Series Editors: Madeleine Arnot and Christopher Colclough
This series of research-based monographs and edited collections contributes to global debates about how to achieve education for all. A major set of questions faced by national governments and education providers concerns how the contributions made by education to reducing global poverty, encouraging greater social stability and equity, and ensuring the development of individual capability and wellbeing can be strengthened. Focusing on the contributions that research can make to these global agendas, this series aims to provide new knowledge and new perspectives on the relationships between education, poverty and international development. It offers alternative theoretical and methodological frameworks for the study of developing-country education systems, in the context of national cultures and ambitious global agendas. It aims to identify the key policy challenges associated with addressing social inequalities, uneven social and economic development, and the opportunities to promote democratic and effective educational change.
The series brings together researchers from the fields of anthropology, economics, development studies, educational studies, politics, international relations and sociology. It includes work by some of the most distinguished writers in the fields of education and development, along with new authors working on important empirical projects. The series contributes significant insights on the linkages between education, economy and society, based on interdisciplinary, international and national studies.
Selected volumes will include critical syntheses of existing research and policy, work using innovative research methodologies, and in-depth evaluations of major policy developments. Some studies will address topics relevant to poverty alleviation, national and international policy-making and aid, while others will be anthropological or sociological investigations of how education functions within local communities, for households living in poverty or for particular socially marginalised groups. In particular, the series will feature sharp, critical studies that are intended to have a strategic influence on the thinking of academics and policy-makers.
Education Quality and Social Justice in the Global South: Challenges for policy, practice and research
Learner-centred Education in International Perspective: Whose pedagogy for whose development?
January 17, 2019
Educating Entrepreneurial Citizens examines the multiple and contradictory purposes and effects of entrepreneurship education aimed at addressing youth unemployment and alleviating poverty in Tanzania. Governments in sub-Saharan Africa face increasing pressure to educate young people through...
Elaine Unterhalter, Amy North
January 17, 2019
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...
Lucy Hopkins, Arathi Sriprakash
January 16, 2019
Why are development discourses of the ‘poor child’ in need of radical revision? What are the theoretical and methodological challenges and possibilities for ethical understandings of childhoods and poverty? The ‘poor child’ at the centre of development activity is often measured against and...
August 30, 2017
Current paradigms of ‘development’ generally serve mobile pastoralist groups poorly: their visibility in policy processes is minimal, and their mobility is constructed by the powerful as a ‘problem’, rather than as a rational livelihood strategy. Increasingly damaged eco-systems, shrinking natural...
May 10, 2016
This book is concerned with understanding the complex ways in which gender violence and poverty impact on young people’s lives, and the potential for education to challenge violence. Although there has been a recent expansion of research on gender violence and schooling, the field of research that...
Leon Tikly, Angeline M. Barrett
June 09, 2015
How we understand education quality is inextricably linked with perspectives on social justice. Questions of inclusion, relevance and democracy in education are increasingly contested, most especially in the global South, and improving the quality of education, particularly for the most...
June 09, 2015
Is learner-centred education appropriate for all societies and classrooms? Learner-centred education (LCE) is a travelling policy, widely promoted by international agencies and national governments. Arguments in favour of this pedagogical tradition refer to theories and evidence from cognitive...
Melanie Walker, Monica McLean
June 09, 2015
This book innovatively explores how universities might be engines of reform and be directed towards social change. Using rich case studies drawn from South African research, the book comprehensively provides a myriad of new perspectives on what constitutes a set of appropriate public-good...
July 17, 2014
Education has an extraordinarily important role to play in efforts to eliminate poverty world-wide. This book reveals the nature and complexity of these relationships and provides indispensible pointers to the kinds and extent of policy changes that are required. Based on highly innovative...
July 17, 2014
In developing countries across the world, qualified teachers are a rarity, with thousands of untrained adults taking over the role and millions of children having no access to schooling at all. The supply of high-quality teachers is falling behind: poor status, low salaries and inadequate working...