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Education is widely recognized as a fundamental human right, yet the nature of the right remains unclear. Is it an entitlement to go to school, to acquire particular forms of knowledge or develop particular skills or attributes? And why exactly is education so important that we might defend all people's right to it? This book provides a much-needed exploration of this key contemporary issue. Highlighting limitations in the approaches of both the Education for All initiative and existing international law, the book presents a radical new vision of how the right can be understood. As well as bas

Cover -- Contents -- Notes on Contributors -- Acknowledgements -- Introduction Tristan McCowan and Elaine Unterhalter -- Part I Histories, Ideas and Actors in International Education -- 1 Histories of the Field of Education and International Development Elaine Unterhalter -- 2 Theories of Development Tristan McCowan -- 3 The Education for All Initiative and the Sustainable Development Goals: History and Prospects Karen Mundy and Caroline Manion -- 4 Decolonial Perspectives on Education and International Development Pablo Del Monte and Lerato Posholi -- 5 Power, Participation and Partnerships in Research Ian Warwick, Elaine Chase and Rosie Peppin-Vaughan -- Part 2 Key Themes -- 6 Schools, Citizens and the Nation State S. Garnett Russell and Monisha Bajaj -- 7 The Education-Economic Growth Nexus Monazza Aslam and Shenila Rawal -- 8 Addressing Intersecting Inequalities in Education Elaine Unterhalter -- 9 Teachers and Teacher Education Policies Gita Steiner-Khamsi -- 10 Quality Education and Global Learning Metrics William C. Smith and Aaron Benavot -- 11 De Facto and By-design Privatization of Education in Developing Countries Joanna Härmä -- 12 (Re)examining the Politics of Education in Crisis and Conflict-affected Contexts Mieke Lopes Cardozo and Ritesh Shah -- 13 Education, Religion and Values Eva Sajoo -- 14 Languages and Identities Sheila Aikman -- 15 Livelihoods and Skills Stephanie Matseleng Allais -- 16 Adult Education: Movements, Policies and Processes Charlotte Nussey -- 17 Higher Education and Development: Critical Issues and Debates Rebecca Schendel and Tristan McCowan -- 18 Education, Environmental Crises and Sustainability Meera Tiwari -- Conclusion: An Interview with Anita Rampal Anita Rampal, Elaine Unterhalter and Tristan McCowan -- Notes -- Bibliography -- Index.

As momentum grows for a sustainable urbanisation goal in the post-2015 development agenda, this paper reports on an action research study that sought to tackle the urban health divide by enabling intersectoral action on social determinants at the local level. The study was located in the cities of Mombasa in Kenya and Valparaíso in Chile, and the impact of the intervention on child nutrition was evaluated using a controlled design. The findings showed that an action research process using the social educational process known as PLA could effectively build the capacity of multisectoral teams to take coordinated action which in turn built the capacity of communities to sustain them. The impact on child nutrition was inconclusive and needed to be interpreted within the context of economic collapse in the intervention area. Four factors were found to have been crucial for creating the enabling environment for effective intersectoral action (i) supportive government policy (ii) broad participation and capacity building (iii) involving policy makers as advisors and establishing the credibility of the research and (iii) strengthening community action. If lessons learned from this study can be adapted and applied in other contexts then they could have a significant economic and societal impact on health and nutrition equity in informal urban settlements.