Suchergebnisse

This open access book critically explores how education, migration and development intersect and interact to shape people, communities, societies, ideas, values, and action at local, national and international levels. Written by leading scholars and practitioners from across the globe, the book introduces the reader to how such interactions play out through a series of illustrative case studies drawn from scholarship and empirical research conducted in the global South. It considers education in all its forms and raises critical questions about its purpose and value in contexts of migration and (im)mobility across a range of low- and middle-income settings. The contributors engage with the multiple reasons for migration, and also consider how communities and societies are shaped not just by the movement of people but also of ideas, resources, norms, and values across different national and international contexts. Collectively the chapters offer new insights into: the considerations for education and international development that emerge when we apply a migration lens; key theoretical frameworks and approaches which can help us understand the education-migration-nexus; the opportunities and challenges that migration and (im)mobility create for education in contexts of development; emerging dilemmas regarding how best to promote justice, equity and wellbeing in and through education in contexts of migration; and how gendered and other inequalities are core considerations in the education-migration-development nexus. The book concludes with some reflections by the editors on cross-cutting themes generated through the volume, including some directions for future research. The eBook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollection.com. Open access was funded by Knowledge Unlatched.

"Drawing on case-study research that examined initiatives which engaged with global aspirations to advance gender equality in schooling in Kenya and South Africa, this book looks at how global frameworks on gender, education and poverty are interpreted in local settings and the politics of implementation. It discusses the forms of global agreements in particular contexts, and allows for an appraisal of how they have been understood by the people who implement them. By using an innovative approach to comparative cross country research, the book illuminates how ideas and actions connect and disconnect around particular meanings of poverty, education and gender in large systems and different settings. Its conclusions will allow assessments of the approach to the post-2015 agenda to be made, taking account of how policy and practice relating to global social justice are negotiated, sometimes negated, the forms in which they are affirmed and the actions that might help enhance them. This book will be valuable for students, researchers, academics, senior teachers, senior government and inter-government officials and senior staff in NGOs working in the field of education and international development, gender, poverty reduction, and social development."--Provided by publisher.

We are at a moment of growing critical self-reflection in the field of development studies—heightened by debates on decolonization—that is opening up difficult conversations on teaching, learning and knowledge production for development studies education. This special issue augments these conversations and revisits development studies education within the context of the 'neoliberal university'. It is our contention that we cannot engage with the expansive project of rethinking development studies education, without elaborating on higher education institutions (HEIs) as the site where change is mediated, managed and resourced. The articles in this volume give empirically grounded and interrelated narratives that elucidate the relationships between development studies and the neoliberal university from a range of disciplinary and geographical perspectives. They allow us to make two salient contributions, firstly, on the role of HEIs as a site of engagement and entanglement between development practice and development studies, and secondly, on the ways in which the neoliberalization of higher education shapes development studies pedagogy. It is our hope that these articles are read as a timely intervention and invitation to rethink development studies education in this context.

This article reviews ten years of political and analytical discussions regarding the global development agenda on girls' schooling and gender equity. It considers struggles over the purpose and realizability of the global agenda, and attempts to widen frameworks to go beyond gender parity in access and enrollment. Drawing on a case study of one global NGO that took a women's rights approach, it shows how difficult it has been, even in the best kind of organizational environment, to realize a women's rights agenda that linked education to other forms of empowerment. These difficulties are confirmed by critical reflections on participation in the conference convened to review ten years of the work of the United Nations Girls' Education Initiative (UNGEI). However, the conclusions, while acknowledging problems of multiple sites of action, silences, and the attenuation of transformatory agendas, nonetheless point to a richer conceptual vocabulary, a wider range of actors, and clearer strategic orientation than a decade ago.

This article considers findings from the 'More Than Knowledge Transfer' research project, which was concerned with understanding the personal and professional trajectories of alumni from postgraduate programmes in education and international development. The article reflects on qualitative data to explore four key questions: what alumni value about their postgraduate study; the perceived usefulness of different types of learnings; how these are seen as connected to, or disconnected from, development practice; and how they are shaped by the expectations that students bring with them to the programme and their existing experiences in the international development field. The article suggests a need to problematize assumed dichotomies between 'theory' and 'practice' or 'skills' and 'criticality' and instead consider how these relationships may be shaped by students' own backgrounds and positionalities. It argues that supporting students to engage critically with, and move and build connections between, different spaces of learning and practice is key for engendering and sustaining critical and reflective approaches as they complete their studies and develop their careers in the development sector.