This article contributes to a growing appreciation and understanding of both the ways to include exposure to Comparative and International Education (CIE) in undergraduate teacher education as well as to how students take up and respond creatively to opportunities for comparative exploration. In order to make space for comparative education in the already oversubscribed pre-service teacher’s program of study, we (1) explore a strategy to use a required undergraduate social foundations’ class for pre-service teachers at a large public university as a platform for comparative education, and (2) share the lessons learned from creating space for students to express their international and comparative curiosities. We open the article by introducing the “grafting” strategy to make space for the comparative; we then turn to the ways we employed a pedagogical tool we call “drawing out” to allow students to make comparative connections by responding to our deliberate, comparative prompts. We found that by embracing the grafting approach we created opportunities for students to make their own conclusions about the value of comparative considerations and to express their organic interest in the international to better understand domestic developments and options.
Shah, P., & Brown, K. D. (2016). Grafting: Making Space for International and Comparative Education in a Pre-service Teacher Social Foundations Class. FIRE: Forum for International Research in Education, 3(1). Retrieved from https://preserve.lehigh.edu/fire/vol3/iss1/5