Abstract
How can scholars trace the global production and circulation of educational policies? The vertical case study incorporates three elements: "vertical" attention across micro-, meso-, and macro-levels, or scales; a "horizontal" comparison of how policies unfold in distinct locations; and a "transversal," processual analysis of the creative appropriation of educational policies across time. The second half of the article draws upon an ethnographic study of learner-centered pedagogy in Tanzania to exemplify the vertical case study approach.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 131-147 |
| Number of pages | 17 |
| Journal | Anthropology and Education Quarterly |
| Volume | 45 |
| Issue number | 2 |
| DOIs | |
| State | Published - Jun 2014 |
Keywords
- Actor-network theory
- Educational policy
- Learner-centered pedagogy
- Multisited ethnography
- Tanzania