Critical Approaches to Comparative Education: Vertical Case Studies from Africa, Europe, the Middle East, and the Americas
This book unites a dynamic group of scholars who examine linkages among local, national, and international levels of educational policy and practice. Utilizing multi-sited, ethnographic approaches, the essays explore vertical interactions across diverse levels of policy and practice while prompting horizontal comparisons across twelve sites in Africa, Europe, the Middle East, and the Americas. The vertical case studies focus on a range of topics, including participatory development, the...
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This book unites a dynamic group of scholars who examine linkages among local, national, and international levels of educational policy and practice. Utilizing multi-sited, ethnographic approaches, the essays explore vertical interactions across diverse levels of policy and practice while prompting horizontal comparisons across twelve sites in Africa, Europe, the Middle East, and the Americas. The vertical case studies focus on a range of topics, including participatory development, the politics of culture and language, neoliberal educational reforms, and education in post-conflict settings. Editors Vavrus and Bartlett contribute to comparative theory and practice by demonstrating the advantages of ‘thinking vertically.’
Foreword ixSeries Editors' Introduction xiAcknowledgment xiiiList of Abbreviations xvIntroduction: Knowing, Comparatively Lesley Bartlett Frances Vavrus 1Part 1 Appropriating Educational Policies and Programs1 Localizing No Child Left Behind: Supplemental Educational Services (SES) in New York City Jill P. Koyama 212 The Décalage and Bricolage of Higher Education Policymaking in an Inter/National System: The Unintended Consequences of Participation in the 1992 Senegalese CNES Reform Rosemary Max 393 Aids and Edutainment: Inter/National Health Education in Tanzanian Secondary Schools Tonya Muro Phillips 57Part 2 Exploring Participation in Inter/National Development Discourse4 Questioning Participation: Exploring Discourses and Practices of Community Participation in Education Reform in Tanzania Aleesba Taylor 755 Living Participation: Considering the Promise and Politics of Participatory Educational Reforms in Brazil Moira Wilkinson 936 Transformative Teaching in Restrictive Times: Engaging Teacher Participation in Small School Reform during an Era of Standardization Maria Hantzopoulos 111Part 3 Examining the Political Economy of Diversity7 "Migration Nation": Intercultural Education and Anti-Racism as Symbolic Violence in Celtic Tiger Ireland Audrey Bryan 1298 "Don't You Want Your Child to Be Better than You?": Enacting Ideologies and Contesting Intercultural Policy in Peru Laura Alicia Valdiviezo 1479 Citizenship and Belonging in an Age of Insecurity: Pakistani Immigrant Youth in New York City Ameena Ghaffar-Kucher 163Part 4 Managing Conflict through Inter/National Development Education10The Relief-Development Transition: Sustainability and Educational Support in Post-Conflict Settings Mary Mendenhall 18111 Perpetuated Suffering: Social Injustice in Liberian Teachers' Lives Janet Shriberg 19912 Positioning Arabic in Schools: Language Policy, National Identity, and Development in Contemporary Lebanon Zeena Zakhari 215References 233Contributors 253Index 257
\ From the Publisher“This book heralds a new era in the study of comparative education. The authors weave a rich tapestry using ethnographic and other data to illustrate in vivid detail the working out of educational policy and practice in varied locations around the world. It sets the standard for the integration of vertical and horizontal approaches.”--Vandra L. Masemann is Adjunct Associate Professor and Coordinator of the Comparative, International, and Development Education Program at the Ontario Institute for Studies in Education, University of Toronto, Canada\ “Vavrus and Bartlett truly do offer Critical Approaches to Comparative Education and the book is a must-read for the field. Most especially, the development of vertical cases transforms classroom and other micro studies by an integration of national and global contexts and should be of great interest to comparative and international educators as well as to all qualitative researchers concerned with case studies and ethnographies.”--Steven J. Klees, Former President, Comparative and International Education Society, and Harold R.W. Benjamin Professor of International and Comparative Education, University of Maryland\ \ \
