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George Bereday Award
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George Bereday Award

In 1980 the first award committee was formed to review articles published in the Comparative Education Review. The mandate was to review all the articles published the preceding year for their importance in shaping the field, analytic merit, policy implications, concern for theoretical constructs and implications for future research. In 1989 the CIES Awards Committee formally named the award as follows: The George Bereday Annual Best CER Article Award. The award was first granted in 1981 and has been granted every year since then.

The process for the George Bereday Award is as follows:

  • The Awards committee Chair appoints a subcommittee, including a Bereday Award Chair.
  • The subcommittee members review all CER articles published during the preceding year.
  • After reading all articles, each subcommittee member submits to the Bereday Award Chair a rank order of three possible nominees for best article.
  • The Bereday Chair reviews all possible nominations, along with their rankings, and creates a final list of three to five nominated articles.
  • The subcommittee takes the final list and reviews justification and votes.

Note: If a second round is necessary the criteria used to rank these articles include:

  • Strength of the theoretical framework.
  • Sophistication and/or innovativeness of the methodology used.
  • Soundness of the data collection procedures and analysis.
  • Social utility and implications for public policy.
  • Extent to which the article makes a unique contribution to the development of the field.

The Sub-committee Chair notifies the Awards Committee Chair of the recommendation of the award-winning article no later than January 31 before the conference. The award recipient will be honored at the upcoming Annual Meeting of CIES.

Queries should be sent via e-mail to the George Bereday Award Chair.  


Past Award Recipients:


 Francine Menashy, “The Limits of Mulistakeholder Governance: The Case of the Global Partnership for Education and Private Schooling.” Comparative Education Review, 61(2), 240-268 


Fengshu Liu, The Rise of the “Priceless” Child in China, Comparative Education Review, 60 (1) 105-130



Amita Chudgar (Michigan State University), Association between Contract Teachers and Student Learning in Five Francophone African Countries, Comparative Education Review, 59(2) 261-288


Karen Mundy (OISE at the University of Toronto) & Francine Menashy (University of Massachusetts, Boston), The World Bank and Private Provision of Schooling, Comparative Education Review, Vol. 58, No. 3, August 2014


Robin Shields, Globalization and International Student Mobility: A Network Analysis” Comparative Education Review, 57(4) 609-636.


Lesley Bartlett and Frances Vavrus, “Comparative Pedagogies and Epistemological Diversity: Social and Material Contexts of Teaching in Tanzania.”


Stephen Carney, Jeremy Rappleye and Iveta Silova,"Between Faith and Science: World Culture Theory and Comparative Education."


Ping-Yin Kuan, "Effects of Cram Schooling on Mathematics Performance: Evidence from Junior High Students in Taiwan."


Keita Takayama,"Politics of externalization in reflexive times: Reinventing Japanese education reform discourses through 'Finnish success'" 54(1): 51-75.


Stephen Carney, "Negotiating Policy in an Age of Globalization: Exploring Educational "Policyscapes" in Denmark, Nepal, and China" 53(1): 63-88.


Vincent Dupriez, Xavier Dumay and Anne Vause, "How Do School Systems Manage Pupils' Heterogeneity?", 52(2): 245-273.


Collette Chabbott, "Carrot Soup, Magic Bullets, and Scientific Research for Education and Development", 51(1): 71-94.


Tahir Andarabi, Jishnu Das, Asim Ijaz Khawaja and Tristan Zajong, Religious School Enrollment in Pakistan: A Look at Data, 50(3): 446-477.


Mariette De Haan and Ed Elbers, Peer-tutoring in a Multi-ethnic Classroom in the Netherlands: A Multi-perspective Analysis of Diversity, 49(3): 365-388.


Jackie Kirk, Impossible Fictions: The Lived Experiences of Women Teachers in Karachi, 48(4): 374-95.


Reitumetse Obakeng Mabokela and Jean A. Madsen, Crossing Boundaries: African American Teachers in Suburban Schools, 47(1): 90-111.


Michel Welmond, Globalization Viewed from the Periphery: The Dynamics of Teacher Identity in the Republic of Benin, 46(1): 37-65.


Simon Marginson and Marcel Mollis, “The Door Opens and the Tiger Leaps: Theories and Reflexivities of Comparative Education for a Global Millennium,” 45(4): 581-615.


Peter Demerath, “The Cultural Production of Educational Utility in Pere Village, Papua New Guinea,” 43(2): 162-192.


Karen Mundy, “Educational Multilateralism and World (Dis) Order,” 42(4): 448-479.


Abby Riddell, Assessing Designs for School effectiveness Research and School Improvement in Developing Countries, 41(2): 178-204


Aaron Benavot, Education and Political Democratization: Cross-National and Longitudinal Findings, 40(4): 337-403.


James Robinson, Social Status and Academic Success in South Korea, 38(4): 506- 530.


Elaine Gerbert, Lessons from the Kokugo Readers, 37(2): 152-180.


Jean Davison and Martin Kanyuka, Girls' Participation in Basic Education in Southern Malawi, 36(4): 446-466.






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