Critical Approaches to Comparative Education Vertical Case Studies from Africa, Europe, the Middle East, and the Americas

This book unites a dynamic group of scholars who examine linkages among local, national, and international levels of educational policy and practice. Utilizing multi-sited, ethnographic approaches, the essays explore vertical interactions across diverse levels of policy and practice while prompting horizontal comparisons across twelve sites in Africa, Europe, the Middle East, and the Americas. The vertical case studies focus on a range of topics, including participatory development, the politics of culture and language, neoliberal educational reforms, and education in post-conflict settings. Editors Vavrus and Bartlett contribute to comparative theory and practice by demonstrating the advantages of "thinking vertically."

Frances Vavrus is McKnight Presidential Fellow and Associate Professor in the Department of Organizational Leadership, Policy, and Development at the University of Minnesota, where she also serves as Coordinator of the Program in Comparative and International Development Education. Her research focuses on development education and foreign aid policy, teacher education in sub-Saharan Africa, and gender studies. Her previous publications include the book Desire and Decline: Schooling amid Crisis in Tanzania in addition to articles in Comparative Education Review, Gender and Education, and the Harvard Educational Review.

Lesley Bartlett is Associate Professor of Anthropology and Education at Teachers College, Columbia University, USA. Her research and teaching interests include sociocultural studies of literacy, migration and education, and teacher education in international contexts. She is the author of The Word and the World: The Cultural Politics of Literacy in Brazil, co-author of Additive Schooling in Subtractive Times: Bilingual Education and Dominican Youth in the Heights, and co-editor (with Frances Vavrus) of Teaching in Tension: International Pedagogies, National Policies, and Teachers' Practices in Tanzania.

Introduction: Knowing, Comparatively; Lesley Bartlett and Frances Vavrus
PART I: APPROPRIATING EDUCATIONAL POLICIES AND PROGRAMS
1. Localizing No Child Left Behind: Supplemental Educational Services (SES) in New York City; Jill P. Koyama
2. The Décalage and Bricolage of Higher Education Policymaking in an Inter/national System: The Unintended Consequences of Participation in the 1992 Senegalese CNES Reform; Rosemary Max
3. AIDS and Edutainment: Inter/National Health Education in Tanzanian Secondary Schools; Tonya Muro
PART II: EXPLORING PARTICIPATION IN INTER/NATIONAL DEVELOPMENT DISCOURSE
4. Questioning Participation: Exploring Discourses and Practices of Community Participation in Education Reform in Tanzania; Aleesha Taylor
5. Living Participation: Considering the Promise and Politics of Participatory Educational Reforms in Brazil; Moira Wilkinson
6. Transformative Teaching in Restrictive Times: Engaging Teacher Participation in Small School Reform during an Era of Standardization; Maria Hantzopoulos
PART III: EXAMINING THE POLITICAL ECONOMY OF DIVERSITY
7. "Migration Nation": Intercultural Education and Anti-Racism as Symbolic Violence in Celtic Tiger Ireland ; Audrey Bryan
8. "Don't You Want Your Child to Be Better than You?": Enacting Ideologies and Contesting Intercultural Policy in Peru; Laura Alicia Valdiviezo
9. Citizenship and Belonging in an Age of Insecurity: Pakistani Immigrant Youth in New York City ; Ameena Ghaffar-Kucher
PART IV: MANAGING CONFLICT THROUGH INTER/NATIONAL DEVELOPMENT EDUCATION
10. The Relief-Development Transition: Sustainability and Educational Support in Post-Conflict Settings ; Mary Mendenhall
11. Perpetuated Suffering: Social Injustice in Liberian Teachers' Lives; Janet Shriberg
12. Positioning Arabic in Schools: Language Policy, National Identity, and Development in Contemporary Lebanon; Zeena Zakhari