Justifications and Impacts of Low-Fee Private Schools in Kenya and Uganda: Understanding Policy Evolutionary Mechanisms through Public Discourse of Bridge International Academies

Autor/in	Monk, Jeremy
Titel	Justifications and Impacts of Low-Fee Private Schools in Kenya and Uganda: Understanding Policy Evolutionary Mechanisms through Public Discourse of Bridge International Academies
Quelle	In: Current Issues in Comparative Education, 21 (2019) 1, S.35-53 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-1615
Schlagwörter	Private Schools; Cross Cultural Studies; Foreign Countries; Educational Quality; Elementary Education; Poverty; News Reporting; Discourse Analysis; Cultural Influences; Political Attitudes; Urban Areas; Slums; Access to Education; Unions; Educational Policy; Government School Relationship; Uganda; Kenya + Suchen Sie Ihr Suchwort? Private school; Privatschule; Cultural comparison; Kulturvergleich; Ausland; Quality of education; Bildungsqualität; Elementarunterricht; Armut; News report; Reportage; Diskursanalyse; Cultural influence; Kultureinfluss; Political attitude; Politische Einstellung; Urban area; Stadtregion; Slum; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Kenia
Abstract	Low-fee private schools (LFPS) have grown considerably in the developing world as public free primary education has been unable to cater to the poorest children. Bridge International Academies (BIA), one of the largest chains of LFPS, has positioned itself as a solution to issues of access and quality of primary education. Using newspaper articles from Kenya and Uganda, this paper examines public discourse of BIA through the lens of cultural political economy, or how public discourse can influence variation, selection and retention regarding LFPS. After exploring scholarship to understand the justifications and impacts of LFPS, this paper finds that justifications are present in public discourse while impacts are not. Therefore, public discourse has given voice and promoted the need for improvements, with LFPS as an option, but that discourse (and scholarship) has yet to emphasize LFPS as a real solution, due to inconclusive evidence and ongoing battles with governments. (As Provided).
Anmerkungen	Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01