Multi-stakeholder aid to education

Power in the context of partnership

Bibliographic Data

ID12725845
AuthorsFrancine Menashy (0000-0003-1185-5891, University of Massachusetts Boston, corresponding author)
Year2017
Volume16
Issue1
Pages13-26
Publication date2017-07-31
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueGlobalisation Societies and Education (JOURNAL)
Journal identifiersISSN: 1476-7724 • E-ISSN: 1476-7732
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/14767724.2017.1356702
OpenAlexW2739797697
LanguageEN
Citations received26
References cited27

This study examines power asymmetries within the largest multi-stakeholder agency in the education sector: the Global Partnership for Education (GPE). Drawing from data collected through key informant interviews and document analyses, this research asks if the establishment of the GPE has altered power arrangements in educational aid. The study finds that in spite of efforts to create a more equitable environment via the GPE, bilateral donors and the World Bank in particular retain their hierarchical positions through the maintenance of structures that reproduce their dominant status, thereby countering the principles that underpin the GPE’s mandate

Agency (philosophy · Business · Context (archaeology · General partnership · Key (lock · Mandate · Political science · Power (physics · Public relations · Sociology · Stakeholder · Computer Science · Global Education and Multiculturalism · Global Educational Policies and Reforms · International Development and Aid · Finance