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Conflict-Affected Contexts and Emergence of Global Education Policy

The Case of El Salvador’s EDUCO Program1

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The Contested Role of Education in Conflict and Fragility

Part of the book series: The World Council of Comparative Education Societies ((WCCE))

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Abstract

This chapter addresses education reform in conflict-affected settings and discusses the ways in which such reform can be influenced—and then elsewhere leveraged — by international organizations. In so doing, I will argue not only that conflict-affected settings are particularly susceptible to international influence, but, more broadly, that conflict affected settings can serve—indeed, have served—as an important “blind spot” where certain kinds of reforms are inscribed and then promoted by international organizations that must “sell” policies to sustain their raison d’être (Santos, 2007).

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Author information

Authors and Affiliations

  1. Drexel University, California

    D. Brent Edwards Jr

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  1. D. Brent Edwards Jr
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Editor information

Editors and Affiliations

  1. Bar-Ilan University, Israel

    Zehavit Gross

  2. University of Birmingham, UK

    Lynn Davies

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Edwards, D.B. (2015). Conflict-Affected Contexts and Emergence of Global Education Policy. In: Gross, Z., Davies, L. (eds) The Contested Role of Education in Conflict and Fragility. The World Council of Comparative Education Societies. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-010-9_6

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