The World Bank as a Development Teacher

Dados Bibliográficos

ID6189056
AutoresAdrian Robert Bazbauers (0000-0001-8569-6374, autor correspondente), Adrian Bazbauers
Ano2016
Volume22
Fascículo3
Páginas409-426
Data de publicação2016-08-19
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoGlobal Governance A Review of Multilateralism and International Organizations (JOURNAL)
Identificadores do periódicoISSN: 1075-2846 • E-ISSN: 1942-6720
EditoraWalter de Gruyter GmbH (PUBLISHER • DE)
DOI10.1163/19426720-02203007
OpenAlexW2521999500
IdiomaEN
Citações recebidas7

The World Bank has been widely critiqued as a source of development norms. Yet one aspect of its activities has received relatively little academic attention: the socialization of development norms through training programs. This article addresses this gap in the literature by analyzing changes in the curricula, pedagogy, and methodology of the Economic Development Institute and the World Bank Institute—the teaching and learning arm of the World Bank. The article argues that, unlike the coercive nature of World Bank loan conditionality, the two teaching institutes have operated quietly in the background attempting to persuasively habitualize and naturalize member country participants into accepting particular understandings of and approaches to development as best practice and common sense. It concludes that the institutes have been active in the creation of toolkits used to socialize individuals into accepting and following World Bank development norms

Conditionality · Curriculum · Economics · Loan · Pedagogy · Political science · Politics · Public relations · Social science · Socialization · Sociology · Global Educational Policies and Reforms · International Development and Aid · Law · Tourism, Volunteerism, and Development · Finance