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Transversing the Vertical Case Study: A Methodological Approach to Studies of Educational Policy as Practice
Author(s) -
Bartlett Lesley,
Vavrus Frances
Publication year - 2014
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1111/aeq.12055
Subject(s) - appropriation , horizontal and vertical , sociology , macro , ethnography , tanzania , trace (psycholinguistics) , transversal (combinatorics) , circulation (fluid dynamics) , educational research , knowledge production , social science , epistemology , computer science , geography , knowledge management , anthropology , mathematical analysis , philosophy , ethnology , linguistics , physics , mathematics , geodesy , thermodynamics , programming language
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.