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Wisconsin-Madison  \nThe Teachers College Symposium invited scholars to rethink culture, context, and comparison in educational research. In his response to these questions (this volume), Joe Tobin promoted comparative ethnographies to understand how social, cultural, and political processes play out across multiple locations and time periods. He urged careful empirical studies of how and why globally circulating ideas are made manifest in local practices. Specifically, Tobin recommended diachronic, video-cued multivocal ethnographic methods. In such an approach, video excerpts function as interviewing cues, prompting educators to reflect on what is shared and what is variable in educational practices that differ by time or location, as well as how cultural beliefs and practices were shaped by economic and political forces. Thus, Tobin and his colleagues invite participants themselves to explain the impact of culture on their own practices, and they fruitfully mine the basic human impulse for comparison in order to elicit contrasts in practices.  \nAntoni Verger’s response (this volume) focused more on policy making. He considered the epistemological and methodological implications of the deterritorialization of education policy processes, particularly how multiple scales interact during the policy adoption stage. He suggested that scholars should examine more carefully the role that ideas play in policy decisions and policy outcomes, and he asked “what types of ideas might be most influential in these types of processes, how and in what contextual circumstances.”  \nIn this brief intervention, I offer a distinct but compatible reaction to the challenges of considering culture, context and comparison in educational research. I draw upon work I have done over more than a decade with Frances Vavrus, developing what we have called the“vertical case study” approach. In this piece, I first describe the “axes” of the vertical case study. I then explain how the approach addresses the dilemmas of culture, context, scale, and comparison in ways that complement the approaches recommended by Tobin and Verger.  \nThe Axes of the Vertical Case Study  \nThe VCS approach unfolds along three “axes”—the vertical, the horizontal, and the transversal. First, this approach insists on simultaneous attention to and across micro-, meso-, and macro-levels, or spatial scales, which constitute the verticality of comparison. Too often qualitative work reifies social, political, and economic processes as “forces” or “systems”with explanatory power. There has been a tendency to take the macro for granted and focus exclusively on a single-site locality rather than carefully exploring how changes in national and international institutions, discourses, and policies are influencing social practice at the school level. In contrast, I aver that attention to the ways global processes are shaped by and in turn influence social action in various locales is essential. “The local” cannot be divorced from national and transnational forces but neither can it be conceptualized as determined by these forces.  \nIn addition, the VCS approach recognizes that space itself is socially produced (Massey, 2005), and every “level” is an instance of the “local.” In other words, the World Bank or one country’s ministry of education are also “local” contexts, with their own complex social, cultural, and material relations. However, as shown in work by de Sousa Santos and colleagues (2007; see also Vavrus & Bartlett, 2012), the World Bank’s “local” often becomes globalized and loses any  \n© 2014, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education 16 (2), 30-­‐‑33.  \nVertical Case Studies and the Challenges of Culture, Context and Comparison  \nsense of the cultural or historical specificity o","cbCaipfktu8cu8Sf","https://ap.wps.com/l/cbCaipfktu8cu8Sf","pdf",154417,"English","# The Axes of the Vertical Case Study\n## Three axes and multi-level comparison\n## Space as socially produced and the meaning of “local”\n## Power in the global/local nexus\n## Comparison of discourses, policies, and networks","[{\"question\":\"What is the “vertical case study” approach?\",\"answer\":\"It is an approach that unfolds along three axes—vertical, horizontal, and transversal—and emphasizes simultaneous attention across micro-, meso-, and macro-levels in educational research.\"},{\"question\":\"How does the approach handle culture and context?\",\"answer\":\"It treats space and “levels” as socially produced, insists that local contexts cannot be separated from national or transnational forces, and analyzes how cultural meanings are reconstructed in the global/local nexus under power.\"},{\"question\":\"What role does power play in the approach?\",\"answer\":\"Power is central to understanding how particular local views become elevated to global norms, how resources for meaning-making are made widely available, and how researchers can compare uptake of discourses and policies across locations.\"}]","Vertical Case Studies and the Challenges of Culture, Context and Comparison - read online free | PDF"]