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This volume presents current research on the multi-faceted concerns of bordering and re-bordering in relation to 21st century education. Facilitated by the WCCES, the book is timely and relevant in light of the "Arab Spring" and the new nation of South Sudan.

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In recent times, the world has experienced the shifting and realignment of political, ideological and geographic borders everywhere. The emergence of new nation states alongside the growth of multinational economic unions, mobility and displacement of populations and products has changed the face of educational systems and theories. In the context of globalisation, the concepts of bordering and re-bordering invite us to contemplate the sometimes contradictory image of the state in its responsibilities to civil society while seeking its place in the global market. The effects of bordering and re-bordering have direct impact on education and its governance with ramifications for linguistic, cultural, sociological and philosophical frames of reference.

The papers in this book reflect cutting edge research by top researchers as they grapple with the multi-faceted concerns of bordering and re-bordering in relation to education in the 21 st century. The volume includes valuable contributions from key educational theorists, researchers and practitioners from Africa to the Middle East, Europe, Asia-Pacific and the Americas-educators who shared their recent investigations and practice at the triennial World Congress of the WCCES in Istanbul, Turkey. A focus of particular educational concerns in the Arab world creates a context in which to analyse recent events now termed the "Arab Spring."

This compelling and wide-ranging volume has been facilitated by the WCCES and provides new theory on bordering and re-bordering with comprehensive comparative assessment of educational implications of power politics in the face of the re-ordering, and re-bordering of our globalized world.

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1 . Bordering and Re-bordering in Education: Introduction; Christine Fox , Suzanne Majhanovich and Fatma Gök .- 2 . "Quality´s ´Others´?" The Politics of Bordering and Re-bordering our Educational Standards; Crain Soudien .- 3 . The New Spatial Politics of (re)Bordering and (re)Ordering the State-Education-Citizen Relation; Susan L. Robertson .- 4 . From Barriers to Bridges: An Investigation on Saudi Student Mobility (2006-2009); Brian D. Denman and Kholoud T. Hilal . - 5 . Frontières, Traduction et Politiques de la Différence : la Tâche Herméneutique de l´Éducation Comparée; Régis Malet . - 6 . Self and the Other in the Confucian Cultural Context: Implications of China´s Higher Education Development for Comparative Studies; Rui Yang .- 7 . Re-bordering Spaces of Trauma: Auto-ethnographic Reflections on the Immigrant and Refugee Experience in an Inner-city High School in Toronto; Grace Feuerverger .- 8 . Language Learning through Critical Pedagogy in a "Brave New World"; Zeynep Mine Derince .- 9 . Colonial Legacy, Women´s Rights and Gender-Educational Inequality in the Arab World with Particular Reference to Egypt and Tunisia; Nagwa Megahed and Stephen Lack .- 10 . Women and Higher Education in Iran: What are the Implications for Employment and the "Marriage Market"?; Goli M. Rezai-Rashti and Valentine M. Moghadam .- 11 . What Underlies the Shift to a Modality of Partnership in Educational Development Cooperation?; Mark Mason .- 12 . Tradition, Globalisation and Language Dilemma in Education: African Options for the 21st Century; Hermenegilde Rwantabagu .- 13 . Re-bordering Comparative Education in Latin America: Between Global Limits and Local Characteristics; Felicitas Acosta and Cristian G. Perez Centeno .

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