Global civil society and education policy in post-genocide Rwanda

Bibliographic Data

ID2355561
AuthorsGarnett Russell (0000-0002-2814-4714, Columbia University, corresponding author), Susan Garnett Russell (Teachers College, Columbia University, USA)
Year2015
Volume30
Issue6
Pages599-618
Publication date2015-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Sociology (JOURNAL)
Journal identifiersISSN: 0268-5809 • E-ISSN: 1461-7242
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0268580915605652
OpenAlexW2341797081
LanguageEN
Citations received14
References cited39

Drawing on the case of Rwanda, this article investigates why certain global norms are more likely to be 'translated' to national educational policies and the differential influence of inter-governmental organizations (IGOs) and international non-governmental organizations (INGOs) in transmitting global norms. Qualitative analysis of national education policy documents and interviews with international development organizations reveal that global norms linked to development, Education for All (EFA), and gender equality are more amenable to 'translation' to the local level, while human rights norms are contested and 'edited' for a post-conflict context. The restricted political space for civil society constrains the ability of INGOs to openly advocate for contentious issues; thus, IGOs have more financial and normative influence on national education policies. Findings elucidate mechanisms for the adoption of global models in post-conflict settings

Civil society · Genocide · Global education · Higher education · Human rights · International education · Normative · Political economy · Political science · Politics · Public relations · Sociology · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law · Peace and Human Rights Education · Public Administration

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