Frances Vavrus
Dados Biográficos
| ID | 96178 |
|---|---|
| NOME | Frances Vavrus |
| PRENOMES | Frances |
| SOBRENOME | Vavrus |
| ASSINATURA | VAVRUS F |
| AFILIAÇÕES | Columbia University |
| ORCID | 0000-0003-2972-9914 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 25 |
| TOTAL DE CITAÇÕES | 196 |
| TOTAL COMO AUTOR | 24 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1990 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 6 |
Piloting puberty content books and a teacher training guide in Sierra Leone
Introduction Ensuring young people receive adequate information and guidance about puberty is essential for healthy adolescent transitions. Although many countries are moving toward including comprehensive sexuality education in national curricula, content on puberty during early adolescence, including peer pressure and stigma related to physical and emotional changes, are rarely included. Limited evidence exists about the inclusion of puberty ed…
Children and Youth as Subjects, Objects, Agents
Deconstructing and Reconstructing Comparative and International Education in Light of the Covid-19 Emergency
The Pluto Problem
This article utilises narrative inquiry as a means to explore reflexively our roles as two scholars/teacher educators with extensive experience in education and international development initiatives in East and Southern Africa. It focuses on a teacher professional development program in Tanzania we helped initiate and facilitate for more than five years whose aim was to promote more critical, learner-centred approaches to teaching across the coun…
Rethinking the concept of “context” in comparative research
This chapter examines the dilemma often posed between context, on the one hand, and comparison, on the other, in research in education and allied fields. It discusses various uses of context that have shaped the field of comparative and international education, in particular, and elaborates on some of their limitations. The chapter also explains how a comparative case study (CCS) approach reconceptualizes the notion of context by incorporating ho…
Andreas Goes to Africa
This article uses a comparative historical approach to examine the Teachers for East Africa (TEA) and the Teacher Education in East Africa (TEEA) programs, an influential educational development effort that involved U.S. and British college graduates in East African schools and colleges during the decade of 1961–1971. Drawing on postcolonial theory and Andreas Kazamias’s humanistic view of education, the “Paideia of the soul,” it explores how U.S…
Comparative Case Studies
What is a case study and what is it good for? In this article, we argue for a new approach-the comparative case study approach-that attends simultaneously to macro, meso, and micro dimensions of case-based research. The approach engages two logics of comparison: first, the more common compare and contrast; and second, a 'tracing across' sites or scales. As we explicate our approach, we also contrast it to traditional case study research. We conte…
Rethinking Case Study Research
Comparative case studies are an effective qualitative tool for researching the impact of policy and practice in various fields of social research, including education. Developed in response to the inadequacy of traditional case study approaches, comparative case studies are highly effective because of their ability to synthesize information across time and space. In Rethinking Case Study Research: A Comparative Approach, the authors describe, exp…
Rethinking Case Study Research
Comparative case studies are an effective qualitative tool for researching the impact of policy and practice in various fields of social research, including education. Developed in response to the inadequacy of traditional case study approaches, comparative case studies are highly effective because of their ability to synthesize information across time and space. In Rethinking Case Study Research: A Comparative Approach, the authors describe, exp…
Topographies of power
This article builds a case for critical historical geography in comparative education to examine how, over time, the social production of space contributes to educational disparity. It draws on Gupta and Ferguson's contrasting concepts of the ‘power of topography’ and the ‘topography of power’ and Lefebvre's tripartite theory of space to explore space–time relationships at multiple scales in Tanzania. Data come from primary and secondary historic…
Transversing the Vertical Case Study
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 s…
More clever than the devil
This article explores the concept of "cleverness" as it is employed by Tanzanian youth to improve their likelihood of succeeding in school. It analyzes the Swahili term ujanja, which combines cleverness, opportunism, and deception, while it also illustrates an educational anthropologist's ongoing process of familiarization and defamiliarization with this culturally salient concept over many years of fieldwork and engagement with key participants.…
The new abolitionists? The World Bank and the 'boldness' of global school fee elimination reforms
This article explores the ambiguity within the World Bank's (WB) stance on primary school fees by examining the recently launched school fee abolition initiative. Drawing on key texts from this initiative and two decades of WB educational policy, we suggest that the discursive work around school fees performed by the Bank is a reflection of broader historical shifts in its representation as a development institution. Our three-part analysis shows…
The cultural politics of constructivist pedagogies
Girls’ schooling in Tanzania
This article explores the relationship between schooling for girls and HIV/AIDS prevention in the United Republic of Tanzania. It is based on a survey administered to upper-level primary school students in rural Tanzania designed to ascertain their numeracy and literacy skills as well as their knowledge of HIV/AIDS. The findings show that female students generally have stronger literacy and numeracy skills but less knowledge about HIV/AIDS than t…
The promise and peril of education
This article addresses the pedagogical implications and possibilities that globalisation poses for educational policy and praxis as it relates to teaching about difference in an ever more diverse world. Among the most salient questions in an era of accelerated globalisation is how seemingly different cultures, civilisations, nationalities, ethnicities and races are to coexist peacefully in an increasingly borderless world, or whether they are for…
The 'Acquired Income Deficiency Syndrome
This article examines the impact of structural adjustment policies on young women's educational opportunities and reproductive health in the Kilimanjaro Region of Tanzania. Despite recent improvements in Tanzania's macroeconomic performance, there is a widespread sense of economic decline at the local level that compounds the conditions of sexual risk among young women who want to pursue post-secondary schooling. The article begins with a discuss…
Girls' Education and Fertility Transitions
A Shadow of the Real Thing
Uncoupling the Articulation Between Girls' Education and Tradition in Tanzania
This article explores theoretical and historical problems associated with representations of gender and race in the Third World. Using a feminist cultural studies approach, the author examines representations associated with the concept of African tradition that have shaped colonial and post-colonial education policy for girls in Tanzania. Archival materials from missionary, colonial, and African sources reveal the multiple and often conflicting …
Making distinctions
I Didn't Do Nothin'”
Postcoloniality and English
This article presents a case study of educational language policy in postcolonial Tanzania. Drawing on qualitative and quantitative data collected between 1996 and 2001 on Mount Kilimanjaro, this longitudinal study of secondary school students' lives after graduation sheds light on the relationship between language and development. The profound sense of economic hardship among these graduates was tempered by their optimism that their knowledge of…
When paradigms clash
This study explores the relationship between the theoretical study of institutionalized varieties of English (IVEs) and their application in teacher-training programs. The first section of this paper applies concepts from the work of Michel Foucault and Clifford Geertz to the study of world Englishes. The second section reports on a survey of the curricula at 10 universities offering MATESL/MATEFL degrees. Finally, the paper describes a study com…
African Varieties of English
Comparative Case Studies
What is a case study and what is it good for? In this article, we argue for a new approach-the comparative case study approach-that attends simultaneously to macro, meso, and micro dimensions of case-based research. The approach engages two logics of comparison: first, the more common compare and contrast; and second, a 'tracing across' sites or scales. As we explicate our approach, we also contrast it to traditional case study research. We conte…
I Didn't Do Nothin'”
The cultural politics of constructivist pedagogies
Transversing the Vertical Case Study
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 s…
Postcoloniality and English
This article presents a case study of educational language policy in postcolonial Tanzania. Drawing on qualitative and quantitative data collected between 1996 and 2001 on Mount Kilimanjaro, this longitudinal study of secondary school students' lives after graduation sheds light on the relationship between language and development. The profound sense of economic hardship among these graduates was tempered by their optimism that their knowledge of…
Making distinctions
Girls' Education and Fertility Transitions
Uncoupling the Articulation Between Girls' Education and Tradition in Tanzania
This article explores theoretical and historical problems associated with representations of gender and race in the Third World. Using a feminist cultural studies approach, the author examines representations associated with the concept of African tradition that have shaped colonial and post-colonial education policy for girls in Tanzania. Archival materials from missionary, colonial, and African sources reveal the multiple and often conflicting …
The promise and peril of education
This article addresses the pedagogical implications and possibilities that globalisation poses for educational policy and praxis as it relates to teaching about difference in an ever more diverse world. Among the most salient questions in an era of accelerated globalisation is how seemingly different cultures, civilisations, nationalities, ethnicities and races are to coexist peacefully in an increasingly borderless world, or whether they are for…
The 'Acquired Income Deficiency Syndrome
This article examines the impact of structural adjustment policies on young women's educational opportunities and reproductive health in the Kilimanjaro Region of Tanzania. Despite recent improvements in Tanzania's macroeconomic performance, there is a widespread sense of economic decline at the local level that compounds the conditions of sexual risk among young women who want to pursue post-secondary schooling. The article begins with a discuss…
When paradigms clash
This study explores the relationship between the theoretical study of institutionalized varieties of English (IVEs) and their application in teacher-training programs. The first section of this paper applies concepts from the work of Michel Foucault and Clifford Geertz to the study of world Englishes. The second section reports on a survey of the curricula at 10 universities offering MATESL/MATEFL degrees. Finally, the paper describes a study com…
Topographies of power
This article builds a case for critical historical geography in comparative education to examine how, over time, the social production of space contributes to educational disparity. It draws on Gupta and Ferguson's contrasting concepts of the ‘power of topography’ and the ‘topography of power’ and Lefebvre's tripartite theory of space to explore space–time relationships at multiple scales in Tanzania. Data come from primary and secondary historic…
The new abolitionists? The World Bank and the 'boldness' of global school fee elimination reforms
This article explores the ambiguity within the World Bank's (WB) stance on primary school fees by examining the recently launched school fee abolition initiative. Drawing on key texts from this initiative and two decades of WB educational policy, we suggest that the discursive work around school fees performed by the Bank is a reflection of broader historical shifts in its representation as a development institution. Our three-part analysis shows…
African Varieties of English
When paradigms clash
This study explores the relationship between the theoretical study of institutionalized varieties of English (IVEs) and their application in teacher-training programs. The first section of this paper applies concepts from the work of Michel Foucault and Clifford Geertz to the study of world Englishes. The second section reports on a survey of the curricula at 10 universities offering MATESL/MATEFL degrees. Finally, the paper describes a study com…
Uncoupling the Articulation Between Girls' Education and Tradition in Tanzania
This article explores theoretical and historical problems associated with representations of gender and race in the Third World. Using a feminist cultural studies approach, the author examines representations associated with the concept of African tradition that have shaped colonial and post-colonial education policy for girls in Tanzania. Archival materials from missionary, colonial, and African sources reveal the multiple and often conflicting …
Making distinctions
I Didn't Do Nothin'”
Postcoloniality and English
This article presents a case study of educational language policy in postcolonial Tanzania. Drawing on qualitative and quantitative data collected between 1996 and 2001 on Mount Kilimanjaro, this longitudinal study of secondary school students' lives after graduation sheds light on the relationship between language and development. The profound sense of economic hardship among these graduates was tempered by their optimism that their knowledge of…
The 'Acquired Income Deficiency Syndrome
This article examines the impact of structural adjustment policies on young women's educational opportunities and reproductive health in the Kilimanjaro Region of Tanzania. Despite recent improvements in Tanzania's macroeconomic performance, there is a widespread sense of economic decline at the local level that compounds the conditions of sexual risk among young women who want to pursue post-secondary schooling. The article begins with a discuss…
Girls' Education and Fertility Transitions
A Shadow of the Real Thing
The promise and peril of education
This article addresses the pedagogical implications and possibilities that globalisation poses for educational policy and praxis as it relates to teaching about difference in an ever more diverse world. Among the most salient questions in an era of accelerated globalisation is how seemingly different cultures, civilisations, nationalities, ethnicities and races are to coexist peacefully in an increasingly borderless world, or whether they are for…
Girls’ schooling in Tanzania
This article explores the relationship between schooling for girls and HIV/AIDS prevention in the United Republic of Tanzania. It is based on a survey administered to upper-level primary school students in rural Tanzania designed to ascertain their numeracy and literacy skills as well as their knowledge of HIV/AIDS. The findings show that female students generally have stronger literacy and numeracy skills but less knowledge about HIV/AIDS than t…
The cultural politics of constructivist pedagogies
More clever than the devil
This article explores the concept of "cleverness" as it is employed by Tanzanian youth to improve their likelihood of succeeding in school. It analyzes the Swahili term ujanja, which combines cleverness, opportunism, and deception, while it also illustrates an educational anthropologist's ongoing process of familiarization and defamiliarization with this culturally salient concept over many years of fieldwork and engagement with key participants.…
The new abolitionists? The World Bank and the 'boldness' of global school fee elimination reforms
This article explores the ambiguity within the World Bank's (WB) stance on primary school fees by examining the recently launched school fee abolition initiative. Drawing on key texts from this initiative and two decades of WB educational policy, we suggest that the discursive work around school fees performed by the Bank is a reflection of broader historical shifts in its representation as a development institution. Our three-part analysis shows…
Transversing the Vertical Case Study
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 s…
Topographies of power
This article builds a case for critical historical geography in comparative education to examine how, over time, the social production of space contributes to educational disparity. It draws on Gupta and Ferguson's contrasting concepts of the ‘power of topography’ and the ‘topography of power’ and Lefebvre's tripartite theory of space to explore space–time relationships at multiple scales in Tanzania. Data come from primary and secondary historic…
Rethinking Case Study Research
Comparative case studies are an effective qualitative tool for researching the impact of policy and practice in various fields of social research, including education. Developed in response to the inadequacy of traditional case study approaches, comparative case studies are highly effective because of their ability to synthesize information across time and space. In Rethinking Case Study Research: A Comparative Approach, the authors describe, exp…
Rethinking Case Study Research
Comparative case studies are an effective qualitative tool for researching the impact of policy and practice in various fields of social research, including education. Developed in response to the inadequacy of traditional case study approaches, comparative case studies are highly effective because of their ability to synthesize information across time and space. In Rethinking Case Study Research: A Comparative Approach, the authors describe, exp…
Comparative Case Studies
What is a case study and what is it good for? In this article, we argue for a new approach-the comparative case study approach-that attends simultaneously to macro, meso, and micro dimensions of case-based research. The approach engages two logics of comparison: first, the more common compare and contrast; and second, a 'tracing across' sites or scales. As we explicate our approach, we also contrast it to traditional case study research. We conte…
Rethinking the concept of “context” in comparative research
This chapter examines the dilemma often posed between context, on the one hand, and comparison, on the other, in research in education and allied fields. It discusses various uses of context that have shaped the field of comparative and international education, in particular, and elaborates on some of their limitations. The chapter also explains how a comparative case study (CCS) approach reconceptualizes the notion of context by incorporating ho…
Andreas Goes to Africa
This article uses a comparative historical approach to examine the Teachers for East Africa (TEA) and the Teacher Education in East Africa (TEEA) programs, an influential educational development effort that involved U.S. and British college graduates in East African schools and colleges during the decade of 1961–1971. Drawing on postcolonial theory and Andreas Kazamias’s humanistic view of education, the “Paideia of the soul,” it explores how U.S…
The Pluto Problem
This article utilises narrative inquiry as a means to explore reflexively our roles as two scholars/teacher educators with extensive experience in education and international development initiatives in East and Southern Africa. It focuses on a teacher professional development program in Tanzania we helped initiate and facilitate for more than five years whose aim was to promote more critical, learner-centred approaches to teaching across the coun…
Children and Youth as Subjects, Objects, Agents
Deconstructing and Reconstructing Comparative and International Education in Light of the Covid-19 Emergency
Piloting puberty content books and a teacher training guide in Sierra Leone
Introduction Ensuring young people receive adequate information and guidance about puberty is essential for healthy adolescent transitions. Although many countries are moving toward including comprehensive sexuality education in national curricula, content on puberty during early adolescence, including peer pressure and stigma related to physical and emotional changes, are rarely included. Limited evidence exists about the inclusion of puberty ed…
Sociology (20 obras) · Political science (14 obras) · Tanzania (12 obras) · Psychology (10 obras) · Computer Science (8 obras) · Pedagogy (8 obras) · Geography (7 obras) · Global Educational Policies and Reforms (7 obras) · Poverty, Education, and Child Welfare (7 obras) · Social science (7 obras)