Executive Committee 2016-2018



Stephen Carney (Roskilde University, Denmark)

 Stephen Carney is an Associate Professor of Education Policy at Roskilde University, Denmark. His research concerns theorizing global educational reform and has involved extensive ethnographic work in Denmark, England, Nepal and China. His is co-editor of the journal, the Comparative Education Review. His publications include:

  • Carney, S. (2009) Negotiating Policy in an Age of Globalization: exploring educational ‘policyscapes’ in Denmark, Nepal and China, Comparative Education Review, 53 (1), 63 – 88. 
  • Carney, S. (2010) Reading the Global: comparative education at the end of an era, in M. Larsen (ed), New Thinking in Comparative Education: Honouring Robert Cowen, Rotterdam, Sense Publishers: 125-142.
  • Carney, S. (2016) Global education policy and the post-modern challenge, in Munday, K., Green, A., Lingard, R. & Verger, A. (eds) Handbook of Global Policy and Policy-Making in Education (Handbook of Global Policy Series), Oxford Wiley-Blackwell.

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Past President

Hans-Georg Kotthoff  (Freiburg University of Education, Germany)  

Hans-Georg Kotthoff is Professor of International Comparative Education and School Pedagogy at the University of Education Freiburg in Germany. His research concerns theorising the motifs of educational governance and teacher education. His publications include:

  • Kotthoff, H.-G. & Klerides, E. (eds.) (2015) Governing Educational Spaces: Knowledge, Teaching and Learning in Transition. Rotterdam: Sense Publishers.
  • Kotthoff, H.-G. & Rakhkochkine, A. (eds.) (2015) Bildungssysteme und neue Steuerung: Governanceanalytische Perspektiven, Bildung & Erziehung, Heft 3/2015.
  • Parreira do Amaral, M., Hornberg, S. & Kotthoff, H.-G. (eds.) (2015) Internationale und Vergleichende Erziehungswissenschaft zwischen Traditionen und aktuellen Herausforderungen, Tertium Comparationes, Vol. 21, Nr. 1.
  • Klerides, E., Kotthoff, H.-G. & Pereyra, M. (eds.) (2014) Neo-Empires of Knowledge in Education, European Education, Vol. 46, No. 1.
  • Pereyra, M., Kotthoff, H.-G. & Cowen, R. (eds.) (2011) PISA Under Examination: Changing Knowledge, Changing Tests, and Changing Schools. Rotterdam: Sense Publishers.
  • Kotthoff, H.-G. & Moutsios, S. (eds.) (2007) Education Policies in Europe: Economy, Citizenship, Diversity. Münster: Waxmann.  

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Eleni Prokou (Panteion University of Social and Political Sciences, Greece)

Eleni Prokou received her Ph.D. degree in Comparative Education (1999) from the Institute of Education - University of London. She is an Associate Professor of Education Policy at the Department of Social Policy of Panteion University of Social and Political Sciences, Athens - Greece. Her publications include:

  • Prokou E. (2014) Adult education / lifelong learning policies in Greece in the early 2010s: Influences from European education policy and national practices, European Education, Vol. 46, No. 1, pp. 34-54.
  • Prokou E., (2010) University reform in Greece: A shift from intrinsic to extrinsic values, in Mattheou D. (ed.), Changing educational landscapes. Educational policies, schooling systems and higher education – a comparative perspective (pp. 59-74). London: Springer.
  • Prokou E. (2008) A comparative approach to lifelong learning policies in Europe: The cases of the UK, Sweden and Greece, European Journal of Education: Research, Development and Policies, Vol. 43, No. 1, pp. 123-140.
  • Prokou E. (2006) Nonuniversity higher education reform in France, Germany, and Greece: A comparison of core and semiperiphery societies, Comparative Education Review, Vol. 50, No. 2, pp. 196-216.

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Paul Morris (UCL Institute of Education, England, United Kingdom)

Paul Morris is Professor of Comparative Education at the UCL Institute of Education. He taught at the University of Hong Kong from 1976, was Dean of the Faculty of Education there from 1986 until 1992, and became Chair Professor in Curriculum Studies in 1997. He was Deputy Director at the Hong Kong Institute of Education from August 2000, and in 2002 became the President. In 2007, he was appointed as a Professor of Comparative Education at the Institute of Education, University of London. His recent puplications include:

  • Auld, E. & Morris, P. (2016) PISA, policy and persuasion: translating complex conditions into education ‘best practice’. Comparative Education, Vol. 52, No. 2, pp. 202-229. 
  • You, Y., & Morris, P. (2016) Imagining school autonomy in high-performing education systems: East Asia as a source of policy referencing in England. Compare, Vol. 46, No. 6, pp. 882-905. 
  • Morris, P., & Vickers, E. (2015) Schooling, politics and the construction of identity in Hong Kong: the 2012 ‘Moral and National Education’ crisis in historical context. Comparative Education, Vol. 51, No. 3, pp. 305-326.
  • Marsh, C., Morris, P., & Tin Yau-Lo, J. (2014) Centralization and decentralization : an historical analysis of school-based curriculum development initiatives in Hong Kong. Asia's High Performing Education Systems: the case of Hong Kong (pp. 33-50). London: Routledge.

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Nelli Piattoeva 

Nelli Piattoeva is an Associate Professor at Tampere University, Finland. Her research agenda on the entanglements between education, societal context and governance is roughly split between three main domains. First, she examines school as an institution partaking in the governance of societies, for example, by zooming in on the role of formal education in nation-building. Second, she analyses the means of governing formal education such as the introduction of performance targets and standardized numerical assessments. Third, she is interested in the politics and practices of knowledge production on education and the linkage between these practices, governance and (geo)politics, such as the protracted impact of Cold War ideologies and stereotypes on knowledge-making. Nelli’s primary geographical focus of research is Russia and the post-Soviet space. She has co-edited three journal special issues and an edited volume for Palgrave, and has published empirical and theoretical work in education, including two handbook entries. Her latest publications have appeared in the Handbook of Digital Russia (Palgrave), Journal of Education Policy, Critical Studies in Education, World Yearbook of Education 2019 (Routledge) and Politics of Quality in Education: A Comparative Study on Brazil, China, and Russia (Routledge). The latter volume for which Nelli co-authored three chapters won the book award of the Special Interest Group in Globalization and Education of the Comparative and International Education Society (CIES). Her publications include: 

  • Hartong, Sigrid & Piattoeva, Nelli (2021) Contextualizing the datafication of schooling – a comparative discussion of Germany and Russia, Critical Studies in Education, 62(2), 227-242 
  • Piattoeva, Nelli & Saari, Antti (2020). Rubbing against data infrastructure(s): Methodological explorations on working with(in) the impossibility of exteriority. Journal of Education Policy (online first). 
  • Piattoeva, Nelli & Gurova, Galina (2018) Domesticating international assessments in Russia: historical grievances, national values, scientific rationality and education modernization. In C. Alarcón & M. Lawn (Eds.) Assessment Cultures: Historical Perspectives. Frankfurt am Main: Peter Lang, 87-110. 
  • Piattoeva, Nelli, Centeno Vera. G., Suominen, Olli & Rinne, Risto (2018) Governance by data circulation? The production, availability, and use of national large-scale assessments data. In Kauko, J., Rinne R. & Takala. T (Eds.) Politics of Quality in Education: A Comparative Study on Brazil, China, and Russia. Routledge, 115-136. 
  • Piattoeva, Nelli (2016) The imperative to protect data and the rise of surveillance cameras in administering national testing in Russia. European Educational Research Journal 15(1), 82-98. 


Carlo Cappa (University of "Tor Vergata", Italy, and, Collège International de Philosophie, France)  

Carlo Cappa is Researcher in Education in the Department of Storia, Patrimonio Culuturale, Formazione e Società, University of “Tor Vergata”, Rome, Italy and directeur de programme at the Collège International de Philosophie, Paris, France. He is a member of: the Executive Committee of SICESE (Sezione Italiana della Comparative Education Society of Europe), Co-director of the series Studi sull’Educazione (Universitalia, Roma); and a member of the Editorial Board of the Journal I problemi della pedagogia and of the series Comparative Education Studies – Studi Comparativi in Educazione (Aracne, Roma). He is also a member of CIRSE (Centro Italiano per la Ricerca Storico-Educativa) and of CIES (Comparative and International Education Society). His current major field of research focuses especially on the processes of harmonization of European higher education, along with the history of education, also in comparative perspective, and the philosophy of Italian and European Renaissance; and the canon of education proposed by the humanists in the early modern Europe, to which he has devoted three books and many essays. His publications include: 

  • Cappa, C. (2012) L’educazione al crocevia della complessità. Sentieri europei della modenità. Roma: Aracne.
  • Cappa, C. (2015) «Esercitazione degl’ingegni e degli animi nostri»: l’Accademia come ideale educativo nell’Orazione di Tasso, in I problemi della pedagogia, Vol. 2, pp. 213-245.
  • Cappa, C. (2015) Doctoral studies in Italy: old cultural traditions and new governing pressures, in Kotthoff, H.-G. & Klerides, E. (eds.) Governing Educational Spaces: Knowledge, Teaching, and Learning in Transition (pp. 189-204). Rotterdam, Sense Publisher.
  • Cappa, C. (2015) Italy: Transitions and Change, in Corner, T. (ed.) Education in the European Community: Pre-2003 Member States (pp. 201-226). London: Bloomsbury. 

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Eleftherios Klerides (University of Cyprus, Cyprus)

Eleftherios Klerides is an Assistant Professor of Comparative Education and History of Education at the Deparment of Education of the University of Cyprus. His current research interests are educational mobilities and governance, colonialism and neo-colonialism, international textbook theory and identity formation. His publications include: 

  • Klerides, E. & Zembylas, M. (2017). Identity as immunology: history teaching in two ethnic borders of Europe. Compare: A Journal of Comparative and International Education, Vol. 47, No. 3, pp. 416-433.
  • Klerides, E. & Kotthoff, H-G. (eds.) (2015) Governing educational spaces: historical perspectives, European Education, Vol. 47, No. 3, pp. 191-293.
  • Klerides, E. (2015) (De)constructing modalities of thinking about comparative education through video-use, Research in Comparative and International Education, Vol. 10, No 3, pp. 337-353.
  • Klerides, E. (2014) Εducational transfer as a strategy for remaking subjectivities: national and transnational articulations of 'new history' in Europe, European Education, Vol. 46, No. 1, pp. 12-33.
  • Klerides, E. (2010) Imagining the textbook: textbooks as discourse and genre, Journal of Educational Media, Memory, and Society, Vol. 2, No. 1, pp. 31-54.
  • Cowen, R. & Klerides, E. (eds.) (2009) Mobilities and educational metamorphoses: patterns, puzzles and possibilities, Comparative Education, Vol. 45, No. 3, pp. 313-455.

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