By Frances Vavrus, Lesley Bartlett
This publication unites a dynamic crew of students who research linkages between neighborhood, nationwide, and overseas degrees of academic coverage and perform. using multi-sited, ethnographic ways, 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 reviews specialise in various 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 idea and perform by means of demonstrating some great benefits of ‘thinking vertically.’
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Additional resources for Critical Approaches to Comparative Education: Vertical Case Studies from Africa, Europe, the Middle East, and the Americas (International and Development Education)
However, such policy is not an “intrinsically technical, rational, action-oriented instrument that decision makers use to solve problems and affect change” (Shore and Wright 1997, 5). Rather, as demonstrated in this chapter, educational policy is a process of bricolage: Policy is made, negotiated, resisted, and remade by the actions of multiple agents across multiple local and delocalized situations (Ball 2006). Federally mandated, state-regulated, district-administered, and schoolapplied, NCLB touches nearly every facet of American schooling.
Building on the previous section, it interrogates interculturalism or multiculturalism as they are currently used in educational development discourse. Working in Ireland, Bryan demonstrates how the political economic conditions responsible for increased immigration, shifting demographics, increasingly unequal distribution of wealth, and intensified racism are precisely those factors ignored in intercultural policy documents and guidelines that purport to alleviate racism in Irish society and schools.
By requiring specific kinds of actions, the trajectory of objects is traceable. Notably, in an emerging network, “non-local” actors (such as the federal government) become localized through object-actors (such as NCLB policy, district reports, or standardized test scores) that circulate, assisting actors in the construction of competence to act. As actors and materials are sent from one local place to some other place, that which was global becomes part of the network and thus becomes vertically localized.