Overview

Partnerships are now pervasive in global education and development, but are they creating equitable, cooperative, and positive relationships? Through case studies of prominent multistakeholder partnerships—including the Education Cannot Wait Fund and Global Partnership for Education—as well as a comprehensive analysis of the global education network, this book exposes clear power imbalances that persist in the international aid environment. The author reveals how actors and organizations from high-income countries continue to wield disproportionate influence, while the private sector holds a growing degree of authority in public policy circles. In light of such evidence, this book questions if partnerships truly ameliorate power asymmetries, or if they instead reproduce the precise inequities they are meant to eliminate. Book Features: Provides in-depth case studies of two of the most prominent multistakeholder education organizations, including key informant interviews that provide insider perspectives and critiques. Applies innovative methodologies to understand power and influence, including a network analysis of hundreds of organizations engaged in the global education sector. Tackles pressing and evolving themes, such as increased private sector engagement and power asymmetries in international development.

Full Product Details

Author:   Francine Menashy ,  Gita Steiner-Khamsi ,  Steven Klees
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 16.20cm , Height: 1.10cm , Length: 23.50cm
Weight:   0.318kg
ISBN:  

9780807761816

ISBN 10:   0807761818
Pages:   160
Publication Date:   12 July 2019
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

Contents Foreword Steven Klees ix Acknowledgments xiii List of Abbreviations xv 1. Introduction: Conceptualizing Power in an Era of Partnerships 1 Understanding Partnership 3 Understanding Power 6 Methods and Data Collected 10 Notes on Terminology 14 Rationale for This Book 16 A Note on Scope 18 My Position as Author 19 Overview of the Book 20 2. The Shift to Partnership in International Development and Education 23 The Era of Partnership 24 Multistakeholder Partnerships 29 Partnerships as Public–Private Arrangements 31 Questioning Partnerships 34 Partnerships in Education and Development 39 Conclusion 43 3. New Actors and Relationships in Aid to Education: Understanding Power in a Transnational, Partnership-Based Network 44 The Changing “Architecture” of Development Aid 44 Understanding Power in Networks 47 Network Research on International Development and Aid 50 Networks, Partnerships, and Aid to Education 51 Conclusion 58 4. Power Dynamics in a Multistakeholder Fund: The Case of the Global Partnership for Education 61 The History and Mandate of the Global Partnership for Education 61 Power Dynamics in the Global Partnership for Education 64 The Empowering of Private Actors in the Global Partnership for Education 71 Conclusion 80 5. The Challenges of Partnering for Aid to Education in Emergencies: The Case of the Education Cannot Wait Fund 81 The History and Mandate of the Education Cannot Wait Fund 82 Power Dynamics in Education Cannot Wait 85 The Empowering of Private Actors in Education Cannot Wait 95 Conclusion 100 6. Conclusion: Reconceptualizing Partnerships in International Aid to Education 102 Structural Power in Partnerships: North/South Hierarchies 102 Productive Power in Partnerships: The Framing of the Private Sector 105 Shifting Power Dynamics in Partnerships 107 Reconceptualizing Partnerships 111 Conclusion 117 References 119 Index 133 About the Author 141

Reviews

An essential reference for scholars and practitioners interested in taking a critical look at the evolution of the aid architecture, particularly in the education sector, and in better understanding persisting and emerging challenges. --International Review of Education

Author Information

Francine Menashy is an associate professor in the Department of Leadership in Education and teaches in the Urban Education, Leadership, and Policy Studies doctoral program at the University of Massachusetts Boston. Dr. Menashy is coeditor of Comparative Education Review.

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