experience and learning gained have been invaluable. All the best to you all, and I’m looking forward to working with you in the Society again this year!

If you are keen to be part of the new editorial team, please get in touch with your ideas and inquiries at: IEJCPteam@gmail.com OCIES NEWSLETTER | PAGE 6

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NERF and the Special Issue: Exploring, celebrating, and deepening Oceanic relationalities BY DR DONELLA COBB, DR DANIEL COUCH & SONIA FONUA The most recent Special Issue of International Education Journal: Comparative Perspectives is somewhat unique. Guest-edited by Donella Cobb, Daniel Couch, and Sonia Fonua, the idea for this special issue arose as part of our collective bid for an OCIES Fellowship and Network grant in early 2018. Our intent had been to create a day workshop for emerging scholars at the 2018 Wellington OCIES Conference. We affectionately termed the focus of the day as NERF – New and Emerging Researcher Fono. This was to indicate our intent, as emerging researchers ourselves, to draw on the considerable depth of knowledge and expertise within OCIES, and to create connections with others who were either new to research, or emerging in their own research expertise. As we developed our proposal to bid for the OCIES Fellowship and Network grant, we thought about how NERF might extend beyond the initial day. This led to conversations with Professor Zane Diamond, OCIES co-president and Editor of International Education Journal: Comparative Perspectives. Our intent was to find a way to support new and emerging researchers into publication, and Zane got behind the idea with the option to guest-edit a special issue emerging from the Wellington conference theme. Our NERF bid for the OCIES Fellowship and Network grant was successful, and the day was well attended. Then came the task of the special issue. With initial support from Associate Professor Carol Mutch, we set about establishing a writing process for a special issue targeted at NERFs, and our Call for Papers went out at the close of the conference. We didn’t want this to be a typical publication process. Rather, we wanted to support authors as they developed their work towards a final manuscript. As a result, each guest-editor reviewed sections of each manuscript as they were written, with clear check-in points for authors. This included several group conversations on Zoom. These Zoom meetings had a specific focus, for instance on relationality, or what to include in literature reviews. In spite of the challenges of internet access and demands on authors’ time, these Zoom meetings helped to further strengthen a sense of relationality between authors as they worked on their various manuscripts.

A rare editorial meeting in person! (From the left: Daniel Couch, Donella Cobb, Sonia Fonua)


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As guest-editors, we are immensely proud of the special issue. It was the final part of our initial NERF bid, and we are hopeful that NERF can become embedded in the society through future AGMs. The thoughtful and considered peer reviews from our membership were constructive, and the final set of articles presents the voices of new and emerging scholars within our society. Importantly, it demonstrates that the intellectual future of our society is in good hands. In our opening editorial, we write: “In this special issue, we continue the strong tradition of OCIES scholars based at institutions within Oceania, who engage critically with contexts within and beyond Oceania. Indeed, bringing scholarship from around the globe into dialogue through our regional CIE society sets OCIES apart from other education-based societies, and offers a unique opportunity for academic rigour and productive scholarship for our region.� We again acknowledge the significant efforts of the authors, and are excited to see how their contributions will shape our society, our region, and beyond. A rare editorial meeting in person!


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Membership updates Our membership has been actively contributing to the wider academic community. You might be interested to get a copy of the books! Niranjan is Senior Lecturer in Education at Monash University, teaching and researching across postgraduate and graduate courses in curriculum, assessment, pedagogy and Humanities education. He has just published a book on transculturalism and teacher capacity. Congratulations Niranjan!


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Membership updates Vivienne is Senior Lecturer and the Postgraduate Coordinator at the University of Otago. She researches questions relating to policy and practice in higher education. Specifically, she is interested in educational mobilities, including the internationalisation of higher education, migration and education, and postgraduate pathways. She has just co-edited a disciplinary collection of papers on human mobility and cultural encounters in education settings.

Anderson, V. & Johnson, H. (Eds). (2020, forthcoming). Migration, Education and translation: Cross-disciplinary perspectives on human mobility and cultural encounters in education settings. Routledge: Abingdon. Full details are available here: https://www.routledge.com/Migration-Education-and-Translation-CrossDisciplinary-Perspectives-on/Anderson-Johnson/p/book/9780367260347

The book is a multidisciplinary collection that examines the connections between education, migration and translation across school and higher education sectors, and a broad range of socio-geographical contexts. Organised around the themes of knowledge, language, mobility, and practice, it brings together studies from around the world to critique existing practices that privilege some ways of knowing and communicating over others. With attention to issues of internationalisation, forced migration, minorities and indigenous education, this volume asks how the dominance of English in education might be challenged, how educational contexts that privilege bi- and multi-lingualism might be re-imagined, what we might learn from existing educational practices that privilege minority or indigenous languages, and how we might exercise ‘linguistic hospitality’ in a world marked by high levels of forced migration and educational mobility. The authors include several OCIES members. We are particularly grateful to OCIES elder Prof Konai Helu Thaman, who wrote a Foreword for the book. The book can be ordered now via the Routledge website, and a 30% discount is available until the end of the year (enter the discount code ADC19 at checkout). There is also a cheaper e-book version.


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Recent PhD Completions OCIES members Jonamari Kristin Floresta and Daniel Couch have recent completed their doctorates. Congratulations! Jonamari Kristin Floresta's doctorate was supervised by Alexandra McCormick and Elizabeth Cassity from The University of Sydney. Entitled The Influences of Schools and Communities on the Identities and Pathways of the Subaltern Students Who Experience War in the Southern Philippines’ Mindanao, the thesis addresses a gap in previous research as it looks into the influences of the school environment and the community towards subaltern students who experience conflict from students’ perspectives. Guided by the precepts of phenomenology, a post-colonial approach and Herbert Kelman’s (2006) concept of legitimate authority, the study seeks to better understand how schooling affects the identities and pathways in the society of the subaltern students. Using art-based activities, focus group discussions and in-depth interviews, current secondary students and former students who have transitioned from school to community were gathered to participate in this study. This study found that different factors in the school environment which pertain to social interactions, religious doctrines, and practices either contribute to the influence on students’ identity towards peacebuilding, insurgency, or neutral involvement with conflict. Further, the influences from the community can either support or contradict these influences. The study established that schools are institutions that can aid students to cope with the demands from the conflict-ridden community. However, most schools are inadequately equipped and informed to cater to the needs of the subaltern students. Reference: Floresta, J.K. (2019).  The Influences of Schools and Communities on the Identities and Pathways of the Subaltern Students Who Experience War in the Southern Philippines’ Mindanao. (Unpublished doctoral thesis, The University of Sydney). Retrieved from https://ses.library.usyd.edu.au/handle/2123/20939

Jona (in the center) with her two supervisors.


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Recent PhD Completions Daniel Couch's doctorate was supervised by Professor Elizabeth Rata and Dr. Ritesh Shah from The University of Auckland. Entitled The policy reassembly of Afghanistan’s higher education sector, Daniel examined Afghanistan’s higher education policies which have directed sector growth since the fall of the Taliban in 2001. His work illustrates significant policy emphasis on economic benefits, which limits space to consider the broader social benefits higher education might offer Afghanistan’s conflict-affected context. Daniel argues for deeper engagement with social benefits in future higher education policy in Afghanistan. Reference: Couch, D. (2019).  The policy reassembly of Afghanistan's higher education sector. (Unpublished doctoral thesis, The University of Auckland). Retrieved from https://researchspace.auckland.ac.nz/handle/2292/47584


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OCEANIC News 2019 Leadership Pacific (LP) Conference BY MARTYN REYNOLDS

OCIES Secretary Martyn Reynolds catching up with John at the conference.

Melanesian hospitality was in evidence at the Leadership Pacific (LP) 2019 conference in Honiara in July this year. LP is a cluster-based cause movement that seeks to promote ethical leadership in the region. Hosted by the Fellowship of Faithful Mentors, a group of Solomon Islands educators affiliated to the LP Solomon Islands cluster, and taking place through the support of the Solomon Islands National University and the Ministry of Education and Human Resources, LP 2019 was organised under the theme of ‘Storying Leadership for the Common Good’. For me it was a great opportunity to hear about leadership in education from a whole range of Solomon Islanders, from second year teachers at the local Florence Young High School to seasoned academics such as Dr David Gegeo. A bonus was re-linking with SI OCIES member John Iromea, whom I had last seen at OCIES Wellington in 2018. The storying focus encouraged me to tok stori with participants about values in education and where we might find them. Through this I experienced the critical but warm Melanesian version of Oceanic relationality. I encourage OCIES members to seek out similar relevant conferences where local voices are in the majority. It’s a great way to hear the thinking ‘on the ground’ about education, ethics, values and leadership. I learned so much, I’m still processing the experience.

Melanesian hospitality in action!


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OCEANIC News Strengthening Moana Collaboration BY DAVID FA’AVAE

The moana or ocean, as articulated by the late ‘Epeli Hau’ofa is what intimately connects Pacific people. To deepen Oceanic relationality is a key goal for us at OCIES. As part of the new and emerging researchers (NER) group, to adaptively respond to OCIES members’ needs in the Pacific Islands, as well as support emerging Pacific Islands researchers at the national universities, I was invited to share and collaborate with other “NER” participants from the Fiji National University (FNU). At the Lautoka campus, a joint FNU, OCIES, IOE and Victoria University of Wellington symposium took place under the auspicious of the FNU DelaiNatabua Seminar Series. The event took place across two days, 25 – 26 November 2019, and was attended by more than 60 Fijian-based researchers and postgraduate students. For Professor Unaisi Nabobo-Baba, the current campus director, it was an opportunity to not only reconnect with her wantoks – OCIES’ co-president Associate Professor Kabini Sanga and Dr. Seu’ula Johansson Fua from the Institute of Education at USP, but also to (re)engage with OCIES. Under the OCIES strategic vision to strengthen and extend its reach to educators and researchers in the region, the FNU DelaiNatabua Series became an opportunity to reflect, (re)group, (re)gather, and (re)think ideas and knowledge. It was also an opportunity for Oceanic people to come together, honour, and pray for our colleagues in Samoa. As OCIES members, we seek to expand the supportive and critical influence of the collective society. The FNU DelaiNatabua symposium enabled me to connect with other NER academics, researchers, administrators and teachers through tok stori/talanoa/conversations. The collaborative reflections and sharing were positive and we look forward to expanding the engagement in 2020 with our wider OCIES family in Samoa. We thank FNU and the Fijian people more generally for their hospitality. ‘Ofa atu.

Participant at the DelaiNatabua Series, Fiji National University Lautoka campus


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Call for Papers

7th Conference of the International Research Association for History and Social Sciences Education (IRAHSSE) in collaboration with the Société des professeurs d’histoire du Québec (SPHQ)Trois-Rivières

Québec, Canada, October, 15-17, 2020 Teaching and learning history and the social sciences in relation to minorities-majorities dynamics in a national context How does the teaching of humanities and social sciences reconcile with contrasting national contexts characterized by situations of great cultural diversity marked by the presence of minoritized groups? What is the contribution of history and the social sciences to this question? What pedagogies are put in place to implement school curricula and how do they advance teaching around such a sensitive question? The coexistence of minorities and majorities within different national contexts is not new. As the historian Benedict Anderson (1991) asserts, whenever state boundaries do not coincide with cultural boundaries, nationalist movements with strong political claims may rise. Sometimes, these latent tensions between state power and various minority groups can turn into "frozen conflicts", as is the case with the conflicts that arose on the territory of the former USSR (Jolicoeur and Campana, 2009). In such a context, no state or region seems homogeneous when viewed from the angle of cultural diversity. These situations, which are innumerable around the world, may constitute a great asset for teaching in the humanities and the social sciences. One can think of, among others, Catalonia and the Basque Country in Spain and in France, Scotland and Wales in Great Britain, Flemish and Walloon Belgium, China and Taiwan, France and other countries in Western Europe with large postcolonial communities (after the decolonisation wave of the 1950s-70s), or minoritized indigenous populations in numerous countries in the Americas, Asia, Africa and Oceania. Québec, with a multifaceted history of a Francophone minority within English Canada and an Anglophone minority within Québec itself, can, also in the light of many social sciences related questions, serve as an example of a case-study of such a theme. Moreover, Canada and Quebec themselves host numerous minorities, such as French Canadians outside Quebec and AngloQuebecers, or, again, the eleven First Nations of Quebec, each with their own historical and social contingencies (Delâge 1991, Bouvier et al., 2012). This international conference, which will take place in Trois-Rivières (Quebec), will seek to shed light on the ways in which history and the social sciences as they are taught in schools, take into account geohistorical, political, cultural, social and identity-related factors that contribute to the emergence of the minority predicament in the world and the shaping of interactions and connections between social groups. The goal is to initiate a reflection on the relationship between nationalism, citizenship, political framework and cultural diversity.


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Call for Papers

7th Conference of the International Research Association for History and Social Sciences Education (IRAHSSE) Teaching and learning history and the social sciences in relation to minorities-majorities dynamics in a national context This conference is organised around three axes. The first will focus on the emerging challenges characterising majority-minority situations as discussed above. The second will centre on educational aims, curricula, teaching practices and available teaching materials. Finally, the third will pertain to the actors involved in these different national contexts and their relation to the teaching materials, notably the digital ones. Axis 1: Emerging Challenges This axis opens and possibly continues an epistemological and critical discussion on the national contexts of the teaching of history, geography and the social sciences, in connection with the relations between national minorities and majorities. It is thus a question of better understanding the dynamics within which these entities evolve, as well as the processes that led to the configuration of these dynamics. The aim here is to better grasp their influence on the teaching and learning of history and the social sciences as well as their potential. Axis 2: Aims, curricula, teaching practices and teaching materials In teaching history and the social sciences, the difficulty of defining, promoting and appreciating the development of teaching materials and operations of thought (such as declarative knowledge or heuristics) constitutes one of the most important and thorny challenges. It arises, notably as a result of the political significance or the scientific value given to such knowledge. These challenges raise questions about teaching, learning and assessment, which are particularly important in terms of understanding the social constructs of "minority" and "majority" in a national context. How do official curricula and the multiple teaching resources offered to teachers take these questions into account? Which teaching materials and practices are likely to help students think of themselves as historical actors while helping them develop a sense of agency in regards to their knowledge, skills and attitudes associated with the practice of history as a discipline, or the other social sciences? Axis 3: Actors, Teachers, students and other members of the educational community, through the prism of multiple identities in different national contexts The different actors involved in the teaching and learning of history and other social sciences are often familiar in their practice with the sensitive relationship between minority and majority. The relationship between teachers and students thus requires to negotiate the potential multiple affiliations in the light of the knowledge taught. This situation opens up different questions to explore: How do multiple affiliations manifest themselves in the teaching of history and other social sciences? How do actors negotiate their connection to a type of knowledge that invokes a sensitive relationship between minority and majority?


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A Comparative Education Seminar with Professor Michael Crossley


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OCIES Newsletter, Dec 2019, Issue 3  

OCIES Newsletter, Dec 2019, Issue 3  

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