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Comparative Case Studies: New Designs and Directions extends the
comparative case study methodology established by Bartlett and
Vavrus and employed in many areas of social research, especially in
education. This volume unites a diverse, international group of
education scholars whose work exemplifies the affordances and
constraints of the comparative case study (CCS) approach and offers
new theoretical and empirical directions for researchers. In 11
engaging chapters, experts in comparative education, early
childhood education, peace education, refugee education, special
education, and teacher education discuss their use of the CCS
approach to produce new ways of knowing and to address challenges
of multi-scalar and multi-sited research. The first section,
Conceptualizing Cases and Case Selection, emphasizes the importance
of carefully selecting cases during different phases of research
while continuously reflecting on how these choices influence the
findings. The second section, Balancing Specificity and
Generalizability, addresses the challenge of balancing the need for
rich, deep data while including multiple sites. The third section,
Enabling Processual Analysis across Sites and Scales, demonstrates
the fit between the CCS approach and qualitative research that
unfolds over time and space. Addressing the Transversal Axis, the
fourth section, showcases research with a strong temporal
dimension. The final section, New Directions, suggests inspiring
and innovative methods. Offering rich methodological examples and
provocative discussion questions, this volume will appeal to
undergraduate and graduate students in education and research
design courses, and to scholars and policymakers in diverse fields
seeking to design studies of complex phenomena at different sites
and scales.
Comparative Case Studies: New Designs and Directions extends the
comparative case study methodology established by Bartlett and
Vavrus and employed in many areas of social research, especially in
education. This volume unites a diverse, international group of
education scholars whose work exemplifies the affordances and
constraints of the comparative case study (CCS) approach and offers
new theoretical and empirical directions for researchers. In 11
engaging chapters, experts in comparative education, early
childhood education, peace education, refugee education, special
education, and teacher education discuss their use of the CCS
approach to produce new ways of knowing and to address challenges
of multi-scalar and multi-sited research. The first section,
Conceptualizing Cases and Case Selection, emphasizes the importance
of carefully selecting cases during different phases of research
while continuously reflecting on how these choices influence the
findings. The second section, Balancing Specificity and
Generalizability, addresses the challenge of balancing the need for
rich, deep data while including multiple sites. The third section,
Enabling Processual Analysis across Sites and Scales, demonstrates
the fit between the CCS approach and qualitative research that
unfolds over time and space. Addressing the Transversal Axis, the
fourth section, showcases research with a strong temporal
dimension. The final section, New Directions, suggests inspiring
and innovative methods. Offering rich methodological examples and
provocative discussion questions, this volume will appeal to
undergraduate and graduate students in education and research
design courses, and to scholars and policymakers in diverse fields
seeking to design studies of complex phenomena at different sites
and scales.
Comparative case studies are an effective qualitative tool for
researching the impact of policy and practice in various fields of
social research, including education. Developed in response to the
inadequacy of traditional case study approaches, comparative case
studies are highly effective because of their ability to synthesize
information across time and space. In Rethinking Case Study
Research: A Comparative Approach, the authors describe, explain,
and illustrate the horizontal, vertical, and transversal axes of
comparative case studies in order to help readers develop their own
comparative case study research designs. In six concise chapters,
two experts employ geographically distinct case studies-from
Tanzania to Guatemala to the U.S.-to show how this innovative
approach applies to the operation of policy and practice across
multiple social fields. With examples and activities from
anthropology, development studies, and policy studies, this volume
is written for researchers, especially graduate students, in the
fields of education and the interpretive social sciences.
Comparative case studies are an effective qualitative tool for
researching the impact of policy and practice in various fields of
social research, including education. Developed in response to the
inadequacy of traditional case study approaches, comparative case
studies are highly effective because of their ability to synthesize
information across time and space. In Rethinking Case Study
Research: A Comparative Approach, the authors describe, explain,
and illustrate the horizontal, vertical, and transversal axes of
comparative case studies in order to help readers develop their own
comparative case study research designs. In six concise chapters,
two experts employ geographically distinct case studies-from
Tanzania to Guatemala to the U.S.-to show how this innovative
approach applies to the operation of policy and practice across
multiple social fields. With examples and activities from
anthropology, development studies, and policy studies, this volume
is written for researchers, especially graduate students, in the
fields of education and the interpretive social sciences.
This textbook showcases innovative approaches to the
interdisciplinary field of childhood and youth studies, examining
how young people in a wide range of contemporary and historical
contexts around the globe live their young lives as subjects,
objects, and agents. The diverse contributions examine how children
and youth are simultaneously constructed: as individual subjects
through social processes and culturally-specific discourses; as
objects of policy intervention and other adult power plays; and
also as active agents who act on their world and make meaning even
amidst conditions of social, political, and economic
marginalization. In addition, the book is centrally engaged with
questions about how researchers take into consideration children's
and young people's own conceptions of themselves and how we
conceptualize child and youth potentials for agency at different
ages and stages of growing up. Each chapter discusses substantive
research but also engages in self-reflection about methodology,
positionality, and/or disciplinarity, thus making the volume
especially useful for teaching. This book will be of interest to
students and scholars across a range of disciplines, including
childhood studies, youth studies, girls' studies, development
studies, research methods, sociology, anthropology, education,
history, geography, public policy, cultural studies, gender and
women's studies and global studies.
In today's uncertain world, few beliefs remain as firmly entrenched
as the optimistic view that more schooling will lead to a better
life. Though this may be true in the aggregate, how do we explain
the circumstances when schooling fails to produce certainty or even
does us harm? Schooling as Uncertainty addresses this question by
combining ethnography and memoir as it guides readers on a 30-year
journey through fieldwork and familyhood in Tanzania and academic
life in the USA. Using reflexive, longitudinal ethnographic
research, the book examines how African youth, particularly young
women, employ schooling in an attempt to counter the uncertainties
of marriage, child rearing, employment, and HIV/AIDS. Adopting a
narrative approach, Vavrus tells the story of how her life became
entangled with a community on Mount Kilimanjaro and how she and
they sought greater security through schooling and, to varying
degrees, succeeded.
In today's uncertain world, few beliefs remain as firmly entrenched
as the optimistic view that more schooling will lead to a better
life. Though this may be true in the aggregate, how do we explain
the circumstances when schooling fails to produce certainty or even
does us harm? Schooling as Uncertainty addresses this question by
combining ethnography and memoir as it guides readers on a 30-year
journey through fieldwork and familyhood in Tanzania and academic
life in the USA. Using reflexive, longitudinal ethnographic
research, the book examines how African youth, particularly young
women, employ schooling in an attempt to counter the uncertainties
of marriage, child rearing, employment, and HIV/AIDS. Adopting a
narrative approach, Vavrus tells the story of how her life became
entangled with a community on Mount Kilimanjaro and how she and
they sought greater security through schooling and, to varying
degrees, succeeded.
New York, Bern, Berlin, Bruxelles, Frankfurt/M., Oxford, Wien.
Desire and Decline explores the privileged place of education in
local, national, and global development discourses about
population, HIV/AIDS, and environmental conservation. « Desire
signals the global consensus on the view that education is central
to solving problems of development. « Decline, on the other hand,
draws attention to the growing gap between those who have access to
basic social services - such as education - and those who do not.
Based on multiple periods of fieldwork on Mount Kilimanjaro,
Frances Vavrus links local and global narratives about the
potential of education to enhance development but also reveals its
limitations in postcolonial countries experiencing the pressures of
globalization. Vavrus concludes with portraits of local development
initiatives that leave readers with a clear sense of the complexity
of education's role in development, and the importance of political
economic analysis for global population, health, and environmental
policy.
In recent years, international efforts to improve educational
quality in sub-Saharan Africa have focused on promoting
learner-centered pedagogy. However, it has not fl ourished for
cultural, economic, and political reasons that often go
unrecognized by development organizations and policymakers. This
edited volume draws on a long-term collaboration between African
and American educational researchers in addressing critical
questions regarding how teachers in one African
country-Tanzania-conceptualize learner-centered pedagogy and
struggle to implement it under challenging material conditions. One
chapter considers how international support for learner-centered
pedagogy has infl uenced national policies. Subsequent chapters
utilize qualitative data from classroom observations, interviews,
and focus group discussions across six Tanzanian secondary schools
to examine how such policies shape local practices of professional
development, inclusion, gender, and classroom discourse. In
addition, the volume presents an analysis of the benefi ts and
challenges of international research between Tanzanian and U.S.
scholars, illuminating the complexity of collaboration as it
simultaneously presents the outcome of joint research on teachers'
beliefs and practices. The chapters conclude with questions for
discussion that can be used in courses on international
development, social policy, and teacher education. "This volume,
written by a multi-national team of scholar-practitioners, makes an
important contribution to our understanding of learner-centered
teaching and collaborative educational research. Based on an
intensive investigation in Tanzania of a professional development
program and teachers' efforts to conceptualize and implement a
globally-promoted pedagogical approach, the authors illustrate -
and critically analyze - how these practices are enabled and
constrained by cultural lenses, power relations, and material
conditions. Importantly, they also examine refl exively how
cultural, power, and resource issues shaped their struggle to
engage in a collective praxis of qualitative inquiry. The tensions
referenced in the title sparked valuable insights, which will be
useful to educators, researchers, and policy makers." - Mark
Ginsburg, FHI 360 and Teachers College, Columbia University.
In recent years, international efforts to improve educational
quality in sub-Saharan Africa have focused on promoting
learner-centered pedagogy. However, it has not fl ourished for
cultural, economic, and political reasons that often go
unrecognized by development organizations and policymakers. This
edited volume draws on a long-term collaboration between African
and American educational researchers in addressing critical
questions regarding how teachers in one African
country-Tanzania-conceptualize learner-centered pedagogy and
struggle to implement it under challenging material conditions. One
chapter considers how international support for learner-centered
pedagogy has infl uenced national policies. Subsequent chapters
utilize qualitative data from classroom observations, interviews,
and focus group discussions across six Tanzanian secondary schools
to examine how such policies shape local practices of professional
development, inclusion, gender, and classroom discourse. In
addition, the volume presents an analysis of the benefi ts and
challenges of international research between Tanzanian and U.S.
scholars, illuminating the complexity of collaboration as it
simultaneously presents the outcome of joint research on teachers'
beliefs and practices. The chapters conclude with questions for
discussion that can be used in courses on international
development, social policy, and teacher education. "This volume,
written by a multi-national team of scholar-practitioners, makes an
important contribution to our understanding of learner-centered
teaching and collaborative educational research. Based on an
intensive investigation in Tanzania of a professional development
program and teachers' efforts to conceptualize and implement a
globally-promoted pedagogical approach, the authors illustrate -
and critically analyze - how these practices are enabled and
constrained by cultural lenses, power relations, and material
conditions. Importantly, they also examine refl exively how
cultural, power, and resource issues shaped their struggle to
engage in a collective praxis of qualitative inquiry. The tensions
referenced in the title sparked valuable insights, which will be
useful to educators, researchers, and policy makers." - Mark
Ginsburg, FHI 360 and Teachers College, Columbia University.
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