Global Education Policy in African Fragile and Conflict-Affected States: Examining the Global Partnership for Education

Autor/inn/en	Silva, Rui da; Oliveira, Joana
Titel	Global Education Policy in African Fragile and Conflict-Affected States: Examining the Global Partnership for Education
Quelle	In: Globalisation, Societies and Education, 20 (2022) 4, S.508-522 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Silva, Rui da) ORCID (Oliveira, Joana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2021.1947201
Schlagwörter	Global Approach; Educational Policy; Partnerships in Education; Conflict; Discourse Analysis; Language Usage; Foreign Countries; Policy Formation; Educational Planning; Content Analysis; Educational Development; Global Education; Computational Linguistics; Politics of Education; Policy Analysis; Governance; Publications; International Organizations; Agency Role; Web Sites; Africa + Suchen Sie Ihr Suchwort? Globales Denken; Politics of education; Bildungspolitik; Hochschulpartnerschaft; Konflikt; Diskursanalyse; Sprachgebrauch; Ausland; Politische Betätigung; Bildungsplanung; Inhaltsanalyse; Bildungsentwicklung; Globales Lernen; Linguistics; Computerlinguistik; Educational policy; Politikfeldanalyse; Education; Financing; Steuerung; Bildung; Erziehung; Finanzierung; International organisation; International organisations; International organization; Internationale Organisation; Web-Design; Afrika
Abstract	The study detailed in this paper examines the role of the Global Partnership for Education (GPE) in the transnational policy-making landscape in relation to African fragile and conflict-affected states. Data collection was based on content analysis of a corpus of documents -- Education Sector Plans (ESPs)/Transitional Sector Plans -- examining to what extent the main categories identified in the literature concerning global education policy and international development, emerge from the documents. We conclude that certain terms and constructs that emerge from global education discourses recur frequently in the ESPs. The article argues that there is a depoliticisation strategy in the development of the ESPs, making it possible to identify a façade of precision, a façade of rationality and a façade of universality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01