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    <subfield code="a">Anderson-Levitt, Kathryn M. </subfield>
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    <subfield code="e">editor</subfield>
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    <subfield code="a">Local meanings, global schooling :</subfield>
    <subfield code="b">anthropology and world culture theory /</subfield>
    <subfield code="c">edited by Kathryn M. Anderson-Levitt.</subfield>
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    <subfield code="a">1st ed.</subfield>
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    <subfield code="a">New York :</subfield>
    <subfield code="b">Palgrave Macmillan,</subfield>
    <subfield code="c">2003.</subfield>
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    <subfield code="a">Includes bibliographical references and index.</subfield>
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    <subfield code="a">Introduction: A world Culture of Schooling?;  K.M.Anderson-Levitt PART I: MINISTRIES AND SCHOOLS  TRANSFORM 'Thai Wisdom' and GloCalization: Negotiating  the Global and the Local in Thailand's National Education  Reform; S.Jungk &amp; B.Kajornsin Transformations in South  African Education: Policies and Practices from Ministry  to Classroom D.Brook Napier &amp; J.D.Napier Teaching by the  Book in Guinea; K.M.Anderson-Levitt &amp; B.Bayero Diallo  PART II: TEACHERS, STUDENTS AND PARENTS RESPOND The  Capacity for Local Control: Developing Alternative  Approaches to Instruction in the United States; T.Hatch  Resistance to the Communicative Method of Language  Instruction Within a Progressive Chinese University;  H.Ouyang World-Cultural and Anthropological  Interpretations of 'Choice Programming' in Tanzanian  Education; A.Stambach The Politics of Identity and the  Marketization of Schools: How Local Meanings Mediate  Global Struggles; L.Rosen PART III: OUTSIDE OR BEYOND A  GLOBAL CULTURE World Culture or Transnational Project?  Competing Educational Projects in Brazil; L.Bartlett  Europeanization and Education in France: Supranational  Policies and Regional Identities; D.Reed-Danahay  Transforming the Culture of Scientific Education in  Israel; K.Segal-Levit Comment; F.O.Ramirez The Global  Model and National Legacies</subfield>
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    <subfield code="a">Is there one global culture of schooling, or many national  and local cultures? Yet the cases also show that teachers  and local reformers operate 'within and against' global  models. Anthropologists need to recognize the global  presence in local schooling as well as local transformation  of global models</subfield>
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    <subfield code="a">Comparative education.</subfield>
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    <subfield code="a">Educational anthropology.</subfield>
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    <subfield code="a">Anderson-Levitt, Kathryn M.</subfield>
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