This series of research-based monographs and edited collections provides new analyses of the relationships between education, poverty and international development. The series offers important theoretical and methodological frameworks for the study of developing-country education systems, in the context of national cultures and ambitious global agendas. It aims to identify the key policy challenges associated with addressing social inequalities, uneven social and economic development and the opportunities to promote democratic and effective educational change.
The series brings together researchers from the fields of anthropology, economics, development studies, educational studies, politics international relations and sociology. It represents a unique opportunity to publish work by some of the most distinguished writers in the fields of education and development along with that of new authors working on important empirical projects. The series contributes important insights on the linkages between education and society based on inter-disciplinary, international and national studies.
Sharp, critical and innovative studies are sought that are likely to have a strategic influence upon the thinking of academics and policy-makers. They may include critical syntheses of existing research and policy, innovative research methodologies, and in-depth evaluations of major policy developments. Some studies will address topics relevant to poverty alleviation, national and international policy-making and aid, whilst others may represent anthropological or sociological investigations on how education works or does not work within local communities, for households living in poverty or for particular socially marginalised groups. Preference will be given to studies with a comparative international approach although some single-country studies will be considered, where they raise interesting theoretical and policy issues with clear relevance for international audiences.
Mothers and Schooling Poverty, Gender and Educational Decision-Making in Rural Kenya
Reforming Education and Challenging Inequalities in Southern Contexts Research and Policy in International Development
Livelihoods and Learning Education For All and the marginalisation of mobile pastoralists
Learner-centred Education in International Perspective Whose pedagogy for whose development?
Professional Education, Capabilities and the Public Good The role of universities in promoting human development
By Fibian Lukalo
November 30, 2021
This ground-breaking book opens new horizons in understanding educational decision-making and how schooling patterns are shaped by, and reshape, rural communities. It provides a humane portrait of the struggles faced by mothers in rural Kenya to educate their children, despite the ‘free education ...
Edited By Pauline Rose, Madeleine Arnot, Roger Jeffery, Nidhi Singal
March 25, 2021
This book offers in-depth analyses of how education interacts with social inequality in Southern contexts. Drawing on a range of disciplinary frameworks, it presents new analyses of existing knowledge and new empirical data which define the challenges and possibilities of successful educational ...
By Joan DeJaeghere
January 17, 2019
Educating Entrepreneurial Citizens examines the multiple and contradictory purposes and effects of entrepreneurship education aimed at addressing youth unemployment and alleviating poverty in Tanzania. Governments in sub-Saharan Africa face increasing pressure to educate young people through ...
By Elaine Unterhalter, Amy North
January 17, 2019
Drawing on case-study research that examined initiatives which engaged with global aspirations to advance gender equality in schooling in Kenya and South Africa, this book looks at how global frameworks on gender, education and poverty are interpreted in local settings and the politics of ...
Edited By Lucy Hopkins, Arathi Sriprakash
January 16, 2019
Why are development discourses of the ‘poor child’ in need of radical revision? What are the theoretical and methodological challenges and possibilities for ethical understandings of childhoods and poverty? The ‘poor child’ at the centre of development activity is often measured against and ...
By Caroline Dyer
August 30, 2017
Current paradigms of ‘development’ generally serve mobile pastoralist groups poorly: their visibility in policy processes is minimal, and their mobility is constructed by the powerful as a ‘problem’, rather than as a rational livelihood strategy. Increasingly damaged eco-systems, shrinking natural ...
Edited By Jenny Parkes
May 10, 2016
This book is concerned with understanding the complex ways in which gender violence and poverty impact on young people’s lives, and the potential for education to challenge violence. Although there has been a recent expansion of research on gender violence and schooling, the field of research that...
Edited By Leon Tikly, Angeline M. Barrett
June 08, 2015
How we understand education quality is inextricably linked with perspectives on social justice. Questions of inclusion, relevance and democracy in education are increasingly contested, most especially in the global South, and improving the quality of education, particularly for the most ...
By Michele Schweisfurth
June 08, 2015
Is learner-centred education appropriate for all societies and classrooms? Learner-centred education (LCE) is a travelling policy, widely promoted by international agencies and national governments. Arguments in favour of this pedagogical tradition refer to theories and evidence from cognitive ...
By Melanie Walker, Monica McLean
June 08, 2015
This book innovatively explores how universities might be engines of reform and be directed towards social change. Using rich case studies drawn from South African research, the book comprehensively provides a myriad of new perspectives on what constitutes a set of appropriate public-good ...
By Christopher Colclough
July 17, 2014
Education has an extraordinarily important role to play in efforts to eliminate poverty world-wide. This book reveals the nature and complexity of these relationships and provides indispensible pointers to the kinds and extent of policy changes that are required. Based on highly innovative ...
Edited By Bob Moon
July 17, 2014
In developing countries across the world, qualified teachers are a rarity, with thousands of untrained adults taking over the role and millions of children having no access to schooling at all. The supply of high-quality teachers is falling behind: poor status, low salaries and inadequate working ...