New Publications
Tarc, P. (2023). Encyclopedia entry – K-12 global/international education: dancing with “diversity, democracy, and social justice” (Volume: Diversity, democracy, and social justice in education). In R. Tierney, F. Rizvi, K. Ercikan, & G. Smith. International Encyclopaedia of Education (4th Edition). Amsterdam: Elsevier.
Tarc, P. (2023). Encyclopedia entry - International Baccalaureate: Meanings and uses in a globalizing world (Volume: Globalization and the geopolitics of education). In R. Tierney, F. Rizvi, K. Ercikan, & G. Smith. International Encyclopaedia of Education (4th Edition). Amsterdam: Elsevier.
Tarc, P. (2023). The capture of international education by progressive neoliberalism: Illuminations, qualifications and educating beyond. In A. Sharma, M. Schmeichel, & E. Wurzburg (Eds.), Progressive Neoliberalism in Education: Critical perspectives on manifestations and resistance (pp. 153-168). New York: Routledge.
Lyons, J., & Tarc, P. (2022). How might IB classroom pedagogy ‘make a better world?’ (Toward) illuminating a promising IBDP teacher praxis. Globalization, Societies and Education. DOI: 10.1080/14767724.2022.2142764
Koh, A., Pashby, K., Tarc, P., & Yemini, M. (2022). Internationalisation in teacher education: discourses, policies, practices. Teachers and Teaching, 1-14. DOI: 10.1080/13540602.2022.2119381
Tarc, P., & Budrow, J. (2022). Seeking the cosmopolitan teacher: Internationalising curricula in a Canadian preservice teacher education program. Teachers and Teaching: Theory and Practice DOI: 10.1080/13540602.2022.2062744
Wu, X., & Tarc, P. (2022). Chinese international secondary school students as flexible citizens: Toward cosmopolitan learning. Discourse: Studies in the Cultural Politics of Education, 43(4), 645-658. DOI: 10.1080/01596306.2021.1904382
Tarc, P. (2021). Transnational governing for the pedagogical ideals of K-12 international education: Contrasting PISA and IB. Educational Review 74(1), 93-113. DOI: 10.1080/00131911.2021.1965095
Wu, X., & Tarc, P. (2021). Challenges and possibilities in English language learning of rural lower-class Chinese college students: The Effect of capital, habitus, and fields. Journal of Multilingual and Multicultural Development. DOI: 10.1080/01434632.2021.1931249
Wu, X., & Tarc, P. (2021). Chinese international students in a Canadian private secondary school: Becoming flexible citizens? Compare: A Journal of Comparative and International Education, 51(6), 901-919.
Viczko, M., Detourbe, M.A., & McKechnie, S*. (2021). Understanding networks of actors involved in refugee access to higher education in Canada, England and France: A digital comparative approach. Learning and Teaching: The International Journal of Higher Education in the Social Sciences (LATISS), 14(3), 22-51. doi:
[Co-authored with doctoral student RA]
Culp, B., Lorusso, J., & Viczko, M. (2021). Considering the state and status of internationalization in Western higher education kinesiology. International Journal of Kinesiology in Higher Education, 5(2), 31-44, doi: 10.1080/24711616.2021.1881420. Access the free eprint of the article
Shultz, L. & Viczko, M. (2021). What are we saving? Tracing governing knowledge and truth discourse in global COVID-19 policy papers.International Review of Education. https://doi.org/10.1007/s11159-021-09893-y. Open access to article
Viczko, M. (2020). Tracing controversies in internationalization: National actors in Canadian higher education. In R. D. Trilokekar, M. Tamtik & G. Jones (Eds.), International education as public policy in Canada (pp. 313-335). McGill-Queen’s University Press.
Riveros, A. & Nyereyemhuka, N. (Forthcoming). Exploring the significance of ‘place’ for culturally sensitive research, In E. Samier, & S. E. Elkaleh (Eds.). Culturally Sensitive Research Methods for Educational Administration and Leadership: International Perspectives on Theory and Practice. Routledge
Riveros, A., & Nyereyemhuka, N. (2020). Conceptualizing space in educational administration and leadership research: Towards a spatial justice perspective. International Journal of Leadership in Education: Theory and Practice. doi.org/10.1080/13603124.2020.1842509
Tarc, P., & Mishra Tarc, A. (2020). Think globally, act… towards influencing United States’s possible futures?! Extrapolating global citizenship education beyond ‘roots and routes’ and in the wake of a global hegemon. In F. Rizvi & M. Peters (eds.), The long read: On the relevance of the US elections. Educational Philosophy and Theory.
Tarc, P. (2020). Education post ‘Covid-19’: Re-visioning the face-to-face classroom. Current Issues in Comparative Education 22(1).
Tarc, P. (2019). Internationalization of education as an emerging field of study? A conceptualization of international education for cross-domain analyses. Policy Futures in Education, 17(6), 732-744.
Riveros, A., & Wei, W. (2019). Estándares y competencias en gestión educativa: >Perspectivas globales, comparativas y críticas. Archivos Analíticos de Políticas Educativas, 27(111).
Riveros, A., & Wei, W. (2019). Standards and competency frameworks for school administrators: Global, comparative and critical perspectives. Education Policy Analysis Archives, 27(111).
