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The World Bank and Education

Critiques and Alternatives

  • Book
  • © 2012

Overview

Editors:
  1. Steven J. Klees

    1. University of Maryland, U.S.A.

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    You can also search for this editor in PubMed   Google Scholar

  2. Joel Samoff

    1. Stanford University, U.S.A.

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    You can also search for this editor in PubMed   Google Scholar

  3. Nelly P. Stromquist

    1. University of Maryland, U.S.A.

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    You can also search for this editor in PubMed   Google Scholar

  • Written by experts, Gives a modern approach, Comprehensive in Scope

Part of the book series: Comparative and International Education: A Diversity of Voices (CIEDV, volume 14)

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Table of contents (14 chapters)

  1. Front Matter

    Pages i-xxi
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  2. Framing the Issues

    1. Front Matter

      Pages 1-1
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    2. For All By All?

      • Gita Steiner-Khamsi
      Pages 3-20

    3. World Bank Poetry

      • Bjorn Harald Nordtveit
      Pages 21-32

    4. The Poverty of Theory

      • Sangeeta Kamat
      Pages 33-47

    5. World Bank and Education

      • Steven J. Klees
      Pages 49-65

  3. Learning, Assessment, and The Role of Teachers

    1. Front Matter

      Pages 67-67
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    2. The 2020 World Bank Education Strategy

      • Angela C. de Siqueira
      Pages 69-81

    3. Teachers as Learners

      • Mark Ginsburg
      Pages 83-93

    4. “Quality’s” Horizons

      • Crain Soudien
      Pages 95-107

    5. More of The Same Will Not Do

      • Joel Samoff
      Pages 109-121

  4. Research and Policy

    1. Front Matter

      Pages 123-123
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    2. “All Things Being Equal?”

      • Antoni Verger, Xavier Bonal
      Pages 125-142

    3. “Research Shows That …”

      • Joel Samoff
      Pages 143-157

    4. The Gender Dimension in The World Bank’s Education Strategy

      • Nelly P. Stromquist
      Pages 159-172

    5. Human Rights in The World Bank 2020 Education Strategy

      • Salim Vally, Carol Anne Spreen
      Pages 173-187

    6. The Strange Non-Death of Neoliberal Privatization in The World Bank’s Education Strategy 2020

      • Susan L. Robertson
      Pages 189-206

  5. Reshaping The Future

    1. Front Matter

      Pages 208-208
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    2. Alternatives to The World Bank’s Strategies For Education and Development

      • Anne Hickling-Hudson, Steven J. Klees
      Pages 209-226

  6. Back Matter

    Pages 227-245
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Keywords

About this book

World Bank and Education: Book Blurb For more than three decades, the World Bank has been proposing global policies for education. Presented as research-based, validated by experience, and broadly applicable, these policies are ideologically driven, insensitive to local contexts, and treat education as independent of international dynamics and national and local economies and cultures. Target countries, needing resources and unable to generate comparable research, find it difficult to challenge World Bank recommendations. The World Bank and Education: Critiques and Alternatives represents a powerful challenge to World Bank proposals. Probing core issues—equity, quality, finance, privatization, teaching and learning, gender, and human rights—highlights the disabilities of neoliberal globalization. The authors demonstrate the ideological nature of the evidence marshaled by the World Bank and the accompanying policy advice. Addressing key education issues in developing countries, the authors’ analyses provide tools for resisting and rejecting generic policy prescriptions as well as alternative directions to consider. Robert Arnove, in his preface, says, “whether the Bank is responsive to the critiques and alternatives brilliantly offered by the present authors, the book is certain to influence development and education scholars, policymakers, and practitioners around the globe.”

Editors and Affiliations

  • University of Maryland, U.S.A.

    Steven J. Klees, Nelly P. Stromquist

  • Stanford University, U.S.A.

    Joel Samoff

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