Cultures of Funding, Management and Learning in the Global Mainstream

Autor/in	Preston, R.
Titel	Cultures of Funding, Management and Learning in the Global Mainstream
Quelle	In: International Journal of Educational Development, 25 (2005) 2, S.157-172 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2004.11.024
Schlagwörter	Poverty; Labor Market; Case Studies; Educational Policy + Suchen Sie Ihr Suchwort? Armut; Labour market; Arbeitsmarkt; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik
Abstract	This paper examines changes over the last 20 years which have shaped international human development assistance for the alleviation of poverty and inclusion and what it achieves. With reference to labour market restructuring and the contemporary rhetoric, design and management of human development interventions, it describes a study into how these changes influence the multiple messages being transmitted in association with aid sector interventions and applies them to case studies of communication in very different organisational partnerships. The discussion is of the learning they inspire and its implications for inclusion, control and stability at multiple levels. The paper observes close similarities between the case studies in low-income states and others in advanced capitalist nations, which offer short-term funding oriented at the inclusion of marginal groups and at the support of civil society initiatives for its own development. It argues that the remit of the aid sector and other providers, rather than alleviating poverty, reinforces internationally framed structures of inclusion, marginality, cohesion and stability, with differential skill in the management of finance, human and other resources crucial to the process. Observable across corporate, statutory and non-government sectors alike, such skill attains the status of a global literacy, subordinating other knowledge and practice to its logic. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10