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Knowing, comparatively: Vertical case studies as an approach to policy-as-practice

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Abstract:

Carney’s 2009 article challenges the field to fundamentally reconsider how we conduct comparative research. In this talk, we discuss approaches to examining policy-as-practice (Sutton and Levinson 2001) as influenced by policyscapes but also by more culturally-specified practices of interpretation and indigenization. Drawing on research into interpretations of “learner-centered pedagogy,” we situate Tanzanian education policy reforms within a global context as we simultaneously attend to its varied understandings by faculty at a Tanzanian teachers college and by Tanzanian secondary school teachers. We argue that comparatively knowing requires multi-sited and multi-layered fieldwork that interrogates the interaction of international policies and discourses, national policies and curricula, and the ways in which they are remade in the context of material and symbolic constraints.

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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p486316_index.html
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MLA Citation:

Bartlett, Lesley. and Vavrus, Frances. "Knowing, comparatively: Vertical case studies as an approach to policy-as-practice" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486316_index.html>

APA Citation:

Bartlett, L. and Vavrus, F. "Knowing, comparatively: Vertical case studies as an approach to policy-as-practice" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486316_index.html

Publication Type: Panel Paper
Abstract: Carney’s 2009 article challenges the field to fundamentally reconsider how we conduct comparative research. In this talk, we discuss approaches to examining policy-as-practice (Sutton and Levinson 2001) as influenced by policyscapes but also by more culturally-specified practices of interpretation and indigenization. Drawing on research into interpretations of “learner-centered pedagogy,” we situate Tanzanian education policy reforms within a global context as we simultaneously attend to its varied understandings by faculty at a Tanzanian teachers college and by Tanzanian secondary school teachers. We argue that comparatively knowing requires multi-sited and multi-layered fieldwork that interrogates the interaction of international policies and discourses, national policies and curricula, and the ways in which they are remade in the context of material and symbolic constraints.


Similar Titles:
Policy Intervention and the Dynamics of Practice: developing a practice-informed historical case study approach

Transversing the Vertical Case Study: Approaches to Studying the Cultural Production of Educational Policy

A comparative case study of internationalization of higher education in Canada and China: Policy and practice


 
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