© 2015 – Routledge
International Education and Development provides an innovative and comprehensive critique of developments to improve schooling in the global South. Drawing on a wide range of international contexts, the book is divided into two parts: the first part offers a theoretical critique of the field; the second a series of case studies, drawn from recent research, illustrating the usefulness of a narrative approach. Theoretically the book provides a clear and critical examination of the macro ‘stories’ of development and international education over the past fifty years, paying particular attention to Western discourses, the tensions between Western and indigenous models of development, and the emergence of new forms of educational provision and methods of learning. From a practical perspective, the book examines the role narrative can play at local and micro levels, looking at the stories of individual decision makers – from children in the classroom to education officers at the district education office – and the opportunities and challenges of using these accounts for research, teaching and policy-making purposes.
This book draws upon the author’s forty years of experience of teaching, researching and working as a policy maker in a number of Southern contexts; and his current interest in the potential role of narrative and life-story in international education and development. Particular attention is also paid to explaining of key concepts, influential thinkers, and sources of further assistance and support.
Part One: The ‘grand narrative’ of international education and development
Chapter One: Narrative, Culture and Learning - theoretical positions
Chapter Two: The Narrative of Development – from colonialism to globalisation
Chapter Three: The Narrative of International Education – the ‘empire bites back’?
Part Two: Narratives from the field
Chapter Four: At the chalk face - stories from the classrooms
Chapter Five: At the office – stories of administration, management and change
Chapter Six: Narrative and Learning – an international perspective
Conclusion: Summary of key arguments