By Frances Vavrus, Lesley Bartlett
This booklet unites a dynamic team of students who research linkages between neighborhood, nationwide, and foreign degrees of academic coverage and perform. using multi-sited, ethnographic methods, the essays discover vertical interactions throughout assorted degrees of coverage and perform whereas prompting horizontal comparisons throughout twelve websites in Africa, Europe, the center East, and the Americas. The vertical case experiences specialize in a variety of subject matters, together with participatory improvement, the politics of tradition and language, neoliberal academic reforms, and schooling in post-conflict settings. Editors Vavrus and Bartlett give a contribution to comparative conception and perform by way of demonstrating some great benefits of ‘thinking vertically.’
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Extra resources for Critical Approaches to Comparative Education: Vertical Case Studies from Africa, Europe, the Middle East, and the Americas (International and Development Education)
Koyama explain where missing forms were. I told them if they can give me an explanation for the disappearance, then I’ll get them more forms . . I can’t just be sending more and more forms out there. I don’t mean to sound paranoid, but each form represents 2000 dollars for a provider and we have been told that [SES] providers are out there buying enrollment forms. (Interview, December 12, 2006) When asked for details, she admitted that the claim was unsubstantiated but emphasized that the “higher ups in the Board” [DOE] were taking it seriously.
She considers the contradictions of a bilingual, intercultural education (BIE) policy that aimed to combat the marginalization of indigenous language, culture, and ethnicity by developing an ill-informed linguistic and cultural educational policy directed solely at indigenous populations. Nevertheless, Valdiviezo emphasizes how teachers as policy actors have appropriated BIE policy, in ways simultaneously creative and circumscribed, to address the challenges of diversity. Finally, Ghaffar-Kucher’s chapter offers an instructive example of how the global political economy, of which the “War on Terror” is a Introduction 17 part, contributes to the ways in which Pakistani-American youth develop their own notions of citizenship and national belonging within a school in New York.
The companies share comparable bureaucratic organization, as well as analogous employee titles and positions. Their services and structure are so similar that in several government reports and in media releases Localizing No Child Left Behind 27 the practices of the individual companies were lumped together, under the rubric of “well-known” or “well-established” SES providers. Data for the study were compiled from many sources: interviews with principals, assistant principals, parent coordinators, and other school staff; interviews with members of the DOE’s regional superintendent offices, the Office of School Support Services, the Office of Strategic Partnerships, the Mayor’s Office, the Middle School Task Force, the Education Committee of the City Council, the city’s Youth Services, and a variety of other boards and panels associated with NCLB and Children First reforms in New York City; interviews with United Education lawyers, managers, directors, product developers, curriculum writers, teachers, and sales people; observation and participation in afterschool SES programs, governmental meetings, DOE meetings and seminars, school meetings, teacher-training sessions, community assemblies, policy forums, and United meetings; and collections of NCLB regulations, SES materials, school documents, and pieces of diverse public media.