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ERIC Number: EJ847389
Record Type: Journal
Publication Date: 2006-Apr-21
Pages: 9
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-1523-1615
Comparatively Knowing: Making a Case for the Vertical Case Study
Vavrus, Frances; Bartlett, Lesley
Current Issues in Comparative Education, v8 n2 p95-103 Apr 2006
This article enters into contemporary debates regarding methodology and training in comparative and international education by addressing epistemological questions about "what" can be known of the world and how it can be known through comparative research. We contend that debates over qualitative versus quantitative methods or area studies versus cross-national studies miss the mark as they address only superficial differences in the field when much deeper divisions exist over the nature of comparative knowledge. Based on our view of comparative knowledge, we propose the vertical case study as a means of comparing knowledge claims among actors with different social locations in an attempt to situate local action and interpretation within a broader cultural, historical, and political investigation. We also put forth a program of study that would enable students of comparative and international education to conduct research promoting full and thorough knowledge of multiple levels of comparison within a single vertically-bounded case.
Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A