Critical Approaches to Comparative Education: Vertical Case by Frances Vavrus, Lesley Bartlett

By Frances Vavrus, Lesley Bartlett

This publication unites a dynamic staff of students who research linkages between neighborhood, nationwide, and foreign degrees of academic coverage and perform. using multi-sited, ethnographic techniques, 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 stories concentrate on quite a number issues, 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 thought 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)

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The vertical case study approach we are recommending draws upon a portfolio of methods to meet these goals. Here we mention chapters that exemplify the use of specific techniques, though it is worth noting that many of the chapters draw upon several methods simultaneously. The studies might examine archival materials to trace the history of a specific intervention (see chapters 2 and 8); they could consider how geopolitical events shape local conditions (see chapters 7 and 9); and they might employ survey methods (see chapters 11 and 12) or discourse analysis of policy documents (see chapter 7).

8. In New York City, the number of SES-eligible students fluctuated between 243,249 in 2002–2003 and 208,016 in 2006–2007. The number of enrolled students was nearly 87,000 during the 2003–2004 academic year. 9. Some schools are designated as “universal free lunch sites” for three years at a time. At these schools, all children are eligible to receive SES. 10. In March, after the SES program ended, boxes of enrollment packets arrived at the very schools that had requested them in September.

Two hundred and twelve students returned the counterfeit forms, which were submitted to United and accepted by the DOE. However, as more parent coordinators photocopied counterfeit versions of enrollment forms, parent coordinators and principals were notified by Kathleen Lawrence, the DOE head of SES, that photocopies would not be accepted. Students who used the counterfeit forms were denied access to Localizing No Child Left Behind 35 the SES programs even when they qualified for the services.

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