Suchergebnisse

Recent research has advanced the understanding of how global processes have led to standardized ideas about modern schooling. Chabbott provides an insightful examination of how the processes of international development have effected the role of education at a global level since World War II.

Uses an institutionalist perspective to trace development organizations in the postwar era, arguing that development aid & advice became products of a rapidly growing industry of international nongovernmental organizations (INGOs) linked with states & intergovernmental bodies. The rationalized discourse & international activity surrounding development are explored, identifying phases in the predominant approach, from the comprehensive planning/industrialization of the 1950s to sustainable development in the 1990s. It is contended that emphasis on human rights & science-based progress was prompted by INGOs, Cold War concerns, & UN agency directives, resulting in increased interaction between INGOs & other nongovernmental organizations (emergency relief organizations, private philanthropies, specialized sectoral organizations) over development issues. It is suggested that the process of professionalism served to activate this discourse in directions that were not synchronous with the Cold War concerns of some major funders. Changes in the world-cultural views on the state's role in less-developed countries are examined as part of the shifting development discourse/organization. 2 Tables. J. Lindroth