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TABLE 5. Possibilities of the "vertical case study": The dialectic of global and local in the lives of immigrant youth in Southern California

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Abstract:

Vavrus and Bartlett argue that comparatively knowing requires a new form of methodological investigation that would enable students of comparative education to conduct research “promoting full and thorough knowledge of multiple levels of comparison within a single vertically bounded case study” (p. 1) Using their epistemological approach to ethnographic investigations, I situate the lives of four immigrant youth from Iran, Korea, Mexico, and Pakistan within the broader cultural, political contexts and processes of the current era of migration. This case-study is culled from a larger ethnographic study of recently-arrived immigrant youth in a multicultural high school in southern California. In my discussion of this case-study I take up the constructs of family separation and “youth sovereignty”, a concept that I am currently developing to discuss the psycho-social independence experienced by young migrants, to provide a lens through which to comparatively approach the particulars of a global concern in its local instantiations. Working in this way requires careful attention to method: both the universalist and the ultrarelatavist are broad positions that can benefit from a more nuanced approach, as Vavrus and Barlett emphasize. Accordingly, I problematize the practice and products of multilevel analysis, and consider how the vertical case study approach promotes or hinders interpretation of complex social phenomena and actors with diverse experiences. The intention, here, is to systematically examine the challenges and possibilities of new ways of approaching data and knowledge in comparative and international education studies.
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Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p496180_index.html
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MLA Citation:

Malsbary, Christine. "TABLE 5. Possibilities of the "vertical case study": The dialectic of global and local in the lives of immigrant youth in Southern California" 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, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p496180_index.html>

APA Citation:

Malsbary, C. B. , 2011-05-01 "TABLE 5. Possibilities of the "vertical case study": The dialectic of global and local in the lives of immigrant youth in Southern California" 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/p496180_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Vavrus and Bartlett argue that comparatively knowing requires a new form of methodological investigation that would enable students of comparative education to conduct research “promoting full and thorough knowledge of multiple levels of comparison within a single vertically bounded case study” (p. 1) Using their epistemological approach to ethnographic investigations, I situate the lives of four immigrant youth from Iran, Korea, Mexico, and Pakistan within the broader cultural, political contexts and processes of the current era of migration. This case-study is culled from a larger ethnographic study of recently-arrived immigrant youth in a multicultural high school in southern California. In my discussion of this case-study I take up the constructs of family separation and “youth sovereignty”, a concept that I am currently developing to discuss the psycho-social independence experienced by young migrants, to provide a lens through which to comparatively approach the particulars of a global concern in its local instantiations. Working in this way requires careful attention to method: both the universalist and the ultrarelatavist are broad positions that can benefit from a more nuanced approach, as Vavrus and Barlett emphasize. Accordingly, I problematize the practice and products of multilevel analysis, and consider how the vertical case study approach promotes or hinders interpretation of complex social phenomena and actors with diverse experiences. The intention, here, is to systematically examine the challenges and possibilities of new ways of approaching data and knowledge in comparative and international education studies.


Similar Titles:
Studying globalization: The vertical case study approach

Globalization, Gender Resources And Local Networks: A Case Study Of The Senegalese Immigrant Community In New-York

From Youth Commission to Youth Infusion: A Case Study of Youth-Adult Partnership in Local Government


 
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