Papers by Margaret Sutton
Contemporary Sociology, 2002
... reviewed by Edmund T. Hamann 2002 ... in the various domains of the social sciences of educ... more ... reviewed by Edmund T. Hamann 2002 ... in the various domains of the social sciences of education should also keep this volume handy as it is a welcome mix of classic pieces worth re-reading (eg, Cohen [Chapter 9], Heath [Chapter 13], Ogbu [Chapter 14], Vélez-Ibáñez and ...
This article outlines some theoretical and methodological parameters of a crit-ical practice appr... more This article outlines some theoretical and methodological parameters of a crit-ical practice approach to policy. The article discusses the origins of this approach, how it can be uniquely adapted to educational analysis, and why it matters—not only for scholarly interpretation but also for the democratization of policy processes as well. Key to the exposition is the concept of appropria-tion as a form of creative interpretive practice necessarily engaged in by dif-ferent people involved in the policy process. Another crucial distinction is made between authorized policy and unauthorized or informal policy; it is argued that when nonauthorized policy actors appropriate policy they are in effect often making new policy in situated locales and communities of practice.
Introduction: Policy as/in Practice--Sociocultural Approach to the Study of Educational Policy by... more Introduction: Policy as/in Practice--Sociocultural Approach to the Study of Educational Policy by Bradley A.U. Levinson and Margaret Sutton Global and Nation-State Policy Processes: Sociocultural Studies Are Pedagogical Ideals Embraced or Imposed? The Case of Reading Instruction in the Republic of Guinea by Kathryn M. Anderson-Levitt and Ntal-I'Mbirwa Alimasi Linking Research to Educational Policy and Practice: What Kind of Relationships in How (De)Centralized a Context? by Donald K. Adams, Mark B. Ginsburg, Thomas Clayton, Martha E. Mantilla, Judy Sylvester, and Yidan Wang Policy Research as Ethnographic Refusal: The Case of Women's Literacy in Nepal by Margaret Sutton Local Educators Appropriating and Forming Educational Policy Multicultural Curriculum and Academic Performance: African American Women Leaders Negotiating Urban School Accountability Policies by Khaula Murtadha-Watts Teachers' Perceptions of Their Participation in Policy Choices: The Bottom-up Approach of...
Jurnal Demokrasi, Apr 1, 2006
This article tries to describe the concept of "toleration" and the discussion of the things relat... more This article tries to describe the concept of "toleration" and the discussion of the things related to the concept. Basically there are three main ideas of the concept of toleration. Firstly, it tries to explain the meaning of the word "toleration" and suggests that it is a basis of the value in the implementation of democracy. Secondly, it will discuss the cases related to the toleration. Finally, this article will discuss about the duty of lecturer and teacher personally in teaching their students in order that they understand and apply the concept of toleration as on of important values in their daily lives.
Abstract: This publication addresses trends and issues in global education, providing information... more Abstract: This publication addresses trends and issues in global education, providing information about what global education is and how to teach it. The publication emphasizes ERIC resources. It offers ERIC Digests about global education and selected items from the ...
... COGNITIVE DEVELOPMENT by MARGARET RUTH SUTTON BA, S eattle U niversity , 1974 THESIS SUBMITTE... more ... COGNITIVE DEVELOPMENT by MARGARET RUTH SUTTON BA, S eattle U niversity , 1974 THESIS SUBMITTED IN PARTIAL FULFILLMENT ... in A pril , 1978 Margaret Ruth Sutton Page 2. In presenting this thesis in partial fulfilment of the requirements for ...
Since the introduction to our 2001 edited volume, Policy as Practice: Toward a Comparative Socioc... more Since the introduction to our 2001 edited volume, Policy as Practice: Toward a Comparative Sociocultural Analysis of Education Policy (Sutton and Levinson 2001), we have continued to sketch the foundational postulates of a critical anthropological approach to the study of education policy. In 2009, we expanded and deepened many of the points from that introduction, more systematically introducing and defining theoretical terms, and providing a bit of their intellectual genealogy (Levinson et al. 2009). We also discussed certain methodological considerations that accompanied the theoretical approach, and we argued for a type of engaged educational anthropology that goes beyond the mere “study” of education policy to its democratization and transformation. Here we provide an updated synopsis of our approach.
In 2002, we were invited by Nelly Stromquist, then Comparative Education Review (CER) associate e... more In 2002, we were invited by Nelly Stromquist, then Comparative Education Review (CER) associate editor for special issues, to guest edit a special issue on gender. However, the schedule had to be revised, and we have finalized the issue while also serving as current associate editors of CER. We would like to thank Nelly for her intellectual leadership in the field and her consistent support throughout the process. We also thank the CER coeditors Mark Ginsburg and David Post for their patience and support through the process of assembling this issue. This special issue of CER brings together analysis of two vectors of cultural and economic change that have deeply affected education around the world and, in so doing, have affected the theory and practice of comparative and international education. The first change includes the post–cold war processes of accelerating economic, cultural, and political interconnections known as “globalization.” The second is the locally inflected and wor...
The appearance of edited volumes on a topic signals the maturation of scholarly reflection upon i... more The appearance of edited volumes on a topic signals the maturation of scholarly reflection upon it within the field of comparative education. Such is the case with “multicultural education.” In common usage in the United States, multicultural education generally refers to education about different ethnic groups that comprise the U.S. population. Indeed, the vast majority of the literature produced on the subject consists of curricular units for teaching about African-Americans, Native Americans, Latinos/Chicanos, or various AsianAmerican groups. As dialogue on cultural difference and education has spread to other nations, it has become more sharply focused on complex issues of identity, diversity, and citizenship. Advocates of multicultural education define it as having either two or three key features. James Banks, a leading voice in the field, defines three central concerns addressed by multicultural education: validating the identities of socially oppressed groups; teaching the h...
International Journal of Leadership and Change, 2013
Leaders at top performing American universities share the fundamental belief that the faculty is ... more Leaders at top performing American universities share the fundamental belief that the faculty is the engine of quality within the university and that supportive leadership can fuel it. Academic administrators who function as supportive leaders help create the interpersonal, institutional, and financial conditions necessary to support high levels of performance by members of the faculty. This paper discusses and illustrates supportive leadership in top performing American universities in order to stimulate dialogue about whether and how supportive leadership can be fostered in Indonesian institutions of higher education.
International Journal of Social Education, 1999
This report evaluates U.S. Agency for International Development (USAID) efforts to improve basic ... more This report evaluates U.S. Agency for International Development (USAID) efforts to improve basic education for girls. The evaluation drew on field studies in: Guatemala, Guinea, Malawi, Nepal, and Pakistan; a country desk study of Egypt; issue-oriented research on Bolivia and Thailand; and a literature review. Findings indicate that effective strategies for getting girls into schools included increasing the proportion of national investments in primary education, strengthening institutions responsible for primary education, increasing the supply of schools near girls, designing schools to be acceptable places for girls, engaging the community, and addressing such obstacles as threats to girls' security and school costs. Although various USAID-supported programs were successful in improving educational quality, they were not scaled up because of a lack of a common definition of quality and lack of political support and policy frameworks to facilitate improvements. Effective strategies to help girls complete a basic education included changing school and community cultures from selection to inclusion, reducing costs to families, changing cultural perceptions of girls' potential, working with traditional leaders, and developing girl-friendly regulations and schools. Boys clearly and consistently benefited from initiatives aimed at girls' schooling needs. In all countries studied, USAID targeted and benefited not only girls, but also other children vulnerable to exclusion; those in remote rural communities, those from poor families, language minorities, and disenfranchised ethnic groups. Factors that may contribute to sustainability of outcomes are 6 4, Acronyms BEST: the Better Education Strengthening project, a USAID initiative in Guatemala. EMIS: educational management information system. FAWE: Forum for African Women Educationists. GABLE: Girls' Attainment in Basic Literacy and Education, a USAID project in Malawi.
To achieve its goal of full enrollment of children aged six to eleven by 1990, and children aged ... more To achieve its goal of full enrollment of children aged six to eleven by 1990, and children aged six to fourteen by 1995, India must increase its enrollment from less than 80 percent to more than 100 percent in 10 years. Sustaining universal primary education also means reducing the high dropout rate (over 50 percent by grade five) to near zero for eight grades. To reach its targets India must: (i) back up policy with funding; (ii) encourage local accountability of teachers and administrators to communities; (iii) improve quality in the poorer schools and states to increase participation and retention rates on the primary schools; (iv) make curricula, instructional materials, and exams relevant to local students; and (v) make a special effort to provide organized day care to release young girls from their childcare responsibilities.
Comparative Education Review, 1990
Comparative Education Review, 2004
In 2002, we were invited by Nelly Stromquist, then Comparative Education Review (CER) associate e... more In 2002, we were invited by Nelly Stromquist, then Comparative Education Review (CER) associate editor for special issues, to guest edit a special issue on gender. However, the schedule had to be revised, and we have finalized the issue while also serving as current associate editors of CER. We would like to thank Nelly for her intellectual leadership in the field and her consistent support throughout the process. We also thank the CER coeditors Mark Ginsburg and David Post for their patience and support through the process of assembling this issue. This special issue of CER brings together analysis of two vectors of cultural and economic change that have deeply affected education around the world and, in so doing, have affected the theory and practice of comparative and international education. The first change includes the post–cold war processes of accelerating economic, cultural, and political interconnections known as “globalization.” The second is the locally inflected and worldwide transformation of gender roles in the late twentieth century, which has been shaped in part through education. The topics of globalization and education, on the one hand, and gender and education, on the other, are not strangers to the pages of this journal. As discussed below, theorizing on both subjects within comparative education has been rich and has matured over time. We hope that this special issue can serve as a springboard for further efforts to understand how education around the world does or does not contribute to advancing human capabilities and dignity.
Higher Education, 2001
Abstract. Through an examination of the higher education systems in three countries (Indonesia, N... more Abstract. Through an examination of the higher education systems in three countries (Indonesia, Nicaragua, and Vietnam), the authors explore how the use of academic credits for monitoring student progress has been and continues to be linked to policies and insti- ...
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Papers by Margaret Sutton