Gita Steiner?Khamsi
What is Wrong with the ‘What-Went-Right’ Approach in Educational Policy?
Columbia University
article critically examines whatwentright analyses used subsequently justify transfer reform packages best practices one country another similar evidencebased policy planning whatwentright approach needs criticized presumptuous three fallacies whatwentright analysis article dismantles rationality precision universality article focuses faade universality examines claim universal solutions methodologically sustained first author shows standardized normative comparison recent years overshadowed two types comparison comparison across time historical analyses comparison across contexts simple comparison elaborates whatwentright approach requires policy analysts downplay differences educational systems order establish comparability cases emphasis comparability similarity cases prerequisite importing best practices vastly different educational systems transfer occurs regardless difference curious phenomenon article addresses greater detail retrospective definition local problem given worldwide circulation best practices traveling reform packages policy analysts sometimes pressure align analyses local problems already existing global solutions article ends reflection policy borrowing lending research situates whatwentright approach broader question policy analysts buy sell reform packages worked well one context transfer another