%0 Book Section
%A Eirdosh, Dustin
%A Prasetijo, Adi
%A Aprilia, Cika
%A Greenfield, Patricia M.
%A Lavi, Noa
%A Muchukunnu, Athul
%A Guerrero-Meyer, Blanca
%A Hanisch, Susan
%A Kakkoth, Seetha
%A Chellan, Vinod
%A Simatende, Barnabas
%A Trumbull, Elise
%A Rothstein-Fisch, Carrie
%+ Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, Max Planck Society
Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, Max Planck Society
%T Learning to navigate change:
Case studies in education across cultural boundaries : 
%G eng
%U https://hdl.handle.net/21.11116/0000-0011-2AED-4
%R 10.11647/obp.0440.08
%D 2025
%* Review method: peer-reviewed
%X This chapter explores the complex cultural dynamics of schooling and social learning traditions across diverse communities, shedding light on the potential conflicts and opportunities found at the intersection of globalized educational models and local community values. The concept of ethno-diverse theories of schooling is introduced as a general frame to reflect on the cultural-cognitive models influencing individual, community, and even expert perceptions of educational policies and practices. A series of case studies from researchers and practitioners across globally diverse communities reveals systemic challenges and opportunities in the adaptation of local contexts to global educational change. These cases vary widely in terms of author foci and community demographics, yet some connective themes become clear. Conclusions highlight two key implications for globalizing educational policies, drawn from across these diverse communities. Ultimately, educational policy must better account for local cultural context, while also more proactively driving participatory means of valued school improvement.
%B A Field Guide to Cross-Cultural Research on Childhood Learning: 
Theoretical, Methodological, Practical, and Ethical Considerations for an Interdisciplinary Field
%E Lew-Levy, Sheina; Asatsa, Stephen
%P 267 - 308
%I Open Book Publishers
%C Cambridge 
%@ 978-1-80511-467-3